cdsCode|lea|priorityNumber|narrative3|narrative2|narrative1|buildingRelationship|environmentRelationship|staffSupportRelationship|opportunityRelationship|professionalLearningPartnership|resourcePartnership|implementationPartnership|legalRightsPartnership|effectiveEngagementGroupDecision|effectiveEngagementDecision|strategyDecision|familyEngagementDecision|meetingDate|performance|year 19642120000000|ABC Unified|3|The District and schools maintain all state and federal required committees (e.g. PC, DELAC, LCAP-PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board appointed committees, which includes parents/guardians and community members, provide oversight to district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, PTA and Adult School work together to plan and implement the Parent Leadership Conference, which consists of workshop topics requested by parents/guardians. Schools provide a variety of family engagement activities (e.g. science night, college fairs, etc.) in partnership with their parents, PTA, Foundations and SSC. To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g. Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making.|Parents/guardians of children and students in ABC are provided a wide range of opportunities to engage in providing input to decisions that impact their children’s learning and socio-emotional well being. Parents are involved in leading meetings, understanding policy and programs and working with district and school staff to support and improve student progress and outcomes. District and school site meeting structures are used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC)and Parent Advisory/Cafe, for children in Head Start/State Preschool; Community Advisory Council (CAC), for students with special needs; District English Learners Committee (DELAC), for students who are designated as English learners (EL); Local Control Accountability - Parent Council (LCAP-PAC) and EL-LCAP-PAC; Title I Parent Committee, Parent Teacher Association (PTA), School Site Council, Initial Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent conferences, Back to School Nights, and Open House are venues used to discuss student progress with their families. To improve the engagement of underrepresented families, the District and school staff should continue to identify and implement strategies that lead toward increased parent/guardian involvement and engagement.|The Board of Education, district staff, school teams (administrators, certificated and classified staff), bus drivers and campus security have participated in a one or three day equity training. In addition, 200 middle and high school students attended an equity training, and parents had the opportunity to attend an equity training in partnership with PTA. Equity training continues at five school sites, with multiple days of professional learning involving the entire staff. To improve the engagement of underrepresented families, equity training should continue being offered as schools work toward becoming culturally proficient they are better able to serve their school community (students, parents/guardians, etc.).|3|3|3|3|2|3|3|3|1|1|3|3|2019-10-15|Met|2019 19769680109926|Academia Avance Charter|3|Academia Avance shows strength and progress with parent participation year after year at a rate of 97% (or higher); with parent conferences being the biggest participation outcome. A key area for improvement is to bring additional holistic resources that can assist in eliminating barriers for underrepresented families. Via community partnerships, civic engagement, and advocacy; Avance will look to continue to improve and bolster input for decision making.|Academia Avance shows strength and progress with parent participation year after year at a rate of 97% (or higher); with parent conferences being the biggest participation outcome. A key area for improvement is to bring additional holistic resources that can assist in eliminating barriers for underrepresented families. Via community partnerships, civic engagement, and advocacy; Avance will look to continue to improve and bolster partnerships for student outcomes.|Academia Avance shows strength and progress with parent participation year after year at a rate of 97% (or higher); with parent conferences being the biggest participation outcome. A key area for improvement is to bring additional holistic resources that can assist in eliminating barriers for underrepresented families. Via community partnerships, civic engagement, and advocacy; Avance will look to continue to improve and bolster the building of relationships.|5|5|5|4|5|4|5|5|5|5|5|5|2019-10-26|Met|2019 19647330120097|Academia Moderna|3|Academia Moderna seeks input from parents/guardians with decision making. The English Learner Advisory Committee (ELAC) and School Site Council (SSC) meet to discuss and approve measures that impact teaching and learning. ELAC and SSC met because the Local Control and Accountability Plan (LCAP) was revised to to align goals to state priorities. Another measure that was approved by ELAC and SSC was the new English Learner Master Plan. The purpose of the new plan is to ensure optimal linguistic and academic success to English Learners though a comprehensive developed language program. Parent/guardian participation at Academia Moderna is encouraged. Parents/guardians have access to translated services and documents to allow them to fully participate in Academia Moderna's programs. Translation is available for parents who need it during IEP meetings. Parent/guardian workshops are designed to educate, support, and link student learning to home. The entire staff underwent customer service training to ensure that interactions with parents/guardians are supportive, and professional.|AMCS provides opportunities for the informed participation of parents and family members with disabilities and parents and family members of migratory children. AMCS has found that some parents prefer to meet afterwork, while others prefer meeting during the day. To accommodate parents’, need some meetings are scheduled during school hours and after school hours. Parents are encouraged to join committees like ELAC and SSC to represent their interests. AMCS has a parent center where parents are encouraged to take education classes on topics such as Standards, Literacy and Numeracy Strategies. Accommodations are made for parents and family members with disabilities by providing reasonable accommodation to parents and family members. Translation services are provided during IEP meetings, parent conferences, and parent training sessions. All information that is given out to parents is available in Spanish as well. AMCS provides special accommodations for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For example, AMCS staff will meet with parents at different times of the day to accommodate their schedule. AMCS has made accommodations for families at times and have conducted home visits because of accessibility issues. AMCS provides opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption. For example, AMCS provides students the opportunity for independent study while they are away from school. Teachers prepare appropriate work for their students and grade it when they return. This opportunity is provided for students so they do not fall behind academically. Communication with parents and families in a language in which such parents understand is made available from multiple sources. Many AMCS’ staff has the abilities to communicate (orally and written) in Spanish. Staff members provide translations services when needed. Teachers often communicate in Spanish with parents via phone conversations and texts. Parents receive messages in Spanish from an auto-dialer. AMCS is ADA compliant and parents and family members have complete access to any part of the campus. In addition, report cards, flyers, calendars, mailers, and signage are all made available in Spanish, for parents and family to access.|Parent/guardians receive multiple forms of communication from Academia Moderna. Parent Square, home notifications, fliers, posted information around campus, direct contact with parents/guardians, workshops, meetings, ELAC and SSC meetings, and Parent Liaison communications are all ways that parents/guardians obtain important information.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 19642460126003|Academies of the Antelope Valley|3|Academies of the Antelope Valley does an adequate job of seeking input for decision making as evidenced through surveys, Back To School Nights and other family events on campus. One of the strengths of Academies of the Antelope Valley over the LEA is in building capacity of parents into decision making opportunities (through Parent University as an example).|While systems for building partnerships for student outcomes is strong, several areas for improvement are specific to grades 3-8. Sometimes there is a lack of awareness of indicators like Chronic Absenteeism for our 7th and 8th graders (since the high school district doesn't have this indicator).|Academies of the Antelope Valley does an excellent job of building and maintaining relationships. This is done both virtually and in person. An area of improvement to focus on would be to gather individual stakeholders with a better emphasis on the unique cultures of each location.|4|4|4|4|3|4|4|4|4|4|4|4|2019-11-14|Met|2019 36750773631207|Academy for Academic Excellence|3|Families are an important component of the Academy for Academic Excellence (AAE) governance process. Multiple opportunities are offered to engage all members of the school community in evaluations of programs and services. Student, parent, and staff surveys are used to gather input. Parents of AAE students are invited to complete a climate survey at least every two years to provide the school with subjective measures, including satisfaction levels with all aspects of the AAE and its programs. AAE uses the survey results to foster positive learning and teaching environments, measure parent involvement, student achievement, health, and well being. Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The SSC is actively involved in developing and approving the school's Local Control and Accountability Plan (LCAP) as well as related categorical expenditures. Its members regularly evaluate data and the progress made to raise the academic achievement of all students. Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are held alternately at Norton Space and Language Academy (NSLA) and AAE and streamed live to the other school site, increasing accessibility and participation for all stakeholders at both schools. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the AAE Principal reviews any Board presentations at a monthly Parents and Pastries meeting. These include presentations on SBA results, California School Dashboard, LCAP progress and annual updates. All parents are encouraged to attend these regularly scheduled open forums where they have access to AAE administration and representatives to ensure successful ongoing communication among parents, students, and the school. Parents and Pastries meetings are streamed live on the school's Facebook page allowing hundreds of parents that are unable to attend to view the recordings at their convenience. Parents are reminded of all public school meetings through the AAE's mass messaging system, Parent Square, and Facebook posts. The AAE administration actively works to continually improve academic performance, school climate, and operations through collaboration with stakeholders. Increased frequency and opportunities to engage all members of the school community have resulted in significant gains in the levels of engagement between home and school.|The AAE values the importance of building partnerships for improved student outcomes. The AAE became eligible for Title I targeted assistance in 2018-19. The 2019-20 school year has been the first year of a Title I schoolwide program. Title I funds have allowed the school to improve or increase services for foster youth, low-income youth, and English Language Learner students.|The AAE actively works to build positive relationships with all members in the learning community. Based on parent perception surveys students and families feel a strong attachment to the school. This is also is reflected in ADA of 96% in 2018-19.|5|4|3|4|4|4|3|4|5|4|3|4|2019-10-14|Met|2019 36677360116723|Academy of Careers and Exploration|3|The LEA holds annual strategic planning meetings since 2012 that engages all leadership fully through the facilitation of the discussions areound data and other school outcomes. School Site Councils and ELAC Meetings are held on a regular basis in order to inform parents of what is happening in educational programs and allow them to have Local Control on the education of their students by proving participation and input opportunities. All meetings are open and encourage participation from the public. A principal forum that encourages Questions and ANswers is held at the middle school in order to promote parent input from any subgroup. Site Councils are heavily involved in giving input on planning and supporting family based activities such as Curriculum Nights and Parent Teacher Conferences.|From the first day of the staff calendar, professional development is focused upon to help student learning. Culture and academic instruction are the main focuses for staff development in order to assist students to achieve. The District is currently focused on Blended Learning and Multi-Tier Support Systems as a means to meet all student's academic and social needs. Opportunities for parent participation abound as many parents are able to come on campus and assist students or attend training such as Math Night where over 150 people participated. Parent-Teacher conferences are held at multiple points throughout the school year. Additionally, regular visits and opportunities for communication through online tools are also used to enhance student learning. Parent rights are provided to every parent at the beginning of each school year as well as during IEP's to ensure that parents are informed and able to support their child legally and fully.|The District Staff and parents have formed a cohesive bond that works toward assisting students. Regular activities are scheduled and held that promote parent engagement. Staff members have daily periods of time when they are able to reach out to parents about concerns. Beginning on the day before the first day of the school year, parents are invited on to campus to promote a welcoming yet safe feel to the campuses. Activities include curriculum nights that focus on what and how students learn at school and how they can be supported at home. Resources such as online gradebooks and communication tools are used to ensure high levels of communication.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 07616300000000|Acalanes Union High|3|All AUHSD schools have parent advisory groups highly involved and providing input in decision making. Each comprehensive school site has a parent club organization and a fundraising foundation. Both groups function to provide parent voice and input in all aspects of decision making at the school sites. School administrators hold regular meetings with the parent leadership to provide information and seek input regarding relevant and current happenings at the sites. There is a true high level partnership amongst the parent leaders and staff members at each school site. Parents of English Learners have traditionally been under-represented on the parent advisory groups. This is true of some other identified underrepresented groups. This has posed some challenges in gathering their input and while the schools and the district have taken steps to address this by changing meeting times, specifically reaching out to parents of underrepresented students, there is still need for more improvement. District office regularly meets with a parent advisory group consisting of parent leaders from the comprehensive school sites. Meetings are held regularly and the topics addressed are identified by the staff and parents to ensure they are meaningful and relevant. Input is gathered on all major decision or initiatives that the district is implementing that is affecting students and parents. In addition to the general advisory group, there are targeted advisory groups focused on topics of student wellness and another specifically for parents of students with special needs. This allows staff to gather targeted input and specific to those topics.|AUHSD staff has a strong partnership with the parent community and has developed ways of communicating and addressing student progress and achievement outcomes. All schools regularly communicate academic progress accessible to students and parents via digital platform. Counselors meet with each student individually to review their progress throughout the year. Students with special needs have a case manager who provides them with additional support and communication to the parent. Parents are encouraged to communicate with staff with concerns and meet with teachers, counselors and administrators on regular bases. The schools offer various support resources and communicate these resources to the parents. Informational meetings are held to ensure parents understand what those resources are and how their child can access them. Staff has determined to further partner with the parents and organize additional parent education events and help support parents with resources to support learning and developing of environment that is most productive for learning at home. Parent education events are planned for the 19-20 school year. Additionally, further partnering is needed with parents of English Learners and how to best support them at home.|AUHSD staff has recently surveyed parents to gain an understanding of their level of engagement, positive relationship with the schools and positive involvement with the school and district staff. The survey was administered to all parents during the LCAP input time and was used to inform goals and actions steps in the LCAP. The results of the survey demonstrated that the AUHSD parents feel strong levels of trust and engagement at their schools. The district staff has placed great efforts in putting a focus and developing capacity amongst staff to build this level of trust between the staff and the parents. A debrief of all major parent/school meetings (such as start of year registration, enrollment process, back to school events, parent information events, mailers, attendance calls, etc) are reviewed with staff and parent leaders to ensure that the message and tone are welcoming and contribute to the furthering of a positive relationship. Schools hold regular formal and informal informational meetings to provide the community with relevant and current information about the school and provide time for the parents and community members to ask questions regarding any school events and processes. Parents of English Learners have been under-represented in parent leadership groups and during the parent input sessions. All schools have been reviewing and implementing ways to increase participation of the parents who have traditionally not been represented. Individual meetings are held with the parents and students of English learners to ensure their understanding of schools’ processes. All AUHSD staff members have been participating in training relating to equity as well as have been involved in strategic examining of the cultures of the families in our community so that we can better support them.|5|5|4|4|5|4|5|5|5|5|3|5|2019-10-16|Met|2019 19647336112536|Accelerated|3|In the LCAP Stakeholder Survey, which is a very comprehensive survey, staff, students and parents are provided the opportunity to give input in school and district decision making. Last year, the report showed that The Accelerated School seeks input from parents and provides a voice to parents on site issues and initiatives. This survey provides the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable way of expressing their thoughts and ideas. Parents are also involved on the SSC and ELAC committee's where school programs and policies are discussed. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|The school provides opportunities for families to meet with teachers at least twice a year during teacher led and student-led conferences. This time provides families with information and resources to support student learning and development in the home. Parents are also involved on SSC and ELAC committee's where school programs and policies are discussed. The parent liaison will also be receiving additional support with the added hire of a parent coordinator. The parent coordinator will be responsible for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, monthly parent meetings, school site council meetings, English Learner Advisory meetings, Safety committee meetings, wellness committee meetings, and parent/teacher conferences. Robo calls are made on a regular basis and a parent newsletter is distributed to students, staff and parents on a weekly basis. To improve the engagement of underserved families, we would like to create an additional parent committee that works with our Governing Board, to ensure that parent voices are heard on all levels within the organization.|4|4|3|5|3|4|4|3|5|5|4|3|2019-10-24|Met|2019 23656152330454|Accelerated Achievement Academy|3|The school has many avenues for staff, family and student participation in school planning and design. The students and parents are surveyed annually. Staff, students and parents sit on School Site Council. The LEA's board of directors is made up of entirely parents. Staff, students and parents have to opportunity to provide feedback on all school plans including the LCAP, SPSA, and WASC. Staff participate in annual reviews of the school program and adapted the program based on stakeholders feedback.|The LEA/school provides numerous opportunities for parents to discuss student progress with teachers, in the form of parent conferences, evening events and teacher office hours, in addition to informal opportunities after school. The school provides parent advisory meetings to inform parents of how they may support student learning.|The LEA is good at creating supportive and welcoming environments for students and families. Teachers and staff are highly accessible to parents via multiple forms of communication. Parents are encouraged to share any concerns with the staff. The LEA has improved in supporting staff to learn about its families' strengths, cultures, languages, and goals, but can continue to encourage growth in this area.|5|5|4|5|5|5|5|4|5|5|5|5|2019-10-15|Met|2019 19647330100743|Accelerated Charter Elementary|3|In the LCAP Stakeholder Survey, which is a very comprehensive survey, staff, students and parents are provided the opportunity to give input in school and district decision making. Last year, the report showed that The Accelerated Charter Elementary School seeks input from parents and provides a voice to parents on site issues and initiatives. This survey provides the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable way of expressing their thoughts and ideas. Parents are also involved on the SSC and ELAC committee's where school programs and policies are discussed. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|The school provides opportunities for families to meet with teachers at least twice a year during teacher-led and student-led conferences. This time provides families with information and resources to support student learning and development in the home. Parents are also involved on SSC and ELAC committee's where school programs and policies are discussed. The parent liaison will also be receiving additional support with the added hire of a parent coordinator. The parent coordinator will be responsible for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, monthly parent meetings, school site council meetings, English Learner Advisory meetings, Safety committee meetings, wellness committee meetings, student-led conferences, and parent/teacher conferences. Robo calls are made on a regular basis and a parent newsletter is distributed to students, staff and parents on a weekly basis. To improve the engagement of underserved families, we would like to create an additional parent committee that works with our Governing Board, to ensure that parent voices are heard on all levels within the organization.|4|5|4|4|3|5|4|4|5|5|4|3|2019-10-24|Met|2019 54722490133793|Accelerated Charter High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Parents participate in school site council meetings and DAC and provide their input on programs and policies. As we district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students." Our district also hosts parent information nights to discuss programs and activities to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Students and their parents/guardians are invited to Accelerated Charter prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming students and their parents/guardians during incoming registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. School site council and DAC parent meetings are held on a regular basis and translation is provided. The administrative team also meets individually with parents/guardians on a regular basis to address the needs of their students. As a district we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|5|5|4|4|3|4|1|5|4|4|4|2|2019-10-17|Met|2019 43694270125617|ACE Charter High|3|GOAL: ACE Charter High is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. 2018-19 PROGRESS:ACE Charter High achieved progress in this goal area: 1) Family Learning Events - Cafecitos were held on the First Friday of each month, with families and the Principal to understand program, look at data, and evaluate progress toward school goals and the ACE mission. Informational parent meetings were held to support families in developing college knowledge and preparation, including such topics as understanding the California graduation requirements and the differences between community colleges, CSUs, UCs, and private colleges/universities ASSESSMENT: ACE Charter High assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 51% of students felt they would be ready to attend and succeed in college by the time they graduate from high school and 47% of students believed that ACE fosters a culture of optimism. In terms of engagement indicators, the 90% attendance rate and 33% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Charter High engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.|GOAL: ACE Charter High is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Charter High assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 51% of students felt they would be ready to attend and succeed in college by the time they graduate from high school and 47% of students believed that ACE fosters a culture of optimism. In terms of engagement indicators, the 90% attendance rate and 33% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Charter High engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS:ACE Charter High achieved progress in this goal area: 1) Family Learning Events - Cafecitos were held on the First Friday of each month, with families and the Principal to understand program, look at data, and evaluate progress toward school goals and the ACE mission. Informational parent meetings were held to support families in developing college knowledge and preparation, including such topics as understanding the California graduation requirements and the differences between community colleges, CSUs, UCs, and private colleges/universities.|GOAL: ACE Charter High is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. Student Ownership of Community - Leveraged a new parent communication tool, Parent Square, to increase communication between teachers and families. Families are able to text teachers directly, and teachers are able to provide updates to families as well as individual alerts if their child is absent. ASSESSMENT: ACE Charter High assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 51% of students felt they would be ready to attend and succeed in college by the time they graduate from high school and 47% of students believed that ACE fosters a culture of optimism. In terms of engagement indicators, the 90% attendance rate and 33% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Charter High engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.|3|3|3|4|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 43104390116814|ACE Empower Academy|3|GOAL: ACE Empower is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Empower assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 81% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 14% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Empower engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences.|GOAL: ACE Empower is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Empower assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 81% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 14% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Empower engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2) Professional Development - Provided Professional Development in using Sown to Grow platform to support student goal-setting, reflection, and monitoring as part of college readiness curriculum. Established a Social-Emotional Learning (SEL) Lead, to provide consistent professional development and support in SEL best practices. A weekly newsletter was provided for teachers, focused on different topics relating to SEL and lesson ideas for use in the College Readiness class.|GOAL: ACE Empower is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Empower assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 81% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 14% chronic absenteeism rate indicate a need to increase student and family buy-in. ACTIONS: ACE Empower engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS: ACE Empower achieved progress in this goal area as follows: 1) Family Learning Events - Held an 11-week family workshop series in the Fall, through both a morning or evening session, to support families in developing skills to resolve everyday issues that take place within the household. In addition, monthly Cafecitos were held to support families in topical areas such as Internet Safety, Vaping, and High School Readiness.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 43694500129247|ACE Esperanza Middle|3|GOAL: ACE Esperanza is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Esperanza assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 82% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 20% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Esperanza engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 3) Student Ownership of Community - Leveraged Sown to Grow platform to support Advisors in tracking student goals and progress toward goals, in turn supporting consistency of feedback to students.|GOAL: ACE Esperanza is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Esperanza assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 82% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 20% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Esperanza engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2) Professional Development - Implemented a scope and sequence for advisory, held on Monday and Thursday, that promotes the development of college-ready behaviors and indirect learning skills for students.|GOAL: ACE Esperanza is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Esperanza assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 82% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 82% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 94% attendance rate and 20% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Esperanza engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS: ACE Esperanza achieved progress in this goal area as follows: 1) Family Learning Events - Partnered with community organizations to provide more robust family learning opportunities and support, with topics driven by parent demand including positive discipline for the home, computer skills for job training, driving classes, and English and Spanish classes. Families are heavily involved in the organization and facilitation, leveraging previous training that has developed family agency.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 43696660131656|ACE Inspire Academy|3|GOAL: ACE Inspire is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Inspire assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 91% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 93% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 95% attendance rate and 15% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Inspire engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS:ACE Inspire achieved progress in this goal area: 1) Family Learning Events - A two week course technology was held for families, led by the School Counselor. This course focused on basic technology skills and usage, as well as how to use technology at home in support of student learning. De Anza College offered the Family Engagement Institute for parents, to promote family advocacy and allow families to earn college credit through the process. Monthly Cafecitos meetings were held, to promote family agency, transparency of data, and engagement with the LCAP process. 2) Communication - Parent Square and OneCall were leveraged to increase communication from school to home, to further build transparency and agency. Families were able to track academic progress of their children via the PowerSchool app, with every student having an account and the app installed on their cell phones.|GOAL: ACE Inspire is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Inspire assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 91% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 93% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 95% attendance rate and 15% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Inspire engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS:ACE Inspire achieved progress in this goal area: 1) Family Learning Events - A two week course technology was held for families, led by the School Counselor. This course focused on basic technology skills and usage, as well as how to use technology at home in support of student learning. De Anza College offered the Family Engagement Institute for parents, to promote family advocacy and allow families to earn college credit through the process. Monthly Cafecitos meetings were held, to promote family agency, transparency of data, and engagement with the LCAP process. 2) Communication - Parent Square and OneCall were leveraged to increase communication from school to home, to further build transparency and agency. Families were able to track academic progress of their children via the PowerSchool app, with every student having an account and the app installed on their cell phones.|GOAL: ACE Inspire is committed to ensuring parent engagement. Toward that end, it holds the goal that families, and students, are engaged with the school community and independently demonstrate an optimistic mindset and college-ready habits and attitudes. ASSESSMENT: ACE Inspire assesses its progress in this goal area through 1) Panorama Survey Data, 2) Engagement Indicators (Attendance and Chronic Absenteeism rates). Panorama was selected because of its ability to provide survey tools that collect valid and reliable feedback about a wide range of the topics that are in alignment with the State Priorities and the school’s LCAP, including student and family engagement and school climate and culture. ANALYSIS: On the annual survey, 91% of families felt their child would be ready to attend and succeed in college by the time they graduate from high school and 93% of families believed that ACE fosters a culture of optimism about their child(ren)'s education and future. In terms of engagement indicators, the 95% attendance rate and 15% chronic absenteeism rate indicate student and family buy-in. ACTIONS: ACE Inspire engages in the following actions to support this goal: 1) Develop and implement ongoing family learning opportunities and events that engage families in the school community; and 2)Foster an optimistic mindset and college-ready behaviors through structures that support students and families in taking ownership of learning, including Advisory and Student-led Conferences. 2018-19 PROGRESS:ACE Inspire achieved progress in this goal area: 1) Family Learning Events - A two week course technology was held for families, led by the School Counselor. This course focused on basic technology skills and usage, as well as how to use technology at home in support of student learning. De Anza College offered the Family Engagement Institute for parents, to promote family advocacy and allow families to earn college credit through the process. Monthly Cafecitos meetings were held, to promote family agency, transparency of data, and engagement with the LCAP process. 2) Communication - Parent Square and OneCall were leveraged to increase communication from school to home, to further build transparency and agency. Families were able to track academic progress of their children via the PowerSchool app, with every student having an account and the app installed on their cell phones.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 01612590111476|Achieve Academy|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Enagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Enagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|3|4|3|4|4|3|4|3|4|4|5|4|2019-10-31|Met|2019 04100410136820|Achieve Charter High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 04615310110338|Achieve Charter School of Paradise Inc.|3|Achieve sent multiple parent surveys home to gage needs and perspective. Achieve's Parent Advisory Council, made up of representatives from each classroom, that provides feedback to staff and information to parents, was put on hold after the Camp Fire. Families were too overwhelmed for this process. This group has resumed meeting, providing feedback and communicating to parents for 19-20. Specific focus will be placed on ensuring underrepresented families participate in this group and process.|Achieve staff had a plan to engage families in our Social Emotional Learning program. Instead, after the Camp Fire, Achieve focused on provided parent information, resources and training on mental health for families and students. Achieve will specifically focus on ensuring all families receive this support in the coming school year by personally reaching out to each family.|Achieve has a sustainable process for welcoming and learning about families and students in the Personalized Learning Plan Process. Every parent and student meets with their classroom teacher before the school year to discuss unique needs and strengths, areas for challenge and support for the student and family. This team creates goals for the student and identifies supports needed or unique opportunities for growth for the student. This process began before the start of the 18-19 school year, but was put on hold after the Camp Fire in November. Achieve However, Achieve Charter School administration ran our daily morning assembly via Facebook Live to keep students and parents engaged and connected while all schools in Butte County were closed. All teachers personally reached out to every family to find out their whereabouts, needs, and if they could return to Achieve's temporary campus on December 3rd. Achieve sent multiple surveys to families to gage individual needs, such as mental health, food, housing and transportation services, and plans for returning to school. The Personalized Learning Plan process resumed with the 2019-2020 school year|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 31667610000000|Ackerman Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19753090000000|Acton-Agua Dulce Unified|3|To promote families being involved in decision making district teams work collaboratively to plan how we can actively engage groups not limited to DELAC, Booster, SSC, PTO to develop plans and policies. These opportunities for advisory groups are communicated through social media on the Acton Agua Dulce Unified School District’s website. Facebook and Twitter are included to help communicate to families and celebrate learning of students. In addition, the District shared information and sought parent input on LCAP goals, our district’s strategic plan, and actions through meetings and surveys that were conducted in English and Spanish. The superintendent cabinet staff, and principals met throughout the year with parents and community groups. When surveyed, 75% of parents and adult stakeholders feel our schools encourage active partnerships between schools and families. We understand the need to engage more parents of students that have been identified as underrepresented groups.|Acton Agua Dulce Unified School District has opened its doors at every school site to welcome learning opportunities for parents and this has been promoted and supported by the district office through resource allocation and training to improve parent involvement. Parents had many opportunities to become involved in their child's school and learning (Back to School Night, Booster Club/PTO, ELAC, chaperones for dances and field trips, class/school volunteers, Career Day presenters, Enrichment classes, 8th and 5th Grade Road Shows, Board of Trustee Meetings, Aeries Parent Portal, award assemblies, sporting events, Open House and student performances and celebrations). Additionally, the district informational meetings provided information and sought parent/community input for school events. Social media is available on the district website. Facebook and Twitter are included to help communicate to families and celebrate learning of students. The superintendent cabinet staff, and principals met throughout the year with parents and community groups. Although our parents and families of students receiving special education services have consistently been supported and encouraged to understand and exercise their legal rights and to advocate for their child and all students, this has not been a focus for all parents and families. As a district we will improve engaging underrepresented families by presenting opportunities for discussing and sharing out our focus on providing legal rights informational forums.|Acton Agua Dulce Unified School District continues to progress in the area of developing capacity for staff through professional development of our instructional staff. Training for all staff was conducted to support improved implementation of Common Core State Standards and the states priorities as identified by the State Board of Education and California Department of Education. Acton Agua Dulce Unified School District has a rich history of parent and community partnerships. As a district we see strength in our parent’s many opportunities to become involved in their child's school and learning (Back to School Night, Booster Club/PTO, ELAC, chaperones for dances and field trips, class/school volunteers, Career Day presenters, Enrichment classes, 8th and 5th Grade Road Shows, Board of Trustee Meetings, Aeries Parent Portal, award assemblies, sporting events, Open House and student performances and celebrations). We continue to progress as a district in the aforementioned areas through informational meetings designed to provide information and seek parent/community input for school events. Our ELAC has increased in size from the previous school year, but we identify engaging our non-fluent speakers of English as an area of improvement. Our plan to engage families in more than ELAC is increasing opportunities for our non-fluent speakers of English families to learn that district website is maintained and updated for the District and each school and includes a Google Translate button for immediate translation of entire pages into multiple languages. Utilize Blackboard Connect phone, email and text messages were to send families regularly in both multiple languages.|4|3|2|2|3|2|3|1|3|3|2|3|2019-10-30|Met|2019 42767866118202|Adelante Charter|3|As stated above, California School Parent Survey data indicate that 99% of responders (56% response rate) agree or strongly agree that the school allows input and welcomes parents’ contributions and 96% of responders agree or strongly agree that the school actively seeks the input of parents before making important decisions. Adelante has strong parent leadership and they are actively working in partnership with school leadership to improve all aspects of the school. While there are a large number of parents who are engaged from diverse backgrounds, there are still many parents who are not. Adelante would like to find ways to engage those families more and find ways to include their voices in some way as decisions are made.|Parent leadership is developed and honored and reflects the demographics of the student population. Parents see themselves as partners in the educational process. CSPS data indicate that 99% of responders (56% response rate) agree or strongly agree that the school allows input and welcomes parents’ contributions and 96% of responders agree or strongly agree that the school actively seeks the input of parents before making important decisions. Ongoing recognition of the importance of family engagement and opportunities for involvement include: Open door policy with the principal and he greets families at the gate every morning available to discuss any issues. Consistent communication about the school, safety issues and opportunities for involvement are sent to families in the home language through Parent Square. Monthly newsletter with grade-level highlights which includes a message from the principal offering encouragement to families to remain involved as partners in their child’s educational journey. Volunteering opportunities on campus PIDA (Parent Involvement through Dialogue and Action) PTSO (Parent, Teacher, Staff Organization) Adelante also assists families to understand the academic expectations and educational system by providing education to parents of English learners around the topics of Title III, reclassification, the ELPAC, ELD within a dual language model, CAASPP, the rigorous Common Core and Next Generation Science Standards, how to support their child to be successful, the Adelante LCAP and navigating the US educational system PK-college. This work is supported by The Parent Project and Padres Adelante. Consultants, materials, childcare and snacks are provided. Participants meet weekly for 10 sessions each semester. The group is empowered to provide input and suggestions for improving the school and increase parent engagement. In addition, there will be three all-parent workshops per year focused on topics suggested by families and staff giving families the opportunity to learn with and from staff on topics of interest. An area Adelante wants to improve in is reaching more families and supporting them to understand their rights as parents as well as ways they can support their child to improved academic outcomes.|Family engagement is a core practice at Adelante. Families work in close partnership to support the academic achievement of all students. Every effort is made to accommodate families’ linguistic or other access needs so they can engage as informed participants in the school community. The majority of families are Spanish-speaking so we provide interpretation at all events and all communication is provided in Spanish and Englilsh. All teachers are bilingual and communication with families is a strength. The office staff is warm and welcoming. They have established close relationships with families. At times home visits are conducted to accommodate a family’s needs. Adelante staff have a deep appreciation for the high levels of family engagement at the school and an understanding of the importance of family engagement to support academic achievement. Research suggests that students demonstrate more school success when their families are engaged. More specifically, family engagement is associated with higher student grades, higher achievement, higher language proficiency, better social skills, and higher graduation rates and enrollment in postsecondary education (Ferguson, 2008; Henderson & Mapp, 2002; Lindholm-Leary, 2015). The staff have received PD on the dangers of a “deficit approach” to addressing families, a practice all too common in schools. Adelante strives to take an asset-based approach to family engagement, tapping into the funds of knowledge each family brings, regardless of their educational histories or socioeconomic status. Staff receive professional development on ways to communicate with families and develop meaningful partnerships that focus on the child and their education, seeking to disturb what Valdés et al. (2015) point to as the “unequal power relations between home, school and community”. Central to this partnership is the practice that language and culture are honored and valued and all communication is provided in the home language. The effectiveness of this welcoming environment is evidenced in the large number of family volunteers regularly seen on campus as well as high attendance rates at Back to School Night, school events and parent conferences where nearly 100% of parents attend.|4|5|4|4|4|3|4|3|4|4|5|4|2019-05-06|Met|2019 36675870000000|Adelanto Elementary|3|Our priority is to engage all families, including underrepresented families, in site and district decisions related to programs and services for students. We have established formal parent partnerships in collaborative decisions to gather input from the community. The district has several advisory committees to solicit feedback and comments: 1. DELAC 2. LCAP Think-Tank 3. Parent Education advisory group 4. Special Education Advisory groups. Each of these groups meet with district leaders throughout the year and include representatives from most subgroups such as EL, Special Ed, Hispanic, AA, White, two or More Races and Foster parents. The LCAP Think-Tank group which includes both parent and community representatives. Monthly DELAC meetings are held to address the needs of ELs and Special Ed parent meetings are held twice a year to address specific program shifts. The Parent Education Advisory group and DELAC members provided feedback on the classes that most interest our parents and the community. The parents in this group are also involved in recruiting and spreading the word. Flyers and phone reminders are sent out regularly. The LCAP parent feedback form and the Title I survey are posted all year and the data from this is reviewed by the LCAP Think-Tank as we start developing district wide programs. LCAP Meetings are held throughout the district to maximize parent participation. Each school hosts monthly Coffee with the Principal/PTA, ELAC and SSC meeting. Planned events are offered every month, ranging from assemblies to award ceremonies for increased opportunities for engagement. These are conducted early, during and after the school day. The schools share student performance data at various meetings, conduct Title I surveys and receive feedback for SPSAs. Translators are available for parents who need it. The sites also have Parent- teacher conference days scheduled four days in the spring and four days in the fall which allows parents to receive progress updates from teachers. Schools also conduct SST meetings and parent conferences as required to provide immediate support to parents and students. Since the community has limited resources and getting parents to the district office is often difficult, the district goes to the schools to conduct its meetings so that we can have maximum participation in district meetings. The district has a parent resource Center that provides workshops for citizenship, ESL classes and computer classes. Exciting workshops such as parent advocacy, exercise and healthy living, and dance lessons are also offered. The district conducts annual training for parents in the DELAC, SSC and LCAP advisory with the county to go over the new LCFF budget guidelines, funding formula, LCAP and SPSA alignment and parent role in SSC. Our focus is to increase parent attendance to these LCAP and SPSA meetings as the attendance remains very low.|1. Particular focus is to provide ongoing training to staff on how to run multiple data reports that show student progress throughout the year based on various assessments. All teachers and administrators run the STAR Math and ELA reports and share that during parent-teacher conference twice a year and ensure how students are making progress in grade level reading and mathematics. 2. For ELs, or those at risk of becoming long-term English learners (LTELS), teachers have been trained on developing EL-ILP that provides information on strategies and skills the students need in order to meet the goals set for English Language acquisition. These plans will also be shared with parents during the Parent-Teacher conferences in the spring. 3. All Special Education teachers have been trained in writing an IEP and to communicate the IEP goals and objectives in a timely manner. Parents are educated on parent rights and information needed for student success. 4. Teachers share class assignments and homework using various online tools such as Class dojo and Google classrooms. Homework folders are also goal home with the student in the backpacks and require parent signatures for monitoring at home. 5. Parent-teacher conferences are held in the fall and in the spring to share progress through one-to-one conferences. The schedule is flexible to allow to maximize parent attendance.. The district also uses Aeries report cards and families have access to the Aeries portal at all time to monitor student progress in both class classwork and homework. Teachers provide guidance to parents during conferences on how to access these reports. 6. SST meetings are scheduled with parents when lack of progress, behaviors and academic performance raise concerns for the teacher. SST’s provide a clear plan of support both at home and at school. For students who are not on an IEP and require more intensive plans for support, a 504 plan is developed and monitored with parent. 7. The district and the school sites share the State results in the programs and practices that have been implemented in order to support students to meet State standards. These are done throughout the year in multiple venues and offered in English and Spanish so students can understand the requirements. Several sites have also been offering literacy nights allowing parents to see the layout of the curriculum and the content and to understand how and what the shifts aren’t standards-based instruction. 8. The LEA has clearly established policies on parent rights which are posted at each site and at the district office. The annual notice is sent home and is also on the areas portal which parents have to read in order to enroll the child every year. During IEP meetings all parents are provided with parent rights. Translators are made available at meetings so as to explain the policies and support the parents in understanding. 9. The universal complaint form is available at all school sites and the district.|.The LEA serves a community with high poverty and has implemented several programs to address family needs, including maintaining a district Clothing Closet that provides free supplies for families. Since almost 92% of students are in the National School Lunch Program, the LEA offers free meals to every student both during the day and in the. afterschool program. The Parent Resource Center offers classes and program for parents throughout the year. The EL subgroup is about 16% and parents are active through ELAC and DELAC monthly meetings. All agendas, flyers, and documents are translated in Spanish. The district has a large numbers of Foster and Homeless students and staff is trained to provide support which includes home visits. The Foster Youth counselor and the school Resource Officer provide families and students with counseling and access to community wrap-around services. Middle school counselors are trained annually with the County on all aspects of family supports. In order to increase parent participation Principals have scheduled award ceremonies and assemblies together with SSC and PTA meetings. Schools also offer Parent-Teacher conferences twice a year and schedule the time in a flexible manner to maximize parent attendance and participation and continues to increase school parent collaboration through several activities throughout the year such as spring and fall fairs, reading nights, co-curricular performances. Each school works diligently to ensure that they are communicating openly and transparently and that all parents feel welcome. In order to ensure that parents receive timely and accurate communication, the district and sites ensure that translators are on hand during all parent meetings. Parents have also requested support with training for implementation of academic support at home and the district continues to provide that at each of the school sites through parent workshops. To encourage participation from under-represented families, the school the district has created multiple parent leadership groups that work in partnership with school and district leaders. In addition to SSC, PTA, ELAC, and DELAC, the district also has the LCAP advisory Task force, Special Education parent group and the LEA Collaborative group. The LEA recognizes that there are a high needs within this community. Staff and administrators are aware and understand that there are significant needs within our families and that much of this translates into the trauma and stresses we see in our students, both academically and behaviorally. All teachers, office staff, campus security, noon aides, transportation staff, food services, and district and site administrators have continued to receive training in various ways to address trauma in the community. The focus area for the district is to continue to address trauma informed behaviors through well-trained staff as well as provide ongoing and appropriate parent training to support the needs at home.|4|4|4|5|4|4|4|4|4|4|4|4|2019-10-29|Met|2019 30666700135897|Advanced Learning Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 51105120138040|AeroSTEM Academy|3|AeroSTEM Academy seeks out and encourages parent involvement in all aspects of the school. Staff regularly involve parents in planning student schedules, maintaining student engagement and effort in classwork, and participating in school events and field trips. Parent communication takes many avenues including phone calls, emails, text messages, social media, flyers, family teacher conferences, family access to the Parent Pathway in our Student Information System to monitor grades and classroom progress, and the use of Parent Square, a technological platform that can communicate with individuals, groups, and the entire school community at once. An area of need identified by parents and staff is the training of parents to be able to easily understand and access technology used by the staff and students. To this end, AeroSTEM Academy hosts regular parent academy sessions in which parents are taught how to log in and navigate the various systems in place.|AeroSTEM Academy uses Parent Square, an online platform that communicates with all parents through email, text, telephone, and/or online via the app. This has allowed staff and parents to stay in consistent contact about a variety of topics from attendance to school events to classroom issues and celebrations. In addition, AeroSTEM has regular goal setting meetings with every student to identify areas of strength and need. AeroSTEM offers quarterly Family Academy meetings for families to come to the school and learn how to access the technology the students will be using such as signing into the Parent Portal to check student grades and assignments and how to use Google Classroom to monitor student work completion and participation. Parents are also invited and encouraged to come to event planning and implementation, charter council meetings, board meetings, and parent teacher student conferences.|AeroSTEM Academy uses Parent Square, an online platform that communicates with all parents through email, text, telephone, and/or online via the app. This has allowed staff and parents to stay in consistent contact about a variety of topics from attendance to school events to classroom issues and celebrations. In addition, AeroSTEM has regular goal setting meetings with every student to identify areas of strength and need. AeroSTEM offers quarterly Family Academy meetings for families to come to the school and learn how to access the technology the students will be using such as signing into the Parent Portal to check student grades and assignments and how to use Google Classroom to monitor student work completion and participation. Parents are also invited and encouraged to come to event planning and implementation, charter council meetings, board meetings, and parent teacher student conferences.|4|5|4|4|4|4|4|3|3|2|2|3|2019-10-11|Met|2019 19647330118588|Alain Leroy Locke College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through PowerSchool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|"At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 01611190130609|Alameda Community Learning Center|3|Strengths & Progress: ACLC surveys both its learners and families twice each year. These surveys were created and are continuously revised by the standing School Culture Committee. The learner survey focuses on a variety of issues that affect their experience at the school and with the school online. The family survey focuses on communication with the school and the ability to work with the school to support the learner. For previous administrations and for both survey groups, the school received very high feedback on the portions that concerned digital communication and grade reporting. Families and learners alike clearly appreciate being able to contact their facilitators easily and being able to accurately and quickly access their progress in classes. Most answers for most subgroups fell into second highest category, marking a good rating. Questions concerning a wide range of topics including programs, instructional and professional practices, and assessment all received favorable, if not the highest, responses from the community. In addition to these surveys, our democratic model is based on collaborative decision-making; from our new logo to our annual Constitution Convention where we examine our learner-created school rules to learner and staff representation on the school boards to our leadership class that accepts proposals for changes to school policy and rules, we are a school where everyone is heard. Area of Growth & Improving Engagement of Underrepresented Families: ACLC received average scores on the survey mentioned above in its disciplinary practices and facilities. Specifically, learners felt that the disciplinary policies needed to be revisited, although parents rated them highly. For facilities, the school occupies an out site, but cleanliness was also noted. While the school is cleaned twice daily, many learners, particularly at lunch do not properly dispose of their trash. This is an unfortunate tradition that needs to be addressed. Overall, the school receives favorable results in almost all areas, and families and learners alike enjoy the ACLC experience in almost all facets.|Strengths & Progress: In the area of Building Partnerships for Student Outcomes, ACLC has a variety of strengths to share. We use a home-communication system called Jupiter for daily contact with our families (in their language of choice), send a monthly newsletter to our community, have Learner Led Conferences each semester that bring families and school staff together, a mental health counselor as well as a full-time counselor and a part-time college counselor who share resources with our families in 1:1 check-ins and formal presentations, a Special Education Team that informs parents of their legal rights at every single meeting, a translation service to overcome language barriers, a "Learners of Concern" meeting throughout the year where we invite families of struggling learners to sit at the table with their facilitators and make a plan for support, and countless other ways - both formal and informal - where we work to connect with families in service of their learner outcomes. Area of Growth & Improving Engagement of Underrepresented Families: Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are working to hold weekend events and events at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we have implemented a translation service this year to aid with meetings, calls, and events.|Strengths & Progress: At Alameda Community Learning Center, there are literally dozens of opportunities for our staff and families to engage in both formal and informal ways. From constant, daily communication using our Jupiter grading program (instantly available real-time data around grades and assignments visible to all, as well as a messaging feature that translates messages from teachers and report cards/progress reports into home language) to our night events to our campus beautification days, to our Parent Action Committee meetings, and to our Learner Led Conferences once/semester where families attend and hear their learners update them on their progress, we believe in the "community" that is in our name. This year, we've also added a translation service to our toolkit for communicating across language barriers. This service can be used "on the spot" for calls home, or we can schedule translators (via phone or in person) for events or meetings. Our facilitators have already used this service and report success with it. Area of Growth & Improving Engagement of Underrepresented Families: For the three school years occurring between 2017 and 2020, ACLC has the following LCAP goal regarding parental/family engagement. GOAL 6: ACLC deeply values the input and contribution of all stakeholders: learners, parents, staff, and external community members. ACLC is committed to increasing involvement of our community members to empower and engage all stakeholders, including those within the underperforming sub-groups. This is also reflected in the ACLC Board’s goal to promote Board and committee involvement from all stakeholders. To make progress toward these goals, ACLC is working to ensure that there is family representation on all ACLC committees. These standing committees provide oversight and guidance on key issues including staffing, culture, curriculum, the financials, and assessment. It is important that a variety of voices are represented on each committee. ACLC will conduct outreach to families through emails, phone calls, and informal conversations to work toward parent representation on each committee. This outreach has already occurred, although not all committees have family membership. The outreach will continue until each committee has that representation.|4|5|4|4|3|4|4|5|5|5|3|5|2019-10-18|Met|2019 01100170000000|Alameda County Office of Education|3|The Alameda County Office of Education's (ACOE) Court and Community schools has established structures that support teachers, specialized instructional support personnel, principals, and other staff to work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. The Community and Court Schools School Site Council meetings during the school year provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student. All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education Schools' parent and family engagement policy is available at sites in the student enrollment packet. There are also a number of site engagements such as literacy events, Back to School, parent conferences, SSC, DELAC, and LCAP reviews; for parents to participate, share information, as well as for our LEA to gather stakeholder feedback. All information related to school and parent programs, meetings, and other activities are available to parents in multiple languages, as well as on our website. The Alameda County Office of Education schools have worked to ensure there are multiple opportunities for parent engagement including a combination of district-wide, school, and small group meetings and sessions complemented by tools and materials to facilitate participation, share information, and gather feedback in an effort to implement and coordinate parent programs, and cultivate relationships between the school and parents.|During our School Site Council (SSC) meetings at the onset of the 2019-20 school year, the Alameda Office of Education schools will inform parents, family members, and other educational stakeholders of the Differentiated Assistance plan created this Spring with the California Department of Education and also information about our current Comprehensive Support and Improvement (CSI) status . The Alameda Office of Education schools works to provide a positive opportunity for the schools' educational stakeholders to work together under the leadership of the local superintendent and the local board of education to improve student achievement and outcomes; with an explicit and detailed understanding between all partners. The ultimate goal is to regenerate our struggling schools and to create sustainable systems to help students and teachers achieve at higher levels and determine how the funding will be spent in our court and community schools.|The nature of the Alameda County Office of Education's (ACOE) Court and Community schools require that teachers, specialized instructional support personnel, principals, and other staff; work with parents as equal partners to implement, coordinate parent programs, and build ties between parents and the school. The Community and Court Schools School Site Council meetings during the school year provided an opportunity for parents and families to be involved in decision making for our LEA by encouraging community participation and input. These meetings are opportunities for parents to be members and contribute to the development and annual updates to the Single Plan for Student Achievement, the Local Control and Accountability Plan (LCAP), as well as English Learner progress for students; in additional to special education and 504 meetings where families act as co-creators in meeting the needs of their student. All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education Schools' parent and family engagement policy is available at sites in the student enrollment packet. There are also a number of site engagements such as literacy events, Back to School, parent conferences, SSC, DELAC, and LCAP reviews; for parents to participate, share information, as well as for our LEA to gather stakeholder feedback. All information related to school and parent programs, meetings, and other activities are available to parents in multiple languages, as well as on our website.|4|4|4|3|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 01611190000000|Alameda Unified|3|While AUSD demonstrates high levels of relationships and partnerships with families, 61% of families agreed that AUSD “schools actively seeking the input of parents before making important decisions” with significant disparities in agreement for our African American families (45%). At the same time, 81% of AUSD families agree that school allows input and welcomes parents’ contributions and 87% agree that school encourages families to be an active partner with the school in educating my child. In order increase families’ agreement that AUSD seeks input for decision making, the district will consider distinguish what are district and school level initiatives that affect all students, families, and overall district goals and identify how families get involved (for example, School Site Council). Provide training to build parent leaders’ capacity in understanding their role in decision making and skills to realize their role. Finally, AUSD will clearly communicate how parent/guardian input is utilized, and developing clear structures for outcome follow-up. All strategies will include a focus on African American families and their students.|Alameda Unified families are highly vested in their student’s education with 97% reporting they have participated in one or more school activities with little disparity among our focus groups (families of English Learners(96%), students with IEPs (94%), African American families (95%) and Socio Economically Disadvantaged Students (98%) based on the California School Parent Survey. Furthermore, 82% of families find that we are doing a good job of letting them know how students are doing in school between report cards, 93% of families agree that school keeps them well-informed about school activities, 82% agree that school promptly responds to phone calls messages or emails, and 72% think AUSD does a good job of providing information about how to help children with homework. AUSD school sites utilize multiple ways to encourage parent participation to build partnerships to affect student outcomes: • CAASPP Test Reports and explanation videos online • Report Cards three times a year • Parent-Teacher Conferences, in the fall and as needed throughout the year • Translation available for parent meetings • Student conferences • Homework • SST (Student Study Team)/IEP (Individualized Education Plans)/504/IIP (Individualized Intervention Plan) Meetings/(Behavioral Intervention Team) Meetings, weekly throughout the year • PARI (Promotion, Acceleration, Retention, Intervention) process • Fall Back to School • TK/Kindergarten/Middle School Information Nights • School Smarts/Parenting Greatly Elementary Parent training • Middle School Parent University -College Prep Series • Principal/Teacher/PTA Newsletters, weekly • Open House in Spring • Innovative Plan Evenings • School marquee and website • Robo-calls or emails throughout the school year • ELAC (English Language Advisory Council) • SSC (School Site Council) • PTA meetings/ events, monthly • Common Core Presentations • Multicultural Nights • Parent Volunteers: classrooms, cafeteria, chaperones, art docent, garden/science • ELD (English Language Development) Re-designation Ceremony • Parent Universities for Math and Literacy • Room Parents • Blackboard Connect for direct communication with families; Konstella and Remind are used by PTAs to share out important community information and events. • Daily, weekly, and monthly community meetings • Coffee with the Principal, an informal opportunity for parents to meet, greet and bring up important issues or concerns • Parent Surveys • Family and community Toolbox (SEL) and Restorative Practices trainings AUSD looks forward to identifying specific ways we can continue this work through approaches such as:1) Increasing Content Standards awareness for all families and how these tie to student outcomes and 2) addressing partnering with parents more purposefully around homework through the adoption of homework policies in the 2019-2020 school year.|Alameda Unified School District (AUSD) has an active school community with over 86% of our families feeling welcome at their schools, 87% of families agreeing that schools promote respect of all cultural beliefs and practices, 91% agreeing that school staff treat parents with respect, and 88% agreeing that school staff are helpful to parents according to the California Schools Parent Survey administered annually. A Family Involvement and Community Engagement Coordinator and Title 1 funded site-based actions/services to promote parent/guardian involvement and provide resources of low income pupils. At the Elementary level, AUSD provides programs such as School Smarts, a California State PTA program supporting families on how to navigate public schools and advocate for their students. At the Middle School level, AUSD provides Middle School Parent University, a program licensed from UC Berkeley’s Center for Educational Partnerships to support middle school families’ college aspirations, knowledge and planning. The Alameda Family Enrichment Series, a partnership with Alameda’s PTA Council brings speakers or films that address social-emotional and academically related topics and is available to all grade levels. In addition this year AUSD is piloting a new 4-week program called Parenting Greatly, a program designed internally to address: 1) Parenting styles 2) Parenting techniques that can align with AUSD’s Social Emotional Learning, Positive Behavior Interventions and Supports, and Restorative Practices, 3) The schools sites’ work and goals in the Single Plan for School Improvement and 4) parent leadership and advocacy. In Partnership with ELD Department, AUSD provides programs to families including: 1) ELD Computer Literacy Training in our top 5 languages in partnership with the Alameda Library 2)ELD Back to School Registration 3) ELD Literacy, Math, and Mindset Nights Multilingual School Smarts supporting families in 5 monolingual sessions supported by bi-cultural, bi-lingual facilitators (English, Chinese, Spanish, Arabic, and Vietnamese) Virtual Parent Engagement in partnership with Fastalk, a texting service supporting our TItle 1 and multilingual communities with one curriculum aligned activity per week sent in their home language. AUSD’s Diversity, Equity, and Inclusion Roundtables represent LGTBQ, Latino, Special Education, Arabic, Jewish, and Pacific Islander. African American is reconvening in 2019-2020. While AUSD data shows that in general, families feel very welcome at schools as a result of our district and sites’ strategic efforts to build relationships, there are disparities within parent groups, specifically among our African American families, that need to be addressed (78% of African Americans feel welcome at our schools). We will be analyzing this disparity to determine root causes and strategize meaningful, specific actions we can take moving forward to lessen this gap.|2|2|2|2|3|2|3|3|2|2|2|2|2019-10-17|Met|2019 01611270000000|Albany City Unified|3|Strengths: -Black Parent Advisory Group, Familias Latinas de Albany; District English Learner Advisory Committee; Board Policy Committee; Budget Advisory Committee; Local Control and Accountability Plan Advisory Committee; Calendar Taskforce; School Site Councils -California Schools Parent Survey The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together.|Strengths: -Ongoing professional development (e.x. Equity, Trauma Informed Practices) -Parents partner with schools through several fundraising organizations including (but not limited to): SchoolCARE, Albany Education Foundation, and Albany Music Fund. -Student Study/Success, IEP, Section 504 Plan meetings -Fall/Spring Parent Teacher Conferences -Parent-Teacher Associations (PTAs). -Parent information Nights The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together.|Strengths: -Ongoing school/community engagement events -Ongoing staff professional development -Welcoming Schools curriculum -Site and classroom bulletins/newsletters -Fall and Spring Conferences -District English Learner Advisory Committee -Translation Services The District will continue its efforts to engage underserved families as outlined in Goal 3 of the District's Local Control and Accountability Plan: Communicate and Lead Together. The District will focus on increasing communication to families using a variety of written and electronic tools.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 37683386120935|Albert Einstein Academy Charter Elementary|3|AEA allows for input on decision making through many avenues. Families are updated weekly by teachers and bimonthly by administration through emails that are translated in three languages. Monthly Board Meetings provide Public Comment opportunities for all stakeholders. The Principals and Superintendent have monthly parent meetings to provide opportunity for discussion and questions. In addition, families are welcome to meet with learning community members upon request. One growth area is to ensure School Site Council has fair representation of members that reflect our diverse community.|Creating home/school relationships are essential to the success of AEACES and is an evident piece of our school culture. All staff are made aware of expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices done at the start of every school year. Although not required, AEACES invites all families to volunteer to support in their child's learning either in the classroom, in art or science class, at running club, on field day, on field trips, or in any number of other opportunities that are created to support our IBPYP Units of Inquiry. Our school works closely with our Parent Organization, Friends of AEA, to create multiple opportunities for parent engagement that include monthly meetings and many family events such as the Lantern Festival, Wintermarkt, and Community Movie Nights. AEACES creates, initiates and advertises varied volunteer/parent participation opportunities through teacher websites, email blasts, and online google sign-ups that target all parents, with a focus on parents who historically have not participated in such events. AEACES has a Back to School Night, Open House, Parent/Teacher conferences, Student-Led conferences, and schedules ongoing SST meetings to provide feedback and intervention strategies for families. Progress is monitored through these regular meetings. AEACES has surveyed parent interests and developed a variety of Parent University offerings (in Spanish and English) to allow parents to be engaged with the academics and culture of AEACES. These Parent Universities include: Supporting your Beginning Reader and Writer, Safety Net (Internet Safety), Math Support, How to Support German at Home, School Safety, Mental Health 101, Children with Anxiety, Childhood Nutrition, and Understanding ADHD. All events are translated into Spanish and childcare is provided. All locations are wheelchair accessible and any special accommodations are provided for families.|Data collected during internal and external assessments (surveys), parent universities with topics ranging from math to IB to the Language continuum and “Pastries with the Principal” common themes were identified. The assessment data and input received from the various stakeholders’ serves to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. We also provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learners; implement benchmark assessments to ensure high quality teaching and learning; provide academic intervention/support for struggling students to create a learning centered culture. In addition, we are expanding parent opportunities and workshops in multiple languages to support their child’s academic progress to cultivate a culture of learning, as well as expanding student choice and voice to increase student engagement. We are strategically managing data to align resources to maximize the impact on student learning. Although we have made significant improvements in translating our events into Spanish, it is still an area of improvement to make families feel welcome, supported and connected.|5|5|5|5|5|5|5|5|4|4|5|5|2019-11-12|Met|2019 37683380111898|Albert Einstein Academy Charter Middle|3|AEA allows for input on decision making through many avenues. Families are updated weekly by teachers and bimonthly by administration through emails that are translated in three languages. Monthly Board Meetings provide Public Comment opportunities for all stakeholders. The Principals and Superintendent have monthly parent meetings to provide opportunity for discussion and questions. In addition, families are welcome to meet with learning community members upon request. One growth area is to ensure School Site Council has fair representation of members that reflect our diverse community.|Creating home/school relationships are essential to the success of AEACMS and is an evident piece of our school culture. All staff are made aware of expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices done at the start of every school year. Our school works closely with our Parent Organization, Friends of AEA, to create multiple opportunities for parent engagement that include monthly meetings and many family events such as the Lantern Festival, Wintermarkt, and Community Movie Nights. AEACMS creates, initiates and advertises varied volunteer/parent participation opportunities through teacher websites, email blasts, and online google sign-ups that target all parents, with a focus on parents who historically have not participated in such events. AEACMS has a Back to School Night, Open House, Parent/Teacher conferences, Student-Led conferences, and schedules ongoing SST meetings to provide feedback and intervention strategies for families. Progress is monitored through these regular meetings. AEACMS has surveyed parent interests and developed a variety of Parent University offerings (in Spanish and English) to allow parents to be engaged with the academics and culture of AEACMS. These Parent Universities include: Understanding IB Assessments and Grading, Safety Net (Internet Safety), Math Support, School Safety, Mental Health 101, Children with Anxiety, Childhood Nutrition, and Understanding ADHD. All events are translated into Spanish and childcare is provided. All locations are wheelchair accessible and any special accommodations are provided for families.|Data collected during internal and external assessments (surveys), parent universities with topics ranging from math to IB to the Language continuum and “Pastries with the Principal” common themes were identified. The assessment data and input received from the various stakeholders’ serves to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. We also provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learners; implement benchmarks assessments to ensure high quality teaching and learning; provide academic intervention/support for struggling students to create a learning centered culture. We hired a full time Social Worker / Community Advocate to bridge the gap between home and school, and to provide bilingual support and advocacy for many of our Spanish speaking families. In addition, we are expanding parent opportunities and workshops in multiple languages to support their child’s academic progress to cultivate a culture of learning, as well as expanding student choice and voice to increase student engagement. We are strategically managing data to align resources to maximize the impact on student learning. Although we have made significant improvements in translating our events into Spanish, it is still an area of improvement to make families feel welcome, supported and connected.|5|5|5|5|5|5|5|5|4|4|5|5|2019-11-12|Met|2019 12630320111203|Alder Grove Charter School 2|3|Alder Grove Charter School’s LCAP includes the goal “Increase parent skills and knowledge in order to facilitate student learning at home.” In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, weekend training workshops for parents, LCAP advisory meetings, surveys, opportunities to increase curriculum knowledge, providing opportunities for parent input like Leadership Team and Governance Council, and translation services, we will create an environment that allows for full participation in the school community.|Alder Grove Charter School is a personalized learning school based on parent choice, and will continue to promote parental participation in a variety of ways. The school encourages parent participation in all events, field trips, curriculum choices, parent attendance at meetings with teachers, and advertising Leadership Team and Governance Council meeting times for parent input. Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|Alder Grove Charter School seeks input from parents/guardians in a number of ways. Our school has a Leadership Team that includes parent involvement and input on local decisions. Our Governance Council is also currently made up of all Alder Grove parents (or parents of alumni). Additional opportunities for input are available by submitting surveys, open communication with the Director, a suggestion box, and during weekend training workshops and other family events. An LCAP information session was offered at the September 2019 Back-to-School Night/Curriculum Share. Additional formal input meetings, including an LCAP advisory meeting, will be scheduled during the 19-20 school year.|4|4|3|4|4|4|5|4|4|4|3|3|2019-10-08|Met|2019 49705990000000|Alexander Valley Union Elementary|3|The Alexander Valey Schol District is a small rural district which serves 108 students. One of the fundamental core principals of our team is working collaboratively with our parent group. Strong positive relationships exist between home and school and are best evidenced through the one-third of our parent population serving on school-related committees, as well as through participation in school events. In addition, an AVS Parent Informational Survey has been established to directly solicit parent feedback on how we are doing at the school when it comes to the teaching and learning of their child. Early data collection shows positive responses from parents, including a "strongly agree" when it comes to families feeling welcome and feel input is valued.|The Alexander Valley School District has established listening conferences within the first six weeks of the school year. The conferences are established to help create a two-way communication system in which teachers can share information with families about projected student outcomes, review past year student data outcomes, as well as listen and address any early concerns families have in regards to the academic and behavioral development of their child as the year progresses.|The Alexander Valey Schol District is a small rural district which serves 108 students. One of the fundamental core principals of our team is working collaboratively with our parent group. Strong positive relationships exist between home and school and are best evidenced through the one-third of our parent population serving on school-related committees, as well as through participation in school events. Focus Area: Our district continues to look for additional ways we can support our underrepresented families. Through our ELAC committee, we are strengthening the relationships with our English Learner families. Meeting topics are driven with input from ELL parents and are provided updates throughout the year. Weekly Reno Reports are sent home both electronically and hard copy with the latest information happening at the school. These documents are translated weekly to ensure all families have access to school-related news and information. We have also provided translation services for all families at our monthly parent club meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-08-15|Met|2019 19647336061543|Alfred B. Nobel Charter Middle|3|At Nobel, parents are encouraged to provide input on programs and school policies through representation on 5 committees and charter council. In addition, Nobel staff works closely with the PTSA to gather monthly information about parent concerns and needs of families at Nobel. This influences the decisions regarding school and family events. The parent center provides parents with an opportunity to give feedback on school events and provides workshops where parents are able to learn about school events and ways to become involved in the school community. On the parent survey 80% of the parents agreed that Nobel recruits and organizes parents to help and support the school. This is the area of strength of the school. Nobel actively and successfully engages parents in decision making and family activities at the school site. An area of growth for the school involves finding ways for parents who are unable to attend family engagement activities and attend school events to still have a voice in school decisions and policies. On the parent survey only 28% of the parents agreed that they often visit the parent center. To improve in ways to provide parents with avenues to give input, implement events, and evaluate family engagement activities at the school site, we will continue to provide parents with multiple ways to communicate with the school staff to include phone, email, digital and paper surveys and evaluation forms, social media, texting capabilities and in-person and digital meetings.|At Nobel Charter Middle school we have 2 parent conference nights, one each semester, that provides parents with the opportunity to meet with their child's teacher. Teachers have PD time to meet with other teachers, counselors and staff to discuss the progress of students and determine the best way to support the student before meeting with the parent. Teachers receive resources on how to support students' academic and social-emotional needs. On the parent survey 87% of the parents agreed that Nobel provides on grade level requirements for their child. Providing programs and policies that create time for teachers to meet with parents is a strength at Nobel. An area of growth involves, providing information and translation when needed. On the parent survey 95% of the parents agreed that they receive verbal and written communication they can understand, but only 45% agreed that the school provided translation and interpretation services when needed. At Nobel we will continue to provide translation services as needed and ensure that teachers have a process to request translation services in advance for scheduled parent meetings.|On the school experience survey 87% of parents agreed that they feel welcome to participate at Nobel Charter Middle School and 90% agreed that teachers treat them with respect. The parent center on campus has parent workshops that allow parents to learn about their child's classes, the curriculum used and how and when to contact their child's teacher. In addition, the parent center helps to recruit parent volunteers for a variety of events and classroom activities on campus. Parents are invited to participate on the 5 committees and our charter council that make strategic decisions regarding school safety, culture and policies. Therefore, creating a welcoming environment, where parents feel welcome to participate is a strength at Nobel Charter Middle school. More parents would like to participate at the school site, but are prevented by work and other obligations. An area of growth for Nobel is to find ways for parents to participate even if they are unable to attend meetings and events on campus.|4|5|4|4|5|5|5|4|5|5|5|5|2019-10-29|Met|2019 19757130000000|Alhambra Unified|3|District administration as well as local site administration continue to develop, plan, and facilitate programs that are aligned to the site’s direction with PBIS (Positive Behavioral Intervention Supports). Some sites have developed a menu of workshops facilitated throughout the school year that address topics like positive communication skills, positive parenting, and time management. Sites continue to analyze their parent engagement data to update their programs for parents with a PBIS focus. The District is currently in year 2 of its planning and implementation of PBIS. Each site will be developing a site based parent engagement program unique to their implementation of PBIS. In addition to these long range workshops, the following topics are offered and facilitated at a number of schools on an ongoing basis: • Accessing the parent portal • Effective communication • Mental health awareness • Parenting styles • Time management • Goal setting • Conflict resolution • Growth mindset • Bullying prevention • College and Career 101 • Drug awareness • Current student risk trends A pre and post survey is administered at all parent/family engagement sessions. Overall, approximately 50 – 150 parents attend the workshops, depending on the school site and grade level. Both local administration and parents have confirmed they walk away from sessions learning new strategies in supporting their child’s academic and social skill set. Approximately 89% of parents want to return to more sessions to create a positive home environment for their child.|School climate survey results indicated that parents found parent and family engagement programs, facilitated by the District’s Student Employee Welfare Division, Gateway To Success, beneficial to their child’s success at school. Gateway To Success developed, planned and implemented programs facilitated by its own counseling team as well as school based mental health professionals and agencies. Most parent engagement sessions are offered in a workshop-like format where topics are presented and parents have the opportunity to interact with the presenter, their parent colleagues, and our counseling interns who are assigned to providing services to students and their families in our schools. Workshop facilitators offered workshops in Spanish and Chinese to engage parents. As a result of the need for meaningful and authentic parent engagement, the District moved to create a counseling position that specifically facilitated programs that addressed the needs of families and parents at the school and District level. The Parent Engagement Counselor position was created and funded through the LCAP – Local Control Accountability Plan over three years ago to specifically support parent engagement programs at the school site and district levels, resulting in a formal approach to operationalizing a uniform approach to engaging parents. The Parent Engagement Counselor is a fully credentialed (PPS) counselor who specifically engages parents with evidenced based programs. As a result of the position, a Family Engagement menu was created for and offered to all schools. TK-12 Programs listed in the menu include: • The Parent Project: a 10-week course that reduces family conflict, destructive adolescent behavior, and increases communication between parent and child. • Strengthening Families: a 10-week course designed to support parents in building the foundation necessary for students to experience success. • Incredible Years: a 12-24 week course designed support children ages 3-12 to help parents relate to their child, manage challenging behaviors, improve social competence and improve school readiness. • Triple P for ages 5-12: 5 classroom sessions and 3 telephone conversations that provide parents with an in-depth understanding of positive parenting. • Triple P for ages 13-24: an 8 week course that is offered as a 5 week classroom session and 3 telephone conversations to support parents in their quest to positively parent their older children.|The Alhambra Unified School District’s parent engagement programs have thrived in the last four years as the District’s Parent Engagement Counselor worked collaboratively with site-level Gateway Counselors to develop meaningful programs that directly supported parents in creating positive approaches at home. During the 2018-2019 school year, the District supported the sites’ Positive Behavior Intervention Support teams to create behavioral expectations that kept children engaged at school which recognized positive behavior, minimized negative behavior and taught children appropriate strategies to navigate the social and academic landscape at school. The parent engagement program paralleled the PBIS approach and provided parents with opportunities to practice positive behavior interventions at home. The site Gateway Counselors worked with grade levels and their local administrator to implement ongoing parent engagement programs to help parents promote student success and positivity at school. School climate data as measured by the annual School Climate Survey reported that students feel safe at school and that they know where to go for support and assistance due to a continued positive message that facilitators and presenters communicate in all parent engagement programs. Gateway To Success developed, planned, and implemented programs facilitated by its own counseling team and community and school based mental health professionals and agencies. Most parent engagement sessions are offered in a workshop-like format where topics are presented and parents have the opportunity to interact with the presenter, their parent colleagues, and our counseling interns who are assigned to providing services to students and their families in our schools. As a result of the need for meaningful and authentic parent engagement, the District moved to create a counseling position that specifically facilitated programs that addressed the needs of families and parents at the local level at the schools and at the District.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-29|Met|2019 44697996049829|Alianza Charter|3|Alianza actively seeks parent input via our Youth Truth Survey and hosting input meetings for our LCAP. In addition, through our already scheduled leadership meetings, such as Title I, ELAC, and governing council, we elicit parent input. We are currently focused on finding incentives that encourage more parents to engage with our school and give us input on our progress. We are hopeful of increasing the number of parent survey responses from 111 to a minimum of 50% of our families responding to our survey. In addition, we are planning an aggressive campaign to receive more input on our LCAP. We are planning to send out a digital input survey and a paper version to make sure we receive more engagement from our underrepresented families.|As a school we host several grade level meetings with parents that focus on specific needs of a group of students. Such workshops offer strategies for parents to utilize at home to work collaboratively with the teacher to improve student achievement. In addition, we have a parent leadership academy were we invite parents to becoming school leaders. We are currently focused on developing workshops to inform parents on English Language Development for our Els. We want to target student in the upper grades that are yet to reclassify. We've found that many of our students are not reclassifying by 5th grade which is our current goal. In we feel that parents are not as informed about the requirement or the need of reclassifying in the earlier grades.|Alianza has implemented the Youth Truth Survey to help guide the school in improving parent involvement. We had 111 families submit the survey. We are currently focused on improving student engagement in educational workshops. Teachers and administrators are working collaboratively to create interesting and engaging workshops that bring families and students together in education activities. We have created several literacy, homework, reading/math/writing strategy workshops for families. In the Spring we will be having several other workshops that will have an art and literacy focus.|4|4|4|4|4|4|4|4|4|4|4|4|2019-11-15|Met|2019 27659610000000|Alisal Union|3|The Alisal Union School District (AUSD) will continue strengthening processes to gather parent and community stakeholder input through LCAP planning, School Site Councils, DELAC and District Advisory Council (DAC). Stakeholders will continue to be offered multiple opportunities throughout the year to give ideas on priorities, goals and actions in support of success for all students.|The Alisal Union School District (AUSD) will continue developing strategies to continue to build partnerships with underrepresented families. Processes will include classes and services provided by staff at the district's Family Resource Centers (FRCs). These will focus on connecting families with community agencies and organizations to help build their knowledge and skills related to school (navigating the system). In addition, classes will be offered on what parents can do to monitor student progress in preparation and readiness for college or careers.|The Alisal Union School District (AUSD) will continue developing strategies to further engage and build relationships with underrepresented families. Processes will include actions that will conform with specific family needs, ie. considerations for work schedules, translation and child care needs.|3|3|3|3|2|2|2|2|3|3|2|2|2019-08-14|Met|2019 37754166119275|All Tribes Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 37754160122796|All Tribes Elementary Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 36676780137547|Allegiance STEAM Academy - Thrive|3|ASA provides multiple opportunities and means for parent input for decision-making. Surveys are conducted frequently and SSC, LCAP committee, and Board Meetings are held monthly. ASA partners closely with its’ parent group, the PACK, to enrich the experience of all students through events like the Fall Festival or resources like musical instruments and recess equipment. An identified area of growth for ASA is ensuring that the diverse community is represented accurately in the input ASA receives. ASA relies on community input to shape priorities. Making surveys available in Spanish and Mandarin as well as providing interpretors for live events will continue to help remove language as a barrier to input.|ASA has well established systems, processes and policies designed to build trustworthy relationships that support student outcomes. A variety of conferences such as student-led conferences and triad conferences, along with a clearly- delineated student support team process are amongst the strengths at ASA. An area of growth for ASA is ensuring all stakeholders, parents and students included, are provided the resouces and tools to understand the tenets of standards- based grading and mastery learning as discussed in our charter. ASA’s plan to address this area of growth involves ongoing parent workshops, consistent and aligned grading practices across classrooms, and professional development for teachers that emphasizes clear communication of student progress.|ASA’s current strengths include an accessible, welcoming, and professional staff, communication tools to streamline 2 way communication, and transparency within our community regarding ASA’s strengths and areas of growth. An area of growth for ASA is helping manage stakeholder expectations. ASA prides itself on being a school for all as reflected in our diverse student population, emphasis on inclusion, and opportunities afforded to all students. To ensure the entire stakeholder community understands the values of ASA, staff will incorporate these values in correspondences and events that include parents and other stakeholders.|4|4|4|3|4|3|4|4|4|4|3|4|2019-10-07|Met|2019 54717950000000|Allensworth Elementary|3|Open round table and parent meetings as well as utilizing a community resource counselor to ensure all students/parents are involved.|We stress parent contact in regards to notifying them in regards to the progress of their children.|New administration has an open door policy that invites parents and community members an opportunity for their engagement and support.|3|3|4|4|3|4|3|4|4|4|3|3|2019-10-31|Met|2019 19647330127217|Alliance Alice M. Baxter College-Ready High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Alice M. Baxter College-Ready High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.2); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.3). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Alice M. Baxter College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.4 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.4 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.4); 2) The principal and other administrators at this school know the parents well (3.2); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330121285|Alliance Cindy and Bill Simon Technology Academy High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.3 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.3 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.5, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.4); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330128058|Alliance College-Ready Middle Academy 12|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance College-Ready Middle Academy 12, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.4); 2) The principal and other administrators at this school know the parents well (3.1); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330120030|Alliance College-Ready Middle Academy 4|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.6 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance College-Ready Middle Academy 4, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.6 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.6); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.7). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.7 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.7 and 3.7, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.6); 2) The principal and other administrators at this school know the parents well (3.5); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.6); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.6). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330120048|Alliance College-Ready Middle Academy 5|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.4 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance College-Ready Middle Academy 5, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.4 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.4); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance College-Ready Middle Academy 5, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330128033|Alliance College-Ready Middle Academy 8|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.4 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance College-Ready Middle Academy 8, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.4 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.4); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330108936|Alliance Collins Family College-Ready High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Collins Family College-Ready High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.4 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.3); 2) The principal and other administrators at this school know the parents well (3.1); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.1); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.1). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330111500|Alliance Dr. Olga Mohan High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Dr. Olga Mohan High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.3). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.4 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.4 and 3.3, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.3); 2) The principal and other administrators at this school know the parents well (3.1); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.4 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.4 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.5, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330111518|Alliance Jack H. Skirball Middle|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.4 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Jack H. Skirball Middle School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.4 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.4); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.3). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|3030-01-23|Met|2019 19647330108894|Alliance Judy Ivie Burton Technology Academy High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.6 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.6 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.6); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.6); 2) The principal and other administrators at this school know the parents well (3.6); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.6); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.6). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330128041|Alliance Kory Hunter Middle|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.5 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Kory Hunter Middle School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.5 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.6); 2) The principal and other administrators at this school know the parents well (3.4); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330117606|Alliance Leichtman-Levine Family Foundation Environmental Science High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.2); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.4 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.4 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.2); 2) The principal and other administrators at this school know the parents well (3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.1). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330111658|Alliance Marc & Eva Stern Math and Science|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.5, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.4); 2) The principal and other administrators at this school know the parents well (3.2); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.1); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.5 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.5 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.4); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.5 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.5 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.5); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330116509|Alliance Morgan McKinzie High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Morgan McKinzie High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.2); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.3). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.4 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.3 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.3); 2) The principal and other administrators at this school know the parents well (3.1); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.2); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.4 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.4 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.4); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.6 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.6 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.6); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.7 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.7 and 3.7, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.7); 2) The principal and other administrators at this school know the parents well (3.4); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.5); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.1). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.2 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.2 and 3.2, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.2); 2) The principal and other administrators at this school know the parents well (2.8); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330124891|Alliance Renee and Meyer Luskin Academy High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.3 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.3 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.4); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.5 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.2); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.3); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330123133|Alliance Susan and Eric Smidt Technology High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.5 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.5 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.5); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.6). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.6 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.6); 2) The principal and other administrators at this school know the parents well (3.5); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.5); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.5). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330123141|Alliance Ted K. Tajima High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.7 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Ted K. Tajima High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.7 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.8); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.8). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.8 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.9 and 3.9, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.8); 2) The principal and other administrators at this school know the parents well (3.7); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.7); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.8). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330121293|Alliance Tennenbaum Family Technology High|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.2 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.2 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.3); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.4). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.4 and 3.4, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.4); 2) The principal and other administrators at this school know the parents well (3.2); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.1); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.2). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19647330128009|Alliance Virgil Roberts Leadership Academy|3|In order to ensure that we engage with parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP stakeholder engagement process. During these meetings, we review data with our parents and solicit their input regarding the services that we provide. According to our satisfaction survey, parents provided an average response of 3.3 when asked whether our school regularly solicits their input about important decisions for the school, indicating that parents feel that their input is being heard. Additionally, we ensure that opportunities to provide input are accessible to all of our parents by offering multiple dates throughout the year and engaging with parents in a variety of forums, such as committees and town hall meetings. In order to continue to improve our engagement with families, we are looking into best practices for seeking parent input and developing our understanding of the kinds of activities that we can use to create an engaging and welcoming environment for providing feedback. Moreover, we are working to find the best ways to integrate family input into scholars' daily classroom experiences using methods that are aligned to content standards and are culturally responsive.|At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. Based on the Alliance College-Ready Public Schools Parent Satisfaction Survey, we've found a number of strengths in our current practices. For example, parents provided an average response of 3.3 when asked whether our school regularly solicited their input about important decisions, demonstrating our focus on collecting input to improve student outcomes. Moreover, we received a positive response regarding our efforts to educate parents about the role that they can play in their children's education based on the following survey questions: 1) The teachers at this school provide me with strategies to help my child learn more (3.4); 2) This school provides regular opportunities (e.g., workshops) for me to learn how to help my child succeed in school (3.5). Additionally, we hold parent-teacher conferences to ensure that parents have the chance to meet with their children's teachers to ensure positive outcomes for their students. In order to further our efforts to partner with parents, we are working to expand and improve our offering of parent engagement events. We are currently looking at ways to build on our current calendar to provide the most helpful events for our parents.|At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families within our community. Each year, our school administers the Alliance College-Ready Public Schools Parent Satisfaction Survey, which we use to monitor our efforts to engage with parents effectively on a scale of 1 to 4 (1 being the lowest and 4 being the highest rating). Based on this survey, we found that parents gave an average response of 3.5 when asked whether they feel welcome at the school, indicating that our efforts to create a positive school environment have been successful. Moreover, we found that parents gave an average response of 3.6 and 3.6, respectively, when asked whether teachers at the school as well as the principal and administration were respectful and professional, demonstrating the culture of respect that we aim to foster in all of our interactions with parents. Additionally, we focus our efforts on understanding the needs of our parents and scholars and on communicating with them effectively, as shown through the following average survey responses: 1) My child is well known by staff at this school (3.5); 2) The principal and other administrators at this school know the parents well (3.3); 3) The teachers at this school communicate with me on a regular basis about my child’s behavior in class (3.4); 4) The teachers at this school communicate with me on a regular basis about my child’s academic progress (3.4). Despite these successes, we are constantly looking for ways to improve the experience of our families. As a result, we are currently looking for ways to build on our professional development for teachers to further develop competencies regarding understanding our families' language, culture, and goals.|5|5|3|5|3|5|5|3|3|3|3|3|2020-01-23|Met|2019 19101990135368|Alma Fuerte Public|3|See above.|See Above|Parent input and engagement are a strength at our school. We have created a School Advisory Committee with elected parent representatives. The Committee serves as the Title 1 and LCAP Committee. Meeting dates are shared with the community and circulated via email and letters in both English and Spanish. We also have a “Coffee Collective,” which meets twice a month. Parents in the Coffee Collective get together to plan fun school-wide events and fundraisers. Over half of our parents participate in events (volunteering, fall festival, field trips, etc.) or classroom projects. Most parents participate in multiple events. In previous years, the Coffee Collective has had a staff member as the lead coordinator, this year we structured it to be parent-led. This allows for parents to come together to discuss, prioritize, and create projects/ programs/events that directly benefit our school community. Parents receive regular communications via weekly school e-mail blasts, classroom newsletters, flyers, the school’s facebook page, and as needed for individual responses to student needs. These methods are as a result of parent feedback on the frequency and modality of our home/school communications. Our Operations Manager, who also functions as our Parent and Community Engagement Liaison, provides translation services for families. She facilitates home/school communication, helps design school wide events, parent information nights, etc. We have a very active core of Spanish speaking parents that are involved in all school-events and help us make sure that our events, workshops, and communications are inclusive to parents that do not speak English. The measures relating to parent participation levels at parent-teacher conferences, parent workshops, and the levels of volunteering for classroom and schoolwide opportunities were selected to demonstrate the connectedness and shared commitment among our families to our school. We have discussed the School Advisory Committee and parent survey to reflect our progress in creating a formal avenue for parent input and participation.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-28|Met|2019 40688250125807|Almond Acres Charter Academy|3|Strengths: -Regular opportunities for parents to contribute to discussions related to facilities, fund raising, MTSS reviews, and project based learning opportunities Improvement: -Celebrations of parents participation|Strengths: -Home to school connection is well developed by all teachers and supports all families -Tools such as Parent Pipelines and Big Ideas Math videos are available to support parents with curriculum along with the bi-weekly teacher curriculum posts in our Parent Square system Improvement: -Including more regular opportunities for parents to become educated on rights under all ed related law as opposed to isolated opportunities in the form of IEPs, 504s, and conferences.|Strengths: -Bi weekly communication with all parents regarding curriculum and school events by all teachers -Weekly communication from the office regarding school events, timelines, and opportunities for invovlement -Quarterly parent education nights -Twice yearly goal setting meetings with all students and their families Improvement: -Extend translation services beyond IEPs/504s//conferences and written communication|5|5|3|4|5|5|5|4|4|4|4|4|2019-10-24|Met|2019 54718030000000|Alpaugh Unified|3|Parents serve on School Site Council, ELAC/DELAC, and LCAP advisory committees. Teachers, support staff, and parents are invited to meetings throughout the year that provide insight, opportunity for input, and information about the Single Plans for Student Achievement, LCFF/LCAP. Local surveys are offered at various time in an effort to include them in expressing their voice in the decision-making process at the school sites.|AUSD Student/Parent handbook offers policies for families and students Students on an Individual Education Plan (IEP) or a 504 plan are provided with a copy of their Parent Rights. Scheduled parent conferences are offered twice a year to discuss student progress and ways to work together to improve student outcomes. Teachers are encouraged to reach out to parents about their children’s progress. AUSD will develop a system that supports families with resources to help them better understand how they can improve student outcomes and learning at home, and how to advocate for their children. These resources will be made available on the District website.|Alpaugh USD uses a variety of communication methods to build and sustain relationships with parents. According to the Parent Engagement survey, creating welcoming environments for all families in the community is a strength of AUSD. Setting timely goals to move the district forward in developing more opportunities for staff to learn about family’s strengths, cultures, languages, and goals for their children is a focus area in the LCAP.|3|4|3|3|3|2|3|2|3|2|2|2|2019-10-10|Met|2019 34673220127860|Alpha Charter|3|Alpha Charter seeks input for decision making through parent advisory groups, the English Learner Advisory Committee, and parental surveys. The district will focus on improvement by soliciting subject-area input from parents during the schoolwide subject area events. This input will inform the district of parent needs and areas of further understanding.|Alpha Charter has prioritized partnering with families to support student achievement through a variety of means. Each Monday that school is in session is an early release day. Teachers and staff are encouraged to meet with families during this time, although not restricted to this time. Additionally, a variety of meetings provide opportunities to enhance parental and family interaction with curriculum. Ongoing advisement opportunities are present for credit review and post-secondary strategies.|Alpha Charter has been focused on building strong relationships with students, parents, community members, and other stakeholders. Attendance at school events such as Back to School Night, Open House, and other events is often near or exceeds 100% representation of our school families. At these events we seek input through a variety of means, including parent surveys, small group discussions, and classroom-based feedback.|5|5|4|4|4|4|5|3|4|4|5|4|2019-10-08|Met|2019 43694270132274|Alpha Cindy Avitia High|3|Through a variety of methods (survey, conferences, SSC, cafecitos, and other parent meetings), we have received valuable feedback related to how we engage our families. In particular, for our survey we asked some key questions around family engagement. From the family survey, the following quantitative data was collected: -96% of our families agree the school is effectively preparing their student to be successful in college. -93% agree that their student feels physically and emotionally safe. -84% agree that their student is proud to a member of the school -92% agree they feel welcomed and heard by school staff -91% agree that the school does a good job of family engagement -92% agree that the school's facilities are clean and welcoming -On average, the school's families rate the school a 8.9 out of 10. There were two key focus areas that were present in the qualititative data from our staff and family surveys, and were most prevalant in the SSC, ELAC, and staff meetings: -We need to do a better job at our english language/literacy instruction, for all students and for our English Learners. -We could have a much more comprehensive and targeted ELD program. -We have made good improvements this year with changing our schedule to create more differentiation during the day (pull out group, intervention blocks, etc), and need to double down on these supports. These ended up being the core priorities for 2019-20, directly as a result of stakeholder input. There were other patterns of feedback from our families and students, including: -Additional enrichment options during the day -more opportunities to learn how to support their child (education nights) -More student culture events and incentives Related to family engagement, we see and feel a need to ensure that our families can have an authentic opportunity to engage in school decision-making. So, we have made a family engagement goal this year of focusing on our school site council meetings - through setting clearer metrics, a more complete scope and sequence for the year, and a clearer agenda to promote discussion and conversation around important school topics.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family college workshops during the year, that is aimed at sharing key information around the college application and matriculation process. These workshops begin in grade 9, and intensify through garde 12. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to ensure the quality of our family workshops and to maximize attendance. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|Strengths/Progress There are a variety of activities and strategies the school incorporates around building relationships with families. These include a variety of beginning of year events, school site council, quarterly family conferences, monthly principal cafecitos/coffee hours, and family workshops around college and/or academics. This family calendar of engagement opportunities is a strength in 2019-20. Focus Area for Improvement Our focus area is on maximizing the opportunities for a wider range of families to both participate/volunteer on campus and to identify and develop parent leaders who can support our family engagement efforts. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|3|3|3|4|3|3|4|3|3|2|3|2|2019-10-25|Met|2019 43693690125526|Alpha: Blanca Alvarado|3|Through a variety of methods (survey, conferences, SSC, cafecitos, and other parent meetings), we have received valuable feedback related to how we engage our families. In particular, for our survey we asked some key questions around family engagement. From the family survey, the following quantitative data was collected: -95% of our families agree the school is effectively preparing their student to be successful in college. -91% agree that their student feels physically and emoitonall safe. -92% agree that their student is proud to a member of the school -95% agree they feel welcomed and heard by school staff -93% agree that the school does a good job of family engagement -91% agree that the school's facilities are clean and welcoming -On average, the school's families rate the school a 8.9 out of 10. There were two key focus areas that were present in the qualititative data from our staff and family surveys, and were most prevalant in the SSC, ELAC, and staff meetings: -We need to do a better job at our english language/literacy instruction, for all students and for our English Learners. -We could have a much more comprehensive and targeted ELD program. -We have made good improvements this year with changing our schedule to create more differentiation during the day (pull out group, intervention blocks, etc), and need to double down on these supports. These ended up being the core priorities for 2019-20, directly as a result of stakeholder input. There were other patterns of feedback from our families and students, including: -Additional enrichment options during the day -more opportunities to learn how to support their child (education nights) -More student culture events and incentives Related to family engagement, we see and feel a need to ensure that our families can have an authentic opportunity to engage in school decision-making. So, we have made a family engagement goal this year of focusing on our school site council meetings - through setting clearer metrics, a more complete scope and sequence for the year, and a clearer agenda to promote discussion and conversation around important school topics.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to ensure the quality of our family workshops and to maximize attendance. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|Strengths/Progress There are a variety of activities and strategies the school incorporates around building relationships with families. These include a variety of beginning of year events, school site council, quarterly family conferences, monthly principal cafecitos/coffee hours, and family workshops around college and/or academics. This family calendar of engagement opportunities is a strength in 2019-20. Focus Area for Improvement Our focus area is on maximizing the opportunities for a wider range of families to both participate/volunteer on campus and to identify and develop parent leaders who can support our family engagement efforts. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|3|3|3|4|3|3|4|3|3|2|3|2|2019-10-25|Met|2019 43694500121483|Alpha: Cornerstone Academy Preparatory|3|Through a variety of methods (survey, conferences, SSC, cafecitos, and other parent meetings), we have received valuable feedback related to how we engage our families. In particular, for our survey we asked some key questions around family engagement. From the family survey, the following quantitative data was collected: -97% of our families agree the school is effectively preparing their student to be successful in college. -95% agree that their student feels physically and emotionally safe. -96% agree that their student is proud to a member of the school -95% agree they feel welcomed and heard by school staff -94% agree that the school does a good job of family engagement -90% agree that the school's facilities are clean and welcoming -On average, the school's families rate the school a 9.1 out of 10. There were two key focus areas that were present in the qualititative data from our staff and family surveys, and were most prevalant in the SSC, ELAC, and staff meetings: -We need to do a better job at our english language/literacy instruction, for all students and for our English Learners. -We could have a much more comprehensive and targeted ELD program. -We have made good improvements this year with changing our schedule to create more differentiation during the day (pull out group, intervention blocks, etc), and need to double down on these supports. These ended up being the core priorities for 2019-20, directly as a result of stakeholder input. There were other patterns of feedback from our families and students, including: -Additional enrichment options during the day -more opportunities to learn how to support their child (education nights) -More student culture events and incentives Related to family engagement, we see and feel a need to ensure that our families can have an authentic opportunity to engage in school decision-making. So, we have made a family engagement goal this year of focusing on our school site council meetings - through setting clearer metrics, a more complete scope and sequence for the year, and a clearer agenda to promote discussion and conversation around important school topics.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to ensure the quality of our family workshops and to maximize attendance. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|Strengths/Progress There are a variety of activities and strategies the school incorporates around building relationships with families. These include a variety of beginning of year events, school site council, quarterly family conferences, monthly principal cafecitos/coffee hours, and family workshops around college and/or academics. This family calendar of engagement opportunities is a strength in 2019-20. Focus Area for Improvement Our focus area is on maximizing the opportunities for a wider range of families to both participate/volunteer on campus and to identify and develop parent leaders who can support our family engagement efforts. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|4|4|4|4|3|3|4|4|3|2|3|2|2019-10-25|Met|2019 43104390129213|Alpha: Jose Hernandez|3|Through a variety of methods (survey, conferences, SSC, cafecitos, and other parent meetings), we have received valuable feedback related to how we engage our families. In particular, for our survey we asked some key questions around family engagement. From the family survey, the following quantitative data was collected: -98% of our families agree the school is effectively preparing their student to be successful in college. -93% agree that their student feels physically and emoitonally safe. -90% agree that their student is proud to a member of the school -97% agree they feel welcomed and heard by school staff -94% agree that the school does a good job of family engagement -89% agree that the school's facilities are clean and welcoming -On average, the school's families rate the school a 8.9 out of 10. There were two key focus areas that were present in the qualititative data from our staff and family surveys, and were most prevalant in the SSC, ELAC, and staff meetings: -We need to do a better job at our english language/literacy instruction, for all students and for our English Learners. -We could have a much more comprehensive and targeted ELD program. -We have made good improvements this year with changing our schedule to create more differentiation during the day (pull out group, intervention blocks, etc), and need to double down on these supports. These ended up being the core priorities for 2019-20, directly as a result of stakeholder input. There were other patterns of feedback from our families and students, including: -Additional enrichment options during the day -more opportunities to learn how to support their child (education nights) -More student culture events and incentives Related to family engagement, we see and feel a need to ensure that our families can have an authentic opportunity to engage in school decision-making. So, we have made a family engagement goal this year of focusing on our school site council meetings - through setting clearer metrics, a more complete scope and sequence for the year, and a clearer agenda to promote discussion and conversation around important school topics.|Strengths/Progress Our network support team, including our Parent Learning Center, provides training and resources around how to best partner with families. This includes guidance around setting family engagement goals for the year, identifying key strategies, building a family meeting scope and sequence, and resources for SSC meetings. A particular strength this year is the further development of family workshops during the year, that is aimed as sharing key information to support student learning at home. We have engaged external providers around a variety of topics, including socioemotional needs, anti-bullying, and academic support guidance. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences. Focus Area for Improvement Our focus area this year is to ensure the quality of our family workshops and to maximize attendance. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|Strengths/Progress There are a variety of activities and strategies the school incorporates around building relationships with families. These include a variety of beginning of year events, school site council, quarterly family conferences, monthly principal cafecitos/coffee hours, and family workshops around college and/or academics. This family calendar of engagement opportunities is a strength in 2019-20. Focus Area for Improvement Our focus area is on maximizing the opportunities for a wider range of families to both participate/volunteer on campus and to identify and develop parent leaders who can support our family engagement efforts. We seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings.|3|3|3|4|3|3|4|3|3|2|3|2|2019-10-25|Met|2019 02100250000000|Alpine County Office of Education|3|The County will be implementing a more robust schedule of on and offsite events and meetings to engage parents and community members.|Due to staff turnover, we are in process of re-evaluating tools to assist families.|The County will be implementing a more robust schedule of on and offsite events and meetings to engage parents and community members.|3|3|3|4|3|2|3|1|3|3|3|3|2019-10-08|Met|2019 02613330000000|Alpine County Unified|3|The District will be implementing a more robust schedule of on and offsite events and meetings to engage parents and community members. The District hired a Community / Native Liaison to provide additional support for at-risk students. The District is currently refocusing our PBIS program for all stakeholders in the district.|Due to staff turnover, we are in process of re-evaluating tools to assist families.|The District will be implementing a more robust schedule of on and offsite events and meetings to engage parents and community members. The District hired a Community / Native Liaison to provide additional support for at-risk students. The District is currently refocusing our PBIS program for all stakeholders in the district.|3|3|3|4|3|2|3|1|3|3|3|3|2019-10-08|Met|2019 37679670000000|Alpine Union Elementary|3|Each school has a School Site Council which provides feedback on school programs and approves the school budget. ELAC and DLAC meetings are held to capture the perspective and ideas of underrepresented families.|This year, we hired a social worker to ensure that we continue to focus on meeting the needs of our families and students to discuss student progress, support the needs of our families and find ways to work together to support improved student outcomes. We have been focused on developing our multi-tiered system of supports to ensure that we are addressing the varied needs of our parents, students, and families.|Alpine Union has focused on a comprehensive communications strategy designed to open channels of communication, create transparency, connect staff, students, parents and community members and provide opportunities for two way communication. As part of our strategy last year, we engaged the community in a range of community forums with the goal of identifying the hopes, dreams, and wishes of our parents and community members, with a focus on planning for the future. Each year, we reach out to our community and parents through a range of strategies. This includes engaging our students in a range of ways, including the California Healthy Kids Survey, serving as student board members, and serving at the middle school as part of the Principals Cabinet. To engage our underrepresented families we hold ELAC, DLAC and other meetings to ensure we capture the voice of ouur parents and families.|5|4|4|4|4|4|4|4|5|5|4|4|2019-10-09|Met|2019 36675950000000|Alta Loma Elementary|3|Parent input for decision making is gathered during the ALSD annual Parent and Community survey, District advisory meetings, school visits, and parent organization meetings. The District survey results are used in developing actions and services, modifying actions and establishing budgetary considerations as the LCAP Annual Update is written. The survey is updated annually to reflect community initiatives. The survey is aligned to the eight state priorities and data based District initiatives. The information gathered is specific to the parent recommendations or concerns. Each year the number of parents responding to the survey has increased, with last year having a total of 746 parents. The LCAP Advisory Committee meets routinely each year to revise the four stakeholder input surveys, review the survey results and participate in the analysis of the findings. This paves the way for the LCAP Annual Update. A focus area of improvement would be to increase the number of parent members on the LCAP Advisory Committee, and ensure all subgroups are represented, therefore bringing a group of parents, teachers, principals and district administrators together to plan.|The Parent and Community survey is sent directly to parents via global emails and the District website. Results indicate that 90% of parents believe students receive a quality education and 86% are satisfied with the instruction they receive. 96.1% of parents report access to standards aligned instructional resources including technology. Student progress is discussed with parents at regularly scheduled parent conferences, as well as support conferences that are scheduled based on need. Student progress on assignments and assessments can be viewed at all times through the parent portal. Only 57% of parents reported that they are aware of the educational resources provided to promote parental involvement and student learning at home. This includes LexiaCore, Imagine Learning, Freckle and textbook digital resources. Increasing parent awareness of these quality, standards based aligned materials and how to access them from home is an area for improvement. Parent education sessions focusing on these resources need to be provided, with intentional outreach to underrepresented families by our Parent Engagement Liaison, is needed. Parents report their greatest area of interest in order to support their student's learning at school is 21st Century Learning/Technology skills ( 38%) and social emotional development ( 19%).|School sites have active parent groups that meet on site routinely, such as PTA, School Site Council, English Language Advisory Committee and Title 1 Advisory groups. These groups provide parents an opportunity to be on the school campus, learn more about the learning that takes place at school and become a part of the school community. Special events for students and parents are offered during the day, in the evening and the weekends to build relationships between families and school. Some examples include: Parent University, Festival of the Arts, Grandparents Day, Family Math Festivals and parent education meetings. Multiple days are offered for individual parent conferences where teachers and parents discuss student progress and goals in a one-to-one setting, along with the traditional Back-to-School Night and Open House events. In the annual survey, 88% of parents reported attending Back-to-School Night and 79% attended Open House, while smaller percentages reported attendance at other events, such as 23% attending Parent University. Volunteer opportunities are extensive at the schools, and 48% percent of parents report volunteering at their child's school. Communication efforts include the use of a parent portal, email, website and global messaging which reaches all parents through email/text/phone communication. On the stakeholder input survey for parents which included 746 responses, 83% of parents reported that the communication at school through website, parent portal and email is the most beneficial. A focus area for improvement would be to increase the attendance of parents at parent education events such as Parent University. Efforts to improve include student incentives and motivators, dinner and babysitting provided and additional outreach by the Parent Engagement Liaison.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 31667870126664|Alta Vista Community Charter|3|AVCCS places a high value on its high level of stakeholder involvement in decision making. As a charter school, the renewal process is a strong example of collective and collaborative development. Through a range of annual and topic-specific stakeholder surveys, weekly newsletters, assemblies, town hall meetings, and robo-calls, interactive feedback and input on LEA decisions is an ongoing part of the school's culture. When response from any stakeholder group is lean, extra effort is made to ensure representation of that sub-group of the community.|Because AVCCS is a relatively small LEA, we take great pride in connecting with and staying in contact with all families, beginning with one-on-one meetings with the principal as part of the enrollment process, school orientation meetings, mentor family programs, community events, conferencing and a communication protocol that ensures outreach by teachers via in-person meetings, telephone call, text messaging and email.|AVCCS has actively sought to increase the racial diversity of its population to more closely match that of the community of Auburn. As our student/family diversity increases, the school continues to build its capacities to engage in interactive communication between families and educators using language that is understandable and accessible to families. For example, recently hired employees are bilingual in English and Spanish and support school-home communications.|4|5|4|3|4|4|4|4|5|5|5|5|2019-10-17|Met|2019 54718110000000|Alta Vista Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program.|Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas. The district parent resource center and community liaison are important in these efforts.|Alta Vista has worked to build strong relationships between and among stakeholders. The LCAP development process has been a valuable asset in bringing people together to support improved student outcomes. Strengths include administrative support for certificated staff to collaborate with families and involve parents in their child’s schooling; parent reports that Alta Vista School provides a safe and welcoming environment for family engagement; and improved opportunities for two-way meaningful communication between our school and parents of all subgroups. Technology has greatly improved this communication and promises to bring more improvements in the future. Progress continues to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|3|4|3|4|3|4|4|3|3|3|3|3|2019-10-09|Met|2019 36750510136432|Alta Vista Innovation High|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 92% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that they know that the school values their input and have received invitation to activities, but that it was difficult to participate in the decision making opportunities. The school has asked parents to provide some feedback using student surveys. However, the school has not shared the outcome and next steps after gathering feedback. We could do this as the next ELAC meeting. We can improve the engagement of underrepresented families by increasing communication in Spanish and raising awareness of how parental engagement can improve their children’s education. The school can explore new ways to encourage parent involvement and participation in decision making.|The parent group reports that the school does a good job at responding when parents need information. It is important that this information be translated when it is necessary for Spanish speaking families. One focus area for improvement is for the school to be more strategic in creating opportunities for parents to learn more and develop their strategies to support their student’s learning, and completing credits towards graduation. Additionally, the school should inform parents of their rights and how to further advocate for their children. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|One key strength was the result from our parent survey showed that 87% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. 40 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were 2,775 parents attending conferences and open house last year. Parents reported that the school is doing a good job in building trusting and respectful relationships with our stakeholders. Parents also reported that they feel welcomed by the school. Moreover, constant communication is done through staff calling families weekly and also leveraging technology such as the student portal and one-call for calls and messages. The parent focus group noted that the school is doing well at providing opportunities for parent engagement. The school has offered various opportunities for parents to come to the school site to learn about the programs and information to support student success. The school communicates constantly with families via email, phone, text or mail. The school can improve by providing targeted engagement for underrepresented families. For example, the school can offer Spanish Speaking Parent Nights to ensure parents feel valued and can also provide feedback and collaboration in their first language.|3|3|2|3|2|2|2|1|2|1|2|2|2019-10-16|Met|2019 31667790000000|Alta-Dutch Flat Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 01611190130625|Alternatives in Action|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 43693690000000|Alum Rock Union Elementary|3|Alum Rock Union School District believes in building the capacity of parents to effectively engage in advisory groups and decision-making including parents from underrepresented groups in the community. In our recent parent survey, 92% of parents responded favorably to “school staff welcomes my suggestions”. Every school in Alum Rock School District has a functioning School Site Council and ELAC that held a minimum of 5 meetings last school year to encourage parent leadership.. This data is supported by positive parent participation rates on District committees such as DAC, DELAC and SPARC which met 9 times last school year. Furthermore, our District celebrates the participation of parent leaders by honoring them at the annual Parent Jubilee. The following emerge as strengths in the area of Seeking Input for Decision Making: Parents expressed satisfaction with District leaders’ effort for involving parent leaders in decision making on District committees and in the LCAP development process. One example for capacity building is the School Site Council training provided for site leaders of this committee. This training provided information on the SSC member’s role and responsibility for serving on this committee. Parents express the need for more of these types of leadership trainings. As an area of improvement, parents express the need for District leaders to educate parents on the various leadership opportunities and why these committees exist. In addition, the increase of bilingual staff as a way to support underrepresented groups continues to be a need across the District.|Alum Rock Union School District believes in engaging parents by providing professional learning and support to improve a school’s capacity to partner with families in addition to supporting families with resources and information to advocate for their students. Overall, parents in the Alum Rock community feel supported with parent education and resources that allow them to be partners in their child’s education. Our annual parent survey reports that 95% of parents responded favorably to “feeling welcomed to participate in my child’s school” and 92% of parents responded favorably to “school staff welcomes my suggestions” which is a strong indicator of parents feeling supported to participate in trainings and advocate for their needs. . This data is further strengthened by the fact that 620 participants attended our Fall 2018 Parent University event which provides education on topics relevant to student success. Additional support in this area included the completion of a series of positive parenting classes including ESL and Computer classes by 126 parents and workshops at every middle school for parents around developmental assets and bullying prevention. The following emerge as strengths in the area of Buildling Partnerships for Student Outcomes: Parents point to some of the good resources the district provides for supporting students, district events such as Parent University provide useful information for parents and caregivers, and the use of PBIS strategies at schools strengthen school culture. As an area of improvement, parents are interested in more efficient ways for parents to communicate with teachers, improved consistency with sharing resources with parents that cannot attend school or district trainings and the need to provide more information/training for parents on ways to advocate for their student.|Alum Rock Union School District believes in engaging Stakeholders in a meaningful way that promotes a positive learning, working and community environment geared toward student achievement. Overall, parents in the Alum Rock community feel welcomed in our schools and believe that staff makes a good effort in this area. Our annual parent survey reports a 94% favorable rating for a “strong sense of family belonging and “school makes us feel connected” which is a strong indicator of the parent connection to our schools. This is further strengthened by the 60% attendance rate at Fall 2018 Back to School Nights district-wide and 50% attendance rate for Open House in the Spring 2019. Furthermore, 95% of parents responded favorably to “feeling welcomed to participate in my child’s school”. The following emerge as strengths in the area of Building Relationships: the support of bilingual community liaisons at all sites, Principal Coffees with parents, parent/teacher communication apps such as Classroom DOJO, relevant and updated information posted on the District website, timely translation of key documents, interpretation services at District-wide meetings/events, and the welcoming and friendly staff at schools. As an area of improvement, parents point to the need for staff to know families on a deeper level to be able to meet the varying needs of families. Another area for improvement is the need for improved communication and information on the outcomes of parent concerns in order to close the loop.|3|4|2|3|4|3|2|2|4|3|3|3|2019-10-15|Met|2019 20651770000000|Alview-Dairyland Union Elementary|3|The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, Parent Teacher Club, and governing Board meetings. The policy was distributed to all families through the student handbook (in English and Spanish) which was and continues to be distributed to all families the first day of school. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties with both schools during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. The superintendent sends out monthly newsletters through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged to participate in LCAP committee meetings as well as School Site Council and DELAC committees. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus funded through supplemental and concentration grants. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an "all-call" is made through Connect-Ed. All verbal and written communication is provided in both English and Spanish. For all parent information meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible. For migrant families, the District hosts a monthly Parent Advisory Committee in which school events, information and participation opportunities are communicated to migrant parents. In development of the LCAP, parent/family input is solicited through four information nights, monthly Parent-Teacher Club meetings, and School Site Council/LCAP Committee meetings. Feedback is also gleaned through annual school climate surveys. Based on the favorable responses from parents on the school survey, the district will continue with its current practices.|At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Teachers are assigned specific days to attend Parent Teacher Club meetings and are instructed to make every effort to achieve 100% attendance at parent teacher conferences (in the fall of 2018, there was a 98% conference participation rate). District administration includes parent communication/engagement as an expectation and part of teacher evaluations. The superintendent sends out monthly newsletters through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a "Back to School Barbecue"; a district tradition in which parents come to meet their child's teacher. That activity is followed up with opportunities to participate in approximately four informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Last year's informational nights included information on monitoring student academic progress through the student information system and presentations on the dangers of social media use and human trafficking. In addition, parents are encouraged to participate in LCAP committee meetings as well as School Site Council and DELAC committees. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an "all-call" is made through Connect-Ed. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent information meetings, a Spanish translator is available. Based on the favorable responses from parents on the school survey, the district will continue with its current practices.|In May of 2019, parents were encouraged to respond to a survey. There was a 48.9% response quota for the district. The survey was used to glean data on various measures of parent involvement and school climate. Parents responded favorably in all areas. 96.5% of parents feel their student is cared for by teachers. 95% of parents feel welcome at the schools. 97% of parents feel teachers motivate their students to learn. 95% of parents feel the school keeps them well-informed of their student's academic progress, school rules, and policies. Because of the favorable responses, the district will continue with it's current practices.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 10619940000000|Alvina Elementary|3|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. In reviewing the data collected, the key findings from the annual survey are as follows: A) Parents are aware on how they can participate in decision making committees such as the Parent Advisory Group and the English Language Advisory Committee, B) Parents feel comfortable in approaching administration in voicing their opinions or making recommendations on school decisions, C) Parents feel comfortable in working with teachers for the betterment of their child, D) Parents are aware of involvement opportunities such as Back to School Night, volunteering during school activities, Thanksgiving Luncheon, Book Fairs, Winter Program, Spring Program, Parent/Teacher Conferences, Open House. Along with the key findings listed above, the district was also able to identify potential areas of growth that are directly reflected within the district’s LCAP such as attendance rates of the PAC and ELAC. These areas of growth are reflected in the LCAP within the areas of Parent Engagement, School Climate and Academic Achievement. The district will continue to work with parents and school staff in maintaining focus on areas of growth and revisiting LCAP targets throughout the year.|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting district families. Our goal is to continue to build our parents capacity in becoming true advocates for their children. The district works closely with the Fresno County Office of Education in receiving professional development training in the area of parent supports and engagement. Survey results demonstrate parents feel comfortable in working with school district staff in asking for assistance in support of their student. Resources such as ASP, Special Education Services, and the Foster Youth/Homeless program are all available to parents. Survey results found that parents feel comfortable and have an understanding on how to access these resources through the school site if needed. Parents feel that the open lines of communication that exist is the main factor in the ease of accessing these supports. A focus for improvement by the district will center around the continued professional development on parent engagement strategies provided by the Fresno County Office of Education and the Tulare County Office of Education. As mentioned before, our number one priority is to be able to identify resources and to have the ability to connect parents to those resources in need. On-going professional development is vital in order to continue to adjust systems currently in place.|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting district families. Our goal is to continue to build capacity and understanding within our staff in order to have a true sense of unity with the families of our district. A major advantage the school currently has, is that the majority of our district staff are local community members. This allows us to have a deeper understanding of the local cultures, languages, hardships and supports that impact our district families. This understanding is the basis for many of our staff development meetings which are held throughout the school year. Also, the district continues to have many avenues of two-way communication with all our families in order to be able to provide full access to district and student information. All documents/surveys are translated when sent home and all meetings (including parent/teacher conferences) are provided translators when needed. The district feels its focus for improvement must be centered on the continued identification and connection to local resources that may support our community families. Our community families have many needs from financial, housing, health and welfare. Local supports and resources are beginning to be lined up from the district level to the local community level. Additional groups such as the Fresno County Office of Education, Cradle to Career Group and the Tzu Chi Medical Foundation continue to be vital resources for our district and school community.|4|5|4|5|4|4|5|4|5|5|4|4|2019-10-24|Met|2019 10619946005730|Alvina Elementary Charter|3|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations. In reviewing the data collected, the key findings from the annual survey are as follows: A) Parents are aware on how they can participate in decision making committees such as the Parent Advisory Group and the English Language Advisory Committee, B) Parents feel comfortable in approaching administration in voicing their opinions or making recommendations on school decisions, C) Parents feel comfortable in working with teachers for the betterment of their child, D) Parents are aware of involvement opportunities such as Back to School Night, volunteering during school activities, Thanksgiving Luncheon, Book Fairs, Winter Program, Spring Program, Parent/Teacher Conferences, Open House. Along with the key findings listed above, the district was also able to identify potential areas of growth that are directly reflected within the district’s LCAP such as attendance rates of the PAC and ELAC. These areas of growth are reflected in the LCAP within the areas of Parent Engagement, School Climate and Academic Achievement. The district will continue to work with parents and school staff in maintaining focus on areas of growth and revisiting LCAP targets throughout the year.|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting district families. Our goal is to continue to build our parents capacity in becoming true advocates for their children. The district works closely with the Fresno County Office of Education in receiving professional development training in the area of parent supports and engagement. Survey results demonstrate parents feel comfortable in working with school district staff in asking for assistance in support of their student. Resources such as ASP, Special Education Services, and the Foster Youth/Homeless program are all available to parents. Survey results found that parents feel comfortable and have an understanding on how to access these resources through the school site if needed. Parents feel that the open lines of communication that exist is the main factor in the ease of accessing these supports. A focus for improvement by the district will center around the continued professional development on parent engagement strategies provided by the Fresno County Office of Education and the Tulare County Office of Education. As mentioned before, our number one priority is to be able to identify resources and to have the ability to connect parents to those resources in need. On-going professional development is vital in order to continue to adjust systems currently in place.|Alvina Elementary Charter School is a vital part of our community and plays a major role in supporting district families. Our goal is to continue to build capacity and understanding within our staff in order to have a true sense of unity with the families of our district. A major advantage the school currently has, is that the majority of our district staff are local community members. This allows us to have a deeper understanding of the local cultures, languages, hardships and supports that impact our district families. This understanding is the basis for many of our staff development meetings which are held throughout the school year. Also, the district continues to have many avenues of two-way communication with all our families in order to be able to provide full access to district and student information. All documents/surveys are translated when sent home and all meetings (including parent/teacher conferences) are provided translators when needed. The district feels its focus for improvement must be centered on the continued identification and connection to local resources that may support our community families. Our community families have many needs from financial, housing, health and welfare. Local supports and resources are beginning to be lined up from the district level to the local community level. Additional groups such as the Fresno County Office of Education, Cradle to Career Group and the Tzu Chi Medical Foundation continue to be vital resources for our district and school community.|4|5|4|5|4|4|5|4|5|5|4|4|2019-10-24|Met|2019 33669770000000|Alvord Unified|3|AUSD has fully implemented a focus on ensuring there are opportunities for families to provide input for decision making. Every school site has a representative that attends regularly scheduled Parent Advisory Committee (PAC) and District English Learner Advisory (DELAC) meetings and is a conduit of the information, input, and the feedback loop to inform district decision making. In addition, AUSD developed a Budget Advisory Committee to identify cost saving measures that would allow the district to focus funds on enrollment trends and budget considerations. Parents were integral members within this committee, presented to the board of education on recommendations to positively impact the budget and support student achievement. To further engage families of students in our unduplicated student population, AUSD will work with each school site to enhance opportunities for parents and families to provide input related to their needs to inform the development of the school’s School Plan for Student Achievement (SPSA) and the district’s 2020-2023 LCAP. In addition, AUSD has the Action Team in Partnership for Exceptional Special Education (ATPESE), and in collaboration with the Riverside County Office of Education (RCOE) has put the African American Initiative Blueprint for Action into place that and has expanded from opportunities to students and families at Hillcrest High School to offerings district-wide. As AUSD expands opportunities in which to engage our parents and families in the decision making process, the development of the following Board subcommittees will begin during the 2019-20 school year: Budget Advisory, Technology, Visual and Performing Arts, Safe Schools/Student Services, and Curriculum and instruction. The purpose of the subcommittees is to engage the members in relevant information, relative to the needs of the district, gather/study that information to identify best practices and potential strategies to meet the needs of AUSD within the purview of each subcommittee and make recommendations to the Board of Education. Each subcommittee will be led by a Board member and have members that include parents, staff, and community. As we strive to expand the ways in which we work within our district to strengthen our engagement of parents and families, we will incorporate the information and feedback received from stakeholders to develop an LCAP that is inclusive of building the capacity of our AUSD parents and families as decision makers.|AUSD provides materials and resources to site administrators, Action Team for Partnership (ATP) Facilitators, and additional professional learning opportunities to strengthen their knowledge of increasing meaningful family engagement that positively impact student achievement. Additionally, the district has established the following district-wide goal: All students will attend schools with welcoming school climates. Each school site supports the achievement of that goal through the development of their School Plan for Student Achievement (SPSA) that includes a focus on meaningful family engagement. Through a comprehensive needs assessment process, each school site identifies the needs of their families, develops goals to address those needs, including the activities/actions/services that will address those identified needs and achieve the goals that are set forth. To assist with this work, each site has the opportunity to have an ATP Facilitator to support a site-team focused on the areas of family engagement, so that there is alignment with the other site parent organizations toward meeting the common goals of enhanced family engagement and increased student achievement. As a district, we have noticed a trend that parent engagement tends to decrease as the students move from one level to the next (i.e. elementary to middle school and middle to high school). Therefore, AUSD will work collectively with families and sites to identify ways in which to increase engagement at all levels with an emphasis on high school families.|Parent and family engagement continues to be at the forefront of our work. AUSD utilizes the Family Engagement Toolkit as a guide to focus on effective family engagement to build trusting relationships and connect to student learning. Within the district’s Local Control Accountability Plan (LCAP) and each site’s School Plan for Student Achievement (SPSA), family engagement is a focus in action and funding. In an effort to improve the engagement of underrepresented families, AUSD hired a Family Engagement Coordinator (included in LCAP action 3.7), revamped the existing Parent Resource Center, and continued to cultivate the Action Team for Partnership (ATP) teams at all 23 sites, to increase the accessibility of resources for families to engage with the school sites to support student achievement and connectedness. As indicated in parent surveys, 73% of our parents agree that AUSD schools seek their input before making important decision. Therefore, AUSD will create multiple opportunities for families to engage in the process of decision making, including Board of Education sub-committee meetings, LCAP steering committee, and increased communication methods (i.e. flyers, text messages, phone calls, social media announcements, etc.).|3|4|3|3|3|3|4|3|4|4|4|3|2019-10-17|Met|2019 03100330000000|Amador County Office of Education|3|Amador County Office of Education has well-developed processes in place for allowing parents and community members to provide input into decisions affecting our schools. Every school has a site council that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. Schools with over 21 English Learners have English Learner Advisory Committees (ELAC), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC) and the Superintendent’s Advocacy Leadership Team (SALT). Both of these groups provide direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at stakeholder input meetings held at all schools as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools. We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC. We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and with the decision-making process. In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day.|Amador County Office of Education uses diverse strategies to engage parents to ensure student success. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first quarter to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of each school year which explains all of the various programs available for students and families and outlines the rights all students and families have. In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we hired a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at SSTs, IEPs, and conferences but runs our district and site-based English Learner Advisory Committees. Our BPL translates at Local Control and Accountability Plan (LCAP) stakeholder engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs. One area for growth is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families. While all schools have some level of parental engagement, professional learning on strategies to further engage parents will be offered to school sites in the future.|Strengths include consistent implementation, Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, Superintendent's Advocacy Leadership Team, and numerous school-level parent and community engagement activities such as Family Reading Night, Family Math Night, Family Movie Night, and Quarterback Club Family/All Athletes Meet & Greet. The key area of improvement is the ongoing use of strategies to increase parent and family participation in events including underrepresented families. This will include but not be limited to translation of communications in other languages, personal phone calls to families, and cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures.|2|3|1|3|1|2|4|4|3|3|4|1|2019-11-06|Met|2019 03739810000000|Amador County Unified|3|Amador County Unified School District has well-developed processes in place for allowing parents and community members to provide input into decisions affecting our schools and district. Every school has a site council that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC) and the Superintendent’s Advocacy Leadership Team (SALT). Both of these groups provide direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at stakeholder input meetings held at all schools as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools. We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC. We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and with the decision-making process. In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day.|Amador County Unified School District uses diverse strategies to engage parents to ensure student success. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first quarter to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of each school year which explains all of the various programs available for students and families and outlines the rights all students and families have. In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we hired a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at SSTs, IEPs, and conferences but runs our district and site-based English Learner Advisory Committees. Our BPL translates at Local Control and Accountability Plan (LCAP) stakeholder engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs. One area for growth is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families. While all schools have some level of parental engagement, professional learning on strategies to further engage parents will be offered to school sites in the future.|Strengths include consistent implementation, Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, Superintendent's Advocacy Leadership Team, and numerous school-level parent and community engagement activities such as Family Reading Night, Family Math Night, Family Movie Night, and Quarterback Club Family/All Athletes Meet & Greet. The key area of improvement is the ongoing use of strategies to increase parent and family participation in events including underrepresented families. This will include but not be limited to translation of communications in other languages, personal phone calls to families, and cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures.|2|3|1|3|1|2|4|4|3|3|4|1|2019-11-06|Met|2019 10623800136499|Ambassador Phillip V. Sanchez II Public Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, 73% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. Parents that attended the Parent Advisory Committee feel empowered to ask questions concerning the school’s policies and programs. They also are more aware of the school site activities. Not all of the parents receive our invitations to the school activities and events. We are working on reaching all parents/guardians, so that they are more aware of the opportunities our school provides for their students. The ability to use technology via our school app/email/text will help with connecting to more families. The school can improve by engaging their underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. One parent stated, “I am aware of my legal rights as a parent because my son has an IEP.” The school meets with parents/guardians at the beginning of the year to plan out their students courses for the year. There are regular Check-Ins that occur monthly with parents. We need to focus on communicating parental/guardian educational rights with all families. This can be done through parent-teacher conferences, personal phone calls, and sending informative flyers home to parents on engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. 30 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 861 parents attending conferences and awards last year. Parents shared that our school has built trust with students and parents. One parent shared, “My daughter loves this school. All of her teacher are so kind to her.” Our staff communicates with parents/guardians through weekly phone calls, texts messages and email concerning student academic progress. Many staff members are bilingual and help with communication in order to meet the needs of our community. The school can improve is by having more parent-teacher conferences, and communicating with parents in their primary language, that is designed to elicit two-way communication. To improve engagement of underrepresented families, the school and ensure that Spanish speaking families all receive translation services when necessary.|3|3|2|2|2|2|3|1|2|1|1|2|2019-10-24|Met|2019 01612596113807|American Indian Public Charter|3|AIPCS II has been able to successfully engage families of underrepresented families by leading and facilitating SSC meetings in where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC and DLAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard.|We provided professional development for our teachers at least 3 times per month. We also provided about 10 full days of professional development for teachers during the school year, this is to ensure that teachers have all the tools that they need to work with families. Teachers submit progress reports for students that are failing every three weeks and progress reports are mailed to families. Teacher meet with families at least once a year to discuss student academic progress and attendance participation.|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve.|4|4|4|5|4|4|5|4|5|5|4|3|2019-10-15|Met|2019 01612590114363|American Indian Public Charter II|3|AIPCS II has been able to successfully engage families of underrepresented families by leading and facilitating SSC meetings in where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC and DLAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard.|We provided professional development for our teachers at least 3 times per month. We also provided about 10 full days of professional development for teachers during the school year, this is to ensure that teachers have all the tools that they need to work with families. Teachers submit progress reports for students that are failing every three weeks and progress reports are mailed to families. Each homeroom teacher meets with families at least once a year to discuss student academic progress and attendance participation.|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve.|4|4|4|5|5|5|5|5|4|4|3|3|2019-10-15|Met|2019 01612590111856|American Indian Public High|3|AIPHS has been able to successfully engage families of underrepresented families by leading and facilitating SSC and LCAP advisory committee meetings where families are aloud to have a voice in the school community and decisions around funding expenditures and policies and procedures. The ELAC has been a has been a strength in allowing parents of English Language Learners to have a say in the school communities program design and curriculum approach to support the success of learning. The focus area of improvement is translating all documentation in the following languages Vietnamese, Tirgrinya, Amharic, Cambodian to allow all families to be aware of school engagement opportunities, meetings and decision making to ensure their voice is heard.|We provided professional development for our teachers at least 3 times per month. We also provided about 10 full days of professional development for teachers during the school year, this is to ensure that teachers have all the tools that they need to work with families. Teachers submit progress reports for students that are failing every three weeks and progress reports are mailed to families. Teacher meet with families at least once a year to discuss student academic progress.|In order to connect with student families as well as connect them to new information, we offered several venues throughout the year, including; weekly communication of announcements which is sent home through ParentSquare identifying important items coming up at the school to keep them informed, paper memos, SSC(School Site Council), ELAC ( Family Advisory Committee), FAC (Family Advisory Committee) and grade division-specific curriculum meetings for parents that are held in the beginning of the school year. We also conduct annual surveys for students and families to share with us how we are doing and areas that we can improve. We also offer an avenue for parents to engage with the school through World Cafe, Culture Day, AIMS for the Arts (Art Show). We are co-sharing our facility with our school district. Space can be an issue for us to conduct school activities with families.|5|5|5|5|5|5|5|5|5|3|3|3|2019-10-15|Met|2019 09737830121566|American River Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37683380136663|America's Finest Charter|3|Parent involvement has been at the core of the decision making for America’s Finest Charter since the school opened in 2011. The Board of Directors for America’s Finest Charter is comprised of several members of each of the following stakeholder groups: staff, parents and leaders from our community. The Board of Directors meets monthly to fulfill the goals of the Board and school leadership. America’s Finest Charter School involves English speaking and non-English speaking parents. Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC). Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala. AFCS needs to train our parent leaders and will be seeking for more opportunities in the community for additional parent engagement trainings.|At America’s Finest Charter School, technology is utilized to increase communication by way of Class Dojo. The system provides parents/guardians and students a means of knowing where students are academically. We also have meetings, teachers and parents conferences, and activities include but are not limited to: Curriculum Night/Open House, Math Night, Parent-Teacher Conference, Flyers and School-Related Information, and Monthly Letters Communication. We also will be providing workshops and webinars to teach families how to use the Parent Portal for statewide testing and the school grading system.|America’s Finest Charter School (AFCS) is committed to building strong relationships with parents as partners in education. Parents have many opportunities to be involved at AFCS. AFCS has formed a group called “Friends of AFCS” including administrators, teachers, classified staff and parents. The school has an “Open Door” policy. School administrators meet regularly with parents and encourages feedback during our ELAC and Parents meetings. AFCS families also give feedback when they complete the LCAP survey. AFCS serves many students that have parents/guardians who only Spanish, Vietnamese, or Somali. Translation services are provided in all parents communications and events, including on-site translation, monthly newsletters in different languages, school messenger-an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments. According to our population data, we need to reach out more to the Asian families and communities in order to improve their engagement and representation by placing ads on the Asian newspapers and inviting more local businesses to our events.|4|5|4|5|4|3|4|3|3|3|3|3|2019-11-12|Met|2019 30664230000000|Anaheim Elementary|3|Area of Strength: The Parent Engagement Reflection Tool Committee found an area of strength is the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. The Committee cited multiple opportunities for parents to participate in decision making groups. Examples include the LCAP, Budget Advisory, and Citizens' Oversight (Bond) Committees. Additional opportunities for parents to effectively engage in decision making include the Superintendent's Innovation Advisory Group, the Anaheim Pledge Task Force, interview panels, and textbook adoption committees. Area of Focus: The Parent Engagement Reflection Tool Committee found that an area for growth is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at the school and district levels. The Committee found examples that offer this type of collaboration include PTA, School Site Council, parent surveys, parent workshop evaluations, and the Parent Leadership Institute. An area for continued growth is to enhance the opportunities to engage teachers in such collaboratives. The LEA will improve the engagement of underrepresented families by providing technical support and resources to assist sites to meet annual parent engagement participation targets in the Decision Making Key to successful school, family and community partnerships.|Area of Strength: The Parent Engagement Reflection Tool Committee found that the LEA provides families with ample information and resources to support student learning and development in the home. Evidence of this support includes various site and district level workshops as well as the use of parent feedback to inform the scheduling of workshop opportunities. Additionally, each school has a full-time Family and Community Engagement Specialist (FACES) who works with parents to bridge the home-school learning connection. Area of Focus: The Committee discussed the benefit of a continued focus to support families to understand and exercise their legal rights and to advocate for their own and all students. The Committee indicated that avenues and procedures are in place, and additional communication in this area would further increase the ability of parents to work within the educational system to promote student success. The LEA will improve the engagement of underrepresented families by providing technical support and resources to assist sites to meet annual parent engagement participation targets in the Learning at Home Key to successful school, family and community partnerships.|Strengths: The Parent Engagement Reflection Tool Committee found multiple opportunities for the LEA and school sites to engage in two-way communication. Evidence of such opportunities include: principal chats, SST team meetings, parent/teacher conferences, communication apps (e.g. school Twitter feeds, Classroom Dojo), parent action walks followed by a principal led debrief, and various surveys soliciting parent feedback. Area of Focus: Maintaining a welcoming environment at the schools while prioritizing the safety of students, staff and visitors with the refined single point of entry protocol. The Committee emphasized the importance of maintaining the 95% rate of parents across the district who reported on the 2018-19 LCAP Survey that they feel welcome at their child's school while communicating the importance of safety to all stakeholders. The LEA will improve the engagement of underrepresented families by providing technical support and resources to assist sites to meet annual parent engagement participation targets in the Relationship Building Key to successful school, family and community partnerships.|3|3|3|4|4|5|5|4|4|4|4|4|2019-10-23|Met|2019 30664310000000|Anaheim Union High|3|A lot of work has been done in the past years to build capacity among parents to be able to actively participate and collaborate in a variety of decision-making committees, such as School Site Council, English Learner Advisory Committees, District English Learner Advisory Committees, Superintendent's Parent Advisory Committees, and most importantly, Local Control Accountability Plan stakeholder engagement process. Our families feel valued and heard in these committees because the District and the school sites view them as an asset at the table and families have an active voice as collaborators when making decisions that will impact student outcomes. We understand the importance of building partnerships with families and, thus, their participation in this engagement process is vital. We have parents sitting on all committees and the number of parents that attend and actively participate in the LCAP process is a large number. We have been highlighted numerous times throughout the County and the State for our LCAP engagement process.|AUHSD has developed specific programs to support authentic partnerships with families. Our Parent Learning Walks are one example of how families are able to build their capacity in how to support student learning at home by observing the instruction and learning in the classrooms. They take what they learn from the learning walks and use this knowledge as a tool to better support learning at home. The parent learning walks are also empowering families to better advocate for their students by pushing for more classroom engagement and teacher accountability.|The AUHSD has been very intentional in building relationships with our families and the broader community. One example of this is the hiring of full time Family and Community Engagement Specialists (FaCES), as well as a district Coordinator for FACE. This position has allowed our schools and district to establish trust among our community and in turn, strong relationships have been built. Our families are feeling welcomed and valued at our school sites and this has strengthened the engagement and communication. Based on the recommendations of our LCAP stakeholders, maintaining these positions is a high priority|5|5|3|5|5|5|3|5|5|5|5|5|2019-06-13|Met|2019 19768850132928|Anahuacalmecac International University Preparatory of North America|3|Anahuacalmecac consistently gathers input from parents during community assemblies and student-led conferences to plan, design, implement and evaluate family engagement activities at school. Parents participate in a yearly survey where they respond to the following statement “I am invited to school meetings so that I can learn about what is going on in the school.” for this statement 94% of parents answered agree or strongly agree. Parents have further participated in an ongoing improvement process through specific school committees. Standing committees continues to promote active parent input through regular study of student data, identification of student needs based on data, plan improvements and resources for students. The committees include English Learners, Special Education, Facilities, Discipline and School Safety, and the school self-review (WASC) committee. Committee recommendations are typically implemented promptly since a director and the parent organizer both participate in each committee and report findings and recommendations to the Council of Trustees and the Executive Director. Anahuacalmecac continues to create opportunities through the various parent engagement opportunities for underrepresented families like English Learners, Special Education, and other underrepresented groups to improve academically. Anahuacalmecac actions and services have been aligned to improve learning for English learners, foster youth, low income students, including students that qualify for special educational services Our actions and services support our three goals based on multiple-performance data, state priorities, input from stakeholders, and the school’s mission and vision. To engage underrepresented families, Anahuacalmecac’s strategy will be to create specific parent roles that will promote opportunities for input in policy making on standing committees and in community assemblies.|Anahuacalmecac itself is an expression of the self-determination and educational rights of our parent community. AIUPNA develops multiple ways to support parents and families through consistent parent training meetings. Parents develop multiple methods for advocacy by building community among parents, in turn building capacity for a strong community that supports our students academic goals. These include lateral solution-oriented planning through Community Assemblies, Proyecto Milpitas, a gardening and wellness focused parent-led group, and Cafe Xinaxtli, a cultural and educational advocacy parent training space. During student-led conferences, students engage in a self-reflective analysis of their progress. Students meet with parents and share their development with a portfolio of their classwork, homework, and summative assessments. This process informs parents of their student’s progress and creates communication between parents and students for student’s success. In addition, the school offers training to staff and provides necessary supports and interventions through a systematic process for parents and teachers to individually advocate for students in ways to work together and support improved student outcomes. In a recent parent engagement survey a parent expressed that “Anahuacalmecac makes 100% of all of their students and parents feel welcomed.” The College and Career Guidance Counselor meets with parents and students on a one-to-one basis at the beginning and end of the academic year to encourage and model parent advocacy for their own children. Through the relationships built with the school counselor and school psychologist, parents and students work to create an individualized plan to support students academic success and well bein. Parent conferences, Student Led conferences, Community assemblies, Workshops, Individualized Student Conferences and Student Success Teams are ways in which our school builds partnerships to support positive student outcomes and advocacy. Underrepresented families are given the opportunity to participate in individualized academic advisory meetings via phone conferences, Saturday meetings or after school appointments to improve engagement and representation. Through the process of our past Charter Renewal, School Site Council, English Learner Program, and Special Education services and meetings, our parents further their knowledge and understanding of legal rights to develop their ability to advocate for their student and all students within their community. Parents have consistently participated in yearly surveys designed to inform the school how parents and students can build trusting academic relationships and how students and families are able to stay in communication with teachers. Intergenerational workshops on culture and through cultural practices will help advance our understanding of what it means to be meaningfully engaged as Indigenous parents.|Anahuacalmecac is a community-based school committed to building meaningful parent engagement. Parents participate in various school engagement opportunities throughout the school year, including Back to School Night, quarterly Community Assemblies, Student-led Conferences, and multiple ceremonial events. Additionally, the school’s Council of Trustees has two board members from our parent community. Through these opportunities, parents are informed on various topics related to the holistic academic success of their children. At quarterly community assemblies’, parents communicate with other parents, teachers, board members, and school administrators through workshops on curriculum, student learning and school environment. This process keeps parents informed of student progress and assists parents and students to develop goals to improve achievement. In a survey this academic year, 90% of the parents responded that the school “does a good job in staying in touch with them”. Also, 90% of the parents selected “Agree or Strongly Agree” that “Parent meetings and activities at the school always has translation services so I don’t miss out on the information or discussion being addressed”. Anahuacalmecac continues to provide access to a culturally sensitive curriculum. Nahuatl parents, students, and staff all expressed that Nahuatl language and culture programming should be additionally emphasized at all school levels. Emphasizing this point, 96% of the parents expressed that they agree or strongly agree with the statement that, “My child has access to curriculum rooted in the cultural, intellectual , and linguistic bodies of knowledge of indigenous peoples”. Anahuacalmecac continues to encourage parent and teacher communications. During student-led conferences, parents have an opportunity to schedule meetings with teachers to support underrepresented student success or needs. In reflection forms for these meetings, one parent wrote, “Keep up the great communication with the parents”. Standing school parent committees include English Learners, Special Education (MCD) and Campus Safety. Anahuacalmecac trains parents on the school’s use of SBAC Interim Assessments throughout the year to help underrepresented students be more prepared for state tests. Parent recommendations are regularly recommended for implementation. One of our school directors and the parent organizer participate in each committee meeting, report findings and recommendations to the Council of Trustees and the executive director. An overwhelming majority of parents surveyed (96%) agree or strongly agree that “My involvement in my child’s education is valued at my child’s school”.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-12|Met|2019 45698564530333|Anderson New Technology High|3|We invite parents and community members to be part of our Advisory Leadership Board as well as our Site Council. We encourage parents to participate in judging our students' projects and presentations. We would like to focus on families playing a larger role in planning, designing, and implementing engagement activities at school.|We keep a very close eye on how our students are doing academically as well as social emotionally. We have weekly meetings of staff to discuss students of concern, and immediately speak with the family to work in partnership with them to help the student be more successful. We implement MTSS which allows us to ramp up help based on student needs. Helping parents understand and exercise their legal rights and advocate for their own student and for all students is an area we could improve on, possibly by sending home monthly informational literature.|Our strength has always been in building respectful, supportive relationships with our students and their families. The focus area of improvement will be in giving more support to staff to learn about each family's strengths, cultures, languages and goals for their children. We have begun this by developing relationships with our students during Advisory classes which offer time to get to know each student. We will add a survey to parents to fill out, that will also be distributed to staff to help them better understand family dynamics from the parents' point of view.|4|5|3|4|3|4|4|3|4|3|3|3|2019-10-16|Met|2019 45698560000000|Anderson Union High|3|Last year during the Federal Program Monitoring process, we gained a new understanding of the federal guidelines for Site Councils and parent engagement. We began the process to change longstanding practices to align with these requirements and continue to develop so the practices are embedded in the school culture.|We have developed multiple means for outreach to parents in order to support better student outcomes. We use print media informational flyers (Attend to Achieve campaign), tips in newsletters; but also, host group and individual counseling opportunities for a more personalized approach. We can continue to explore ways for providing professional development for improving partnership with families.|The LEA strives through multiple avenues to create strong relationships with the families. We host multiple events for establishing communication from Back to School Nights, to student performances, and activities. We use website, social media, and the student information system as a means to reach families in addition to the more traditional means of US mail and phone calls. We strive to improve our engagement with families of different cultures but can improve in that area.|4|4|2|5|3|4|5|5|3|3|3|3|2019-10-15|Met|2019 23655400000000|Anderson Valley Unified|3||||4|3|4|4|3|4|5|3|4|3|4|2|2019-11-12|Met|2019 19101990136119|Animo City of Champions Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330124883|Animo College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19734370137984|Animo Compton Charter|3|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|"The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Teachers participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|"At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Teachers participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330123992|Animo Ellen Ochoa Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review and comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330134023|Animo Florence-Firestone Charter Middle|3|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups."|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19646341996586|Animo Inglewood Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330111583|Animo Jackie Robinson High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330124008|Animo James B. Taylor Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330122481|Animo Jefferson Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647091996313|Animo Leadership High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330124016|Animo Legacy Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330129270|Animo Mae Jemison Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330106849|Animo Pat Brown|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330124024|Animo Phillis Wheatley Charter Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330111575|Animo Ralph Bunche Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330102434|Animo South Los Angeles Charter|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330106831|Animo Venice Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330111625|Animo Watts College Preparatory Academy|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330122499|Animo Westside Charter Middle|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 52714720000000|Antelope Elementary|3|The district has developed a wide variety of opportunities for input from stakeholders, including families, staff, students, and community members. SITE council meetings, LCAP meetings, Charter school advisory council meetings, Board Meetings, and an open door policy for all administrators allow for excellent parent communication.|The district works constantly to communicate with staff and families to monitor student progress, from mailing home score reports on state testing to a well developed student study team process with SST online. Families are informed of available supports including Learning Ally and iReady software programs.|From a very active booster club to LCAP committees and SITE council, there are strong programs in place in our district to build relationships between staff and families. Also, district communication tools such as blackboard connect auto calls and the Remind.com app are used to great effect. The district continues to prioritize candidates with second language skills to help bridge communication gaps with underrepresented families and the district also continues to work to develop partnerships with community organizations to access supports for families not generally available at school.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 19648570112714|Antelope Valley Learning Academy|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 91% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that there are a lot of opportunities to work with teachers, but it would be good to get more regular communication from the administration regarding decision-making opportunities. One area of focus for some parents thought a parent advisory group would be great so that parents could voice their ideas and be more involved with activities and decisions made on campus. Some parents were not aware of opportunities to give their input to the school.. We can improve the engagement of underrepresented families by increasing communication and raising awareness of how parental engagement can improve their children’s education and then provide parents the tools and skills to do so.|There were 2150 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers and they have not seen any issues in the parenting for students’ education. However, we know we can improve in this area. One focus area for improvement could be to provide families with information and resources to support their student’s learning, and completing credits towards graduation. The school can improve in their engagement with underrepresented families by communicating in ways that connect with families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|One key strength was the results from our parent survey showed that 91% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were 22 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were 460 parents attending conferences and open house last year. Parents reported that the teachers and staff are very committed to helping all students in many ways. They also said that there could be more communication about upcoming activities. One focus area was to improve communication and possibly provide equity training for teachers and staff. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and work around them to ensure that these families receive the same information as the rest. This could be part of the communication content in an equity training.|3|4|1|2|1|1|2|1|2|2|2|1|2019-10-14|Met|2019 19642460000000|Antelope Valley Union High|3|The LEA does an adequate job of seeking input for decision making. This is evident through surveys, Back to School Nights, and other family meetings that take place at our campuses. An area for continued improvement is in building the capacity of parents to make informed input into decision making opportunities.|The LEA has made great progress in building partnerships for student outcomes through professional development, parent workshops and tutoring programs. One of the areas the LEA can improve upon is follow up to ensure that families feel they have the in-home resources necessary to support student outcomes.|The LEA has several areas where relationships with families are successful, including our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). An area for improvement may be in transportation of families to our schools and events. One way that we are combating this is in creating structures where families can engage from their homes or communities.|4|4|3|4|3|4|4|4|4|4|3|4|2019-11-14|Met|2019 07616486115703|Antioch Charter Academy|3|The Family Network is ACA's parent group that plans multiple activities for families and staff to interact. Each year the Family Network plans and hosts events that are free to families such as a movie night, an ice cream social night, and an end of the year party. The purpose of these events is to create a sense of community at ACA. The Family Network also helps to fundraise money for the school. Each year there is a school wide Walk-a-Thon that each student can participate in and help to fundraise for the school. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall. A focus area of improvement is to include more underrepresented families, especially those that are non-English speakers. One way to do this is to make sure the information about the events is translated into Spanish.|ACA believes parents/families are an integral part of each student's education. ACA values building partnerships with parents/families all year long. Each month there are at least two scheduled minimum days to allow for parents and teachers to meet. At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet. Students in grades TK-3 are allowed to attend conferences with the parents and teachers. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Each level varies how parents can see student progress during the school year. Primary and Elementary students in grades TK-3 bring home purple folders each Thursday to show parents their classwork. Intermediate students in grades 4-6 can bring home work on a daily basis if they wish. Middle School students in grades 7-8 have online access to their work which they can access at any time. ACA supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school about the school's strengths and areas of growth. Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made.|ACA has several strengths in building relationships with parents. ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward. Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators. There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences. Several school traditions celebrate student cultures, including the annual international potluck held in Intermediate (grades 4 -6), and Cultural days in Primary and Elementary (grades Tk-3). Students are also given opportunities in music and art classes to showcase their individual cultures. One focus area for improvement is increasing the number of documents and whole-school communications that are translated into Spanish. Staff will work to develop some questions about family culture on a beginning of the year parent survey in order to learn more about each family's culture.|3|4|3|3|3|4|4|3|3|3|3|3|2019-11-07|Met|2019 07616480115063|Antioch Charter Academy II|3|ACAII supports family members in engaging in advisory groups. A Parent Advisory committee for Special Education developed curriculum for Ability Awareness Week. Each classroom level used a set of activities to help students better understand what it's like to live with different disabilities. Topics for the Parent Education Program (PEP) were suggested by parents and voted on in a survey sent out in the whole school newsletter. Based on the parent feedback, PEP meetings about Integrated Listening Systems (iLs) and Lindamood-Bell sensory-cognitive programs to improve reading and math were held for parents. The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. There is an annual Christmas Tree lot, a Silent Auction night, a school wide Walk-a-Thon, a Back To School Bash with games and food for families, and an ice cream social. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall. A focus area of improvement is to include more underrepresented families, especially those that are non-English speakers. One way to do this is to make sure the information about the events is translated into Spanish.|ACAII is strong in building partnerships with parents because of the variety of ways that parents can be involved in their students education. Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Topics are chosen based on a parent survey. PEP meetings are held Friday mornings, but are also shown on Facebook Live so that families not able to attend the meeting may watch at their convenience. Two weeks of school are minimum day schedules to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly report of work completed or parents have access to an online grade book where they can view student progress. ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school about the school's strengths and areas of growth.|ACAII has several strengths in building relationships with parents. There are multiple opportunities for 2-way communication between family and educators, including monthly "2nd cup of coffee" parent meetings hosted by a staff member, parent-teacher conferences held twice per year, and communication by email between teachers and parents. Several school traditions celebrate student cultures, including an annual international potluck held in Intermediate (grades 4 -6), an international day in Primary and Elementary (grades Tk-4); and a school-wide Cultural day every 3 years. One focus area for improvement is increasing the number of documents and whole-school communications that are translated into Spanish. Teachers will work to develop some questions about family culture on a beginning of the year parent survey in order to learn more about each family's culture.|5|4|3|4|4|4|5|4|4|4|3|4|2019-11-07|Met|2019 07616480000000|Antioch Unified|3|Antioch Unified's LCAP advisory groups, Parent Advisory Committee (PAC), and English Learner Advisory Committee (DELAC) are strong parent/community groups that provide ongoing feedback and support for the LEA. AUSD has actively engaged its community in processes that support implementation of the LCAP. Stakeholder involvement includes participation by parents, students, and community members in the review and evaluation of LCAP initiatives. An LCAP Advisory Committee met throughout the year and members of this body included representatives from school sites, AUSD Educational Services, the Antioch Educators Association, the California School Employees Association, other District advisory groups such as PAC, DELAC, the Foster Parents Advisory Committee, and community advisory groups such as representatives from Antioch Health Wealth Initiative, the East County Business Alliance, the NAACP, and the faith-based consortium. The composition of the committee helped to ensure a focus on meeting the needs of our unduplicated students who generate Supplemental and Concentration grant funds.|Elementary sites meet with individual parents three times over the course of the year for student goal setting and for conferencing and progress monitoring and middle school sites meet with individual parents twice per year. Home visits, CARE Team meetings, Student Success Team meetings, and IEP and 504 Plan meetings are conducted with families in support of our highest needs students. In IEP and 504 Plan meetings, parents are presented with legal rights to advocate for their child. Administrators and teachers receive training in IEP and 504 compliance and how to utilize Aeries and SEIS to document services required. AUSD has begun training administrators, teachers, and other support staff in the CARE Team process. A District level CARE Team has been formed to support sites that have exhausted their site resources in support of our high needs students.|Each school site maintains a School Site Council utilizing parent and community partners to plan and implement the School Plan for Student Achievement. Additionally, schools have active English Learner Advisory Committees that provide feedback and support on the English Learner programs. PTA/PTO exist at many schools to provide another avenue for parent and community involvement. Communications both written and verbal are provided in English and Spanish to help overcome the language barrier. Furthermore, each school site employs a bilingual office assistant to ensure that Spanish speaking parents can effectively communicate with school officials when necessary.|4|4|4|4|3|4|4|4|4|4|4|4|2019-10-23|Met|2019 19647330117077|APEX Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 36750770000000|Apple Valley Unified|3|We have been engaged in a rapid expansion of our comprehensive needs assessment process at each site. This has brought a powerful voice to the school site council at every school site since we are 100% school-wide title 1 funded across the district. This has meant that the staff and parents are working together to identify the areas of greatest need and make decisions about how to make a positive impact.|Efforts to bring parents into partnership include themed events at school for STEM, literacy, college awareness and others. Many school sites hold monthly "coffee with the principal" type events that foster open dialogue. This is an area of needed expansion. Recently, we have undertaken a dialogue with parents of students subgroups that show a persistent gap in performance ourtcomes. Finally, through our Multi-Tiered Systems of Support process, we include parents in building plans to support students with the greatest needs for academic, behavioral, and/ or social emotional support.|Based upon parent survey input, there is a general feeling of welcoming but the area for greatest growth continues to be seeking and allowing for meaningful input from families. There is a need for continued staff training to build capacity for culturally responsive parent interactions. Our implementation of the aeries communication app, there is a tool for more frequent customized parent interaction and two-way communication.|3|3|2|3|3|3|3|2|3|3|3|3|2019-10-03|Met|2019 43693696046247|Aptitud Community Academy at Goss|3|Parents gave Aptitud ratings of 3s, 4s, & 5s in the area of Seeking Input for Decision Making. Over 80% of parents indicated that we are at the Full Implementation phase or higher. The weakest area with 16.7% of parents giving us a 3 is on building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. At Aptitud we have Advisory Committees such as the School Site Council, ELAC, and PTA. For these committees, we invite the entire school community to participate in different ways. For example, after parents self nominate themselves to be in the School Site Council, a ballot is sent home with the information about the candidates. All parents then have the opportunity to vote for the candidates. The same process is applied to the members of the PTA. Our monthly meetings are open to the public and parents are given the opportunity to voice their opinion and their concerns. We also hold other school events that are open to all families. Each year we have a walk-a-thon, a Winter Program, the End of the Year Carnival and more. We have monthly meetings to plan these events and parents are invited to participate and give their input. Each month we hold student recognition assemblies and the parents get an invitation to attend if their child is being recognized, however, all parents are welcomed to attend. All our events are listed in a monthly calendar that is sent home to all families at the beginning of each month as well as in our bi-weekly newsletter. The school’s webpage is also another resource that has up to date information on school related activities. Many of our teachers utilized Class Dojo as a communication platform in which parents get ongoing information about their child’s engagement in the classroom. These platform allows parents to communicate with the teacher and with the principal. Aptitud will focus in the area of building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. We will inform all parents that these meetings are open to the public and we will make a conscious effort to promote them and offer them at times that are most convenient to our families. In an effort to increase the participation of underrepresented families, we will make sure that the information is conveyed in the language of their choice and with ample notice.|The same focus group of parents indicated the following: 75% and up to 82% of parents felt that Aptitud is at the full implementation and full implementation with sustainability phases in all four questions of the Building Partnerships for Student Outcomes section. 16.7% of parents indicated that Aptitud is at the initial implementation phase in the area of providing professional development to the school staff to improve the school’s capacity to partner with families. 4.2% of parents felt that Aptitud is at the initial implementation phase in the school’s progress in providing families with information and resources to support student learning and development at home. 16.7% of parents indicated that Aptitud is at the initial implementation phase in implementing policies and programs so teachers meet with families to discuss student progress, and 4.2% of parents indicated that Aptitud is at the exploring and research phase in this area as well. The area of supporting families to understand and exercise their legal rights received one of the lowest ratings with 25% of parents giving Aptitud a rating of a 2 and a 3. Aptitud Community Academy at Goss offers different opportunities for parents to be informed, engaged, and active in committees. We have a monthly Coffee with the Principal in which parents receive important information about school events, student academic progress, and supports for students and parents. During the 2018-2019 academic years, we offered families, parenting and ESL classes. We also brought several speakers to speak to the parents about immigration, bullying, and other topics relevant to all families. The families of the students who participated in the Springboard after school program received training on how to support their children in the areas of literacy, math, and homework. A focus area that Aptitud will be focusing on is the area of supporting families to understand and exercise their legal rights. Our goal is to offer workshops that educate our families in these areas. In order to increase the engagement of underrepresented families, we will make sure that their needs are met and the communication is clear and in their native language if necessary.|A focus group of parents that included parents of English Learners, minorities, and parents of special education students were invited to participate to address the questions in priority 3. 50% of parents indicated that Aptitud Community Academy at Goss is at the Full implementation with sustainability phase when it comes to building relationships. Questions 1 through 3 received at least 41% full implementation rating and question number 4 received a 29% full implementation rating. 8.3% of parents indicated that Aptitud is at the initial implementation phase when it comes to developing the capacity of the staff to build trusting and respectful relationships with families. A small percentage of parents (4.2%) of parents feel that Aptitud is at the initial implementation phase when it comes to creating a welcoming environment for all families in the community, 20% indicated that Aptitud is at the initial implementation phase in the area of communication and zero percent of parents indicated that Aptitud is at the exploration and research phase or at the beginning development phase in any of the areas. Parents expressed their satisfaction with the culture of the school, their relationships with the teachers, support staff and the school administration. Parents did express that the school administration could do a better job in supporting teachers so they do a better job with learning about the family’s strengths, cultures, languages and goals of their children. Parents also indicated that the 2-way communication between families and educators could improve. Aptitud will focus in the area of communication between families and educators so teachers will use language that is understandable and accessible to families. One way that Aptitud will work on improving the engagement of underrepresented families is going to be by having translation services in Vietnamese and Spanish at school meetings and during parent teacher conferences. Overall, parents indicated that they feel very welcomed and respected at school by all staff. This area received very high ratings and parents made very positive comments about the current school culture and environment.|4|4|3|3|4|3|4|2|4|4|4|4|2019-10-29|Met|2019 19647330121079|Ararat Charter|3|The school has a great community of families that genuinely care of their child's education at school. One of our focuses is to work on providing families of non-English students with opportunities to get involve and participate in school meetings. The school is working on making sure that translation services are available. We are also working on providing parent workshops in the native language of these parents. Translation services are also provided during parent conferences and other parent meetings during the school year so that these group of parents can support their child's education.|The school has a great community of families that genuinely care of their child's education at school. One of our focuses is to work on providing families of non-English students with opportunities to get involve and participate in school meetings. The school is working on making sure that translation services are available. We are also working on providing parent workshops in the native language of these parents. Translation services are also provided during parent conferences and other parent meetings during the school year so that these group of parents can support their child's education.|The school has a great community of families that genuinely care of their child's education at school. One of our focuses is to work on providing families of non-English students with opportunities to get involve and participate in school meetings. The school is working on making sure that translation services are available. We are also working on providing parent workshops in the native language of these parents. Translation services are also provided during parent conferences and other parent meetings during the school year so that these group of parents can support their child's education.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 19642610000000|Arcadia Unified|3|There are several avenues for families and staff to participate in local decision making and advisory in Arcadia Unified School District (AUSD). Our current participation is one of our strengths and is evident through the advisory committees we have for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations and School Site Councils. All parents are given an opportunity for input through our annual “ThoughtExchange” platform. We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees.|Arcadia Unified School District (AUSD) offers multiple ways for staff and families to work together in building partnerships for successful student outcomes. AUSD works with organizations like the Arcadia Educational Foundation in supporting families and staff to offer resources to improve student outcomes. Conferences, open house, and back to school nights are a primary example of how the majority of our parents attend and meet with parents to discuss our partnership in doing what is best for their child(ren). Our district makes an investment in sending parents, staff, and students to the state capital to advocate for schools. AUSD relies on research-based interventions and supports in professionally developing our staff and teachers. Partnerships with families and among staff is an area of strength and are highlighted through the data collected through our “ThoughtExchange” platform and “Better Together” surveys, which ask parents to rank areas of concerns as well as their positive feedback about staff, communication, and the collaborative culture we want to establish in our community. We will continue to work in making progress on how we provide professional learning to our staff and underrepresented families.|Arcadia Unified School District (AUSD) is very proud of the relationships built and collaborative culture with staff and families. For the past few years, our LCAP data shows the sense of pride our community has in our schools and relationships with teachers. Better Together data verifying the close network we have established in AUSD. Messaging and communication with families is an area of strength in building relationships. Parents are invited to school activities, throughout the school year, using systems of communication like “School Messenger”, Peachjar and social media. If parents are unable to attend, district-wide events are documented via our social media outlets. The activities schools offer in building relationships are not only academic in nature, but also social. Elementary schools have parent nights so that families and staff have opportunities to know one another better. Parent involvement at the middle and high school levels is evident through the high attendance rates in meetings offered by the sites and school district. Translation and interpretation services are available for families that might need support in communicating with schools and the district office both in person and through the “Language Line” service. Principals and staff make intentional efforts to engage with underrepresented families by calling families to invite them to advisory committee meetings. We will continue to focus on how we can provide multiple opportunities for engagement with underrepresented families.|4|5|3|5|3|3|4|3|4|4|3|4|2019-10-07|Met|2019 12626790000000|Arcata Elementary|3|Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, and give feedback through surveys and other less formal communications. The ASD LCAP includes 9 expected annual measurable outcomes related to parent engagement and identifies the ASD as meeting targets for 8 of the 9 expected measurable outcomes. In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area.|The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The ASD LCAP includes 9 expected annual measurable outcomes related to parent engagement and identifies the ASD as meeting targets for 8 of the 9 expected measurable outcomes. The ASD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement: - 65% of parents/guardians “feel welcome to volunteer at my child’s school.” - 78% of parents/guardians feel “there are opportunities for me to be involved in my child’s school.” - 78% of parents/guardians feel “there are opportunities for me to be involved in my child’s school.” In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area identified for improvement is increasing professional development for teachers and principals to better partner with low income families and students with disabilities.|Relationships between School Staff and Families is critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a District English Learner Advisory Committee (DELAC), a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. We have a District English Learner Parent Advisory Committee where parents can provide input regarding school programs, plan events, and receiving training. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The ASD LCAP includes 9 expected annual measurable outcomes related to parent engagement and identifies the ASD as meeting targets for 8 of the 9 expected measurable outcomes. The ASD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement: - 89% of parents/guardians “feel welcome at my child’s school.” - 78% of parents/guardians “feel informed about school events.” In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children.|4|4|3|5|3|4|5|4|4|4|4|4|2019-10-14|Met|2019 56725460120634|Architecture, Construction & Engineering Charter High (ACE)|3|All decisions are made with stakeholder involvement. ACE brings monthly reports on all school occurrences that impact daily learning, to the Parent Organization meetings, and reviews/surveys/listens to parent responses. The LEA is creating committees to engage more involvement, and is hopeful that with a smaller scope, more parents will participate.|The LEA will improve the amount of attendance regularly recorded at monthly meetings.|We have spent a lot of time investing in the ACE Parent Organization. They are now their own 501-C3, and they have monthly meetings, in addition to cabinet meetings. ACE has bolstered out schools website, to account for all means to communicate with families of ACE students.|4|4|4|4|4|4|4|4|4|3|4|4|2019-10-10|Met|2019 34672800000000|Arcohe Union Elementary|3|To seek input from our community partners, it is important to have a wide range of opportunities for our families to be involved in. These varied opportunities allow the district to converse with families both formally and informally to better understand their perceptions of the school and ways to make the district better. Apart from formal committees, the district hosts curriculum nights, family events and partners with the Herald Community Club for other events.|To increase family partnerships, Arcohe is using the momentum gained from the English development classes to get families involved in such activities as the District English Language Advisory Committee, the School Site Council, and the Arcohe Parent Teacher Club. It is important for families to understand the different avenues they can be involved and have a voice in the shaping of the school. The key to making this successful is to remove the barriers for families and make the interactions positive.|Over the past year, Arcohe has worked closely with our underrepresented families, particularly our English Learner families, to build the home-school relationship. The district partnered with a local organization to provide support for families in both learning English and being part of the educational conversation. This year-long series of classes helped parents gain confidence in their own communication and opened the door for dialogue between them and the school. Arcohe will continue to offer this service to support the needs of our families and to empower them to have a voice at school.|3|3|3|4|3|4|4|4|4|4|4|4|2019-06-13|Met|2019 23655570000000|Arena Union Elementary|3|The LEA meets with the different community groups on a regular basis ranging from individual group meetings to community meetings focusing around whole school events such as Site Council. We encourage all parents and community members to visit our school and to made suggestions on how we can better serve them. The LEA needs to focus on employing a full time Hispanic Liaison to do outreach with the Hispanic population. We also need to incorporate feedback or surveys at the close of our meetings to find out how we could better serve all of our families.|The LEA hosts numarious community meetings to help connect with all facets of our community. We have surveyed and discussed at numerous these meetings how to better serve those underrepresented families and have partnered with local community organizations such as EduAct, Redwood Coast Educational Foundation, and Action Network to perform outreach and education to those underrepresented families. Our next steps are to implement workshops for parents on how to support their children’s education and on their rights as parents in the LCFF.|The LEA holds monthly Site Council meetings the day after the School Board meetings. Parent concerns are addressed at Site Council and many suggestions from the community that are later implemented are first heard in Site Council meetings. In addition, the LEA hosts Quarterly meeting each year for our two major subgroups. We have our Native American Family meeting and our DELAC meeting every quarter with meetings held in Spanish through translators. The LEA also host a Bi-Monthly community meetings with the Superintendent. The LEA also participated in the California Health Kids Survey. The local LEAs joined together with a local community group to conduct a local attendendance survey and attendance drive.|4|4|4|4|3|3|4|3|4|4|4|3|2019-10-09|Met|2019 29663730136424|Arete Charter Academy|3|One of the most significant ways that we we have made progress is in the area of parent training and support. We will have several Parent Action Committee meetings over the 2019-2020 school year to allow parents more say in the decision making process. We also have an Educational Advisory Committee where all district administrators meet with teacher and parent representatives to reflect and plan for student academic achievement and socio-emotional growth. We will continue to offer Love & Logic but will add parent meetings throughout the school year to support parents that are new to homeschooling. Another success is that have facilitated more Family Nights to allow Arete parents to meet and connect with each other. Our goal will be to arrange for new home school parents to meet with veteran home school parents to problem solve difficulties and share what is working for them.|We will continue to work on the implementation of this process by meeting monthly with parents and students to monitor how their children are progressing in their education. This year we implemented our professional budget and teachers have the opportunity to participate in many professional development trainings including Next Generation Science Standards (NGSS), Trauma Informed Training, Education Through Music, Independent Study Conferences, the Charter School Development Conference, as well as onsite professional development. All of these training opportunities provide resources for Educational Advisors to better support and assist parents in educating their children. Our goal is to send more staff to Crisis Prevention Institute training to better support parents and their students with special needs.|We continue to see our parents engaged and involved with their child's social, emotional and academic development. Through the analysis of the local indicator data, the parent survey results reflect that 91% of families report they are pleased with their child's educational experience. We will meet with the Parent Advisory Committee throughout the year to plan how to grow in a way that best fits the needs of our families. We do have representatives on our committee of underrepresented families. We continue to see our parents engaged and involved with their child's social, emotional, and academic development. Our goal will be to have families represented on our committee who participate in all of the different types of home school.|5|5|5|4|4|5|5|4|5|4|5|4|2019-09-10|Met|2019 01612590115238|ARISE High|3|As a school that was founded with deep roots in the community, we carry inherent strength in this area by design. We have a parent coordinator that has been here since the inception of the school and who is also a current parent. Her connection to the community continues to build practices that ensure that we continuously keep that lens in our policies. We involve families in decision making every step of the way at ARISE when decisions are big. For example, we had a large family panel during our last head of school search. They spent an hour with the candidates and gave their feedback and votes. Our area of growth is including families in decisions and planning processes that are more commonplace. We are working to redesign our organizational structure and teams so that we can build in more family input and leadership. In order to model and begin this work, our culture team includes a parent as well as a subcommittee dedicated to increasing family engagement. We are seeking and processing family feedback about events that would be informative and highly engaging for them. In that process we are ensuring that we reach out to families that do not traditionally attend events so we can hear about what would make them able to engage more.|We hold weekly classes and workshops on topics such as supporting your student, teenage mental health, political advocacy, and humanizing parenting skills. These workshops are held bilingually and their attendance continues to grow. All advisors hold student led conferences (SLCs) for each student to present to their family how they have performed that quarter and how they plan to improve. Students are also asked about how they are accessing resources at school and the community and what the school and family support can further increase their well being and achievement. We are working to improve the support systems for students and families that are struggling academically and socio emotionally. We have increased our support staff to include an academic counselor who is dedicated to supporting students and families through academic contracts and check ins. We have also added evening classes for families and increased engagement with administration. Families now receive further details in the newsletter and it is built to highlight ways that they can take part in community events. Our culture team (hooks) and 12th grade academic counselor, family coordinator, dean of culture along with our head of school all have goals related to increasing family and community engagement, specifically tied to academics and restorative justice implementation. We are increasing the amount of restorative justice circles that include multiple students and families. The head of school and dean of culture are leading and facilitating these circles and are training our student support team as well as our student leaders in restorative practices so that we can expand them throughout the community. We are also working to build up family leaders in RJ that will be able to support the work.|As a social justice school that was founded by the community we are inherently rooted in wrapping our services around families and students. We have a parent coordinator that has established classes and meetings for families. We have however noticed that the same groups of families attend events. Therefore we are working to engage families in a variety of ways to increase parent engagement, especially for those families that have not traditionally participated in schools. We have revamped our social media, website, and family newsletter; we also have increased outreach to families of students that are struggling in school. Our new attendance monitoring process team ensures that all families of students that are starting to disengage have a meeting with a team member. Our team is bilingual and diverse, and we intentionally have different team members build relationships with specific families.|4|4|3|4|3|4|4|4|3|3|4|4|2019-10-22|Met|2019 16638750000000|Armona Union Elementary|3|Strength: 1) As a district, we will go the extra mile to provide a safe environment for quality parent input. 2) We look for every opportunity to involve parents in all aspects of student-focused decision making. Focus area: 1) Our focus is to continue to build capacity to work together for a long term family engagement program.|Strengths: 1)Twice a year parent teacher conferences are well advertised and attended. Over 90% participation districtwide. 2)Disseminating relevant to parents in a timely manner. Focus areas: 1) More capacity building in the Middle School for parent involvement. 2) Providing additional training to assist staff in building respectful and meaningful relationships with families.|Strengths: 1)Monthly parent nights are diverse and focused on content and engagement. We provide food and multiple translators to assist in building a welcoming culture. 2)PIQE (Parent Institute for Quality Education) is provided and very well attended by parents. They have opportunities to participate at both the Elementary and Middle School focused PIQE sessions. Focus area: Providing more opportunities such as coffee hour to promote communication and an open environment for families to feel connected.|3|3|3|4|3|4|4|3|4|3|3|2|2019-10-10|Met|2019 35752590000000|Aromas - San Juan Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37680236116859|Arroyo Vista Charter|3|Engagement activities, policies and procedures are developed by school staff with input from ELAC, PTA and TEAM Council. Programs are evaluated and suggestions for improvement are given. Arroyo Vista Charter School considers the challenges of underrepresented families and makes the best effort to overcome any of the challenges to have increased participation of underrepresented families.|The AVCS LEA is providing child care and offering meetings at different times of the day to try to maximize attendance at events and meetings from all groups. Underrepresented families have been specifically targeted so that they will have a voice and be informed of the educational program their children are participating in. It is possible that providing a meal at an evening meeting could help with attendance as that is a challenge for underrepresented families. The business of a school meeting competing with the time to feed their families in the evening could be a problem. This is an area we would like to explore further.|The Arroyo Vista Charter School LEA fosters relationship by providing strong communication to families from classroom teachers and the office staff. There is strong support of military families with the full-time Military Family Life Counselor. The Student/Parent Support Liaison provides connections and relationship bridges for families with in the school community and resources to other community organizations. Language representation other than Spanish should be provided. We are also seeking to improve attendance to evening events outside of student performances.|5|5|4|4|4|4|5|3|5|5|4|3|2019-10-24|Met|2019 19647330123158|Arts In Action Community Charter|3|In addition to school staff, parents are also involved in the planning, review and improvement of the LEA's Title I programs and the Title I parent engagement policy. The LEA parent and family engagement policy is developed through workshops that are held with parents during the United Parent Committee meetings and the English Learner Parent Advisory Committee meetings. In addition, feedback, revisions and reflection is solicited through twice a year comprehensive parent surveys and through the ongoing UPC parent committee meetings. Data and information on school academic growth, strengths and needs is also shared through coordinated review of the Dashboard, LCAP goals and data from internal school assessments. Parents are provided opportunities to review the data and also ask questions to gain clarity and to provide input on possible next steps. The parent involvement programs are integrated into the school’s master plan for academic accountability, and are also reflected in the LEA’s LCAP goals and information shared in the federal addendum to the LCAP. The parent engagement policy and parent input is utilized when reflecting on and creating new goals for the school’s master plan. Decisions are made during the LCAP meetings for parents and through the work of the United Parent Committee in the prior school year. In addition, parents are welcome to attend the school board meetings in order to provide feedback during budgetary and programming presentations and deliberations.|The LEA educates teachers, specialized instructional support personnel, principals and other school leaders and staff, with the assistance of parents, in the value and utility of parent contributions through professional development offered prior to the beginning of the year and prior to parent workshops. These workshops explain the importance of families and the collaboration between home and school. These workshops also offer strategies for staff members to use when working with families and community members. In addition, the work of the UPC and the ELAC parent committee is shared with school staff. Parents and staff also work in collaboration for various school events such as fundraisers, showcases, the academic nights, musicals and school dances. These various events and programs provide opportunities for additional communication, connection and collaboration between school staff. The LEA provides assistance to parents of children served by the school in understanding topics such as the challenging state standards, state and local academic assessments, and how to monitor their child’s academic progress through robust parent workshops. Parent workshop topics have included CAASPP overviews and test prep, an overview of the school’s test scores, the LCFF dashboard and more. We have also sent home materials via the school website, facebook page, newsletter and flyers. The school implements literacy and English classes for parents to help them access academic content. The school also provides training on parent advocacy, and how to navigate IEP meetings, parent conferences and workshops in order to ensure that the needs of their children are met. Parent conferences and meetings with the counselors, administration and teachers are also used to provide parents with resources and strategies at home. At Tier 2 and 3 SSPT meetings, additional resources and guidance may be provided to parents. As shared above, the school provides training on parent advocacy, and how to navigate IEP meetings, parent conferences and workshops in order to ensure that the needs of their children are met. Parents are provided strategies and resources that are geared towards increasing understanding of the important role that parents and families play in directly impacting the success of their children’s learning. Space is provided in all parent meetings to discuss strategies that are being used in the home, and additional strategies and resources that might be considered.|The LEA involves parents of all students in a continuous and meaningful way throughout the school year. The LEA provides computer access and training, translation and multiple modes of communication to ensure that the school has the capacity necessary to plan and implement effective parent and family involvement activities. The Director of Community Engagement ensures that the parent workshops, school events and points of communication between the school and families are accommodating and welcoming to all parents. Childcare, food and flexible meeting times/multiple meeting times are provided. In addition to school staff, parents are also involved in the planning, review and improvement of the LEA's Title I programs and the Title I parent engagement policy. The LEA parent and family engagement policy is developed through workshops that are held with parents during the United Parent Committee meetings and the English Learner Parent Advisory Committee meetings. In addition, feedback is solicited through twice a year comprehensive parent surveys. The LEA has a Director of Community Engagement to ensure that parent workshops, volunteer opportunities and events are available and accessible to all parents, in In the past school year, over 40 parent workshops were conducted for parents as well as over 10 events that encourage parent participation (back to school night, showcases, assemblies, etc.) Through increasing the dates/times that we are able to offer opportunities for family engagement, we have been able to increase meaningful parent and family collaboration. The United Parent Committee is a platform to provide parents with a voice that ensures that the cultures and backgrounds of all students and families are acknowledged and celebrated. The Director of Community Engagement ensures that the input of all parents is used when planning upcoming school events and when setting curricular choices. The goal is always to ensure that culturally relevant (and revitalizing) pedagogy is utilized in curriculum, resources, teaching strategies and school events and materials. The Director of Community Engagement and Enrichment and the Community Engagement Coordinator serves as the parent liaison for the school. The LEA educates teachers, specialized instructional support personnel, principals and other school leaders and staff, with the assistance of parents, in the value and utility of parent contributions through professional development offered prior to the beginning of the year and prior to parent workshops. These workshops explain the importance of families and the collaboration between home and school. These workshops also offer strategies for staff members to use when working with families and community members. Our focus area continues to be strengthening the relationship between home and school.|5|5|5|5|5|5|5|5|4|4|4|4|2019-06-22|Met|2019 19647330134205|Arts in Action Community Middle|3|In addition to school staff, parents are also involved in the planning, review and improvement of the LEA's Title I programs and the Title I parent engagement policy. The LEA parent and family engagement policy is developed through workshops that are held with parents during the United Parent Committee meetings and the English Learner Parent Advisory Committee meetings. In addition, feedback, revisions and reflection is solicited through twice a year comprehensive parent surveys and through the ongoing UPC parent committee meetings. Data and information on school academic growth, strengths and needs is also shared through coordinated review of the Dashboard, LCAP goals and data from internal school assessments. Parents are provided opportunities to review the data and also ask questions to gain clarity and to provide input on possible next steps. The parent involvement programs are integrated into the school’s master plan for academic accountability, the engagement policy and parent input is utilized when reflecting on and creating new goals for the school’s master plan. Decisions are made during the LCAP meetings for parents and through the work of the United Parent Committee in the prior school year. In addition, parents are welcome to attend the school board meetings.|The LEA educates teachers, specialized instructional support personnel, principals and other school leaders and staff, with the assistance of parents, in the value and utility of parent contributions through professional development offered prior to the beginning of the year and prior to parent workshops. Workshops also offer strategies for staff members to use when working with families and community members. The work of the UPC and the ELAC parent committee is shared with school staff. School events and programs provide opportunities for additional communication, connection and collaboration between school staff. The LEA provides assistance to parents of children served by the school in understanding topics such as the challenging state standards, state and local academic assessments, and how to monitor their child’s academic progress through parent workshops. Parent workshop topics have included CAASPP overviews and test prep, an overview of the school’s test scores, the LCFF dashboard and more. We have also sent home materials via the school website, facebook page, newsletter and flyers. The school implements literacy and English classes for parents to help access academic content. The school also provides training on parent advocacy, and how to navigate IEP meetings, parent conferences and workshops in order to ensure that the needs of their children are met. Parent conferences and meetings with the counselors, administration and teachers are also used to provide parents with resources and strategies at home. At Tier 2 and 3 SSPT meetings, additional resources and guidance may be provided to parents.|The LEA involves parents of all students in a continuous and meaningful way throughout the school year. The LEA provides computer access and training, translation and multiple modes of communication to ensure that the school has the capacity necessary to plan and implement effective parent and family involvement activities. The Director of Community Engagement ensures that the parent workshops, school events and points of communication between the school and families are accommodating and welcoming to all parents. Childcare, food and flexible meeting times/multiple meeting times are provided. In addition to school staff, parents are also involved in the planning, review and improvement of the LEA's Title I programs and the Title I parent engagement policy. The LEA parent and family engagement policy is developed through workshops that are held with parents during the United Parent Committee meetings and the English Learner Parent Advisory Committee meetings. In addition, feedback is solicited through twice a year comprehensive parent surveys. The LEA has a Director of Community Engagement to ensure that parent workshops, volunteer opportunities and events are available and accessible to all parents, in In the past school year, over 40 parent workshops were conducted for parents as well as over 10 events that encourage parent participation (back to school night, showcases, assemblies, etc.) Through increasing the dates/times that we are able to offer opportunities for family engagement, we have been able to increase meaningful parent and family collaboration. The United Parent Committee is a platform to provide parents with a voice that ensures that the cultures and backgrounds of all students and families are acknowledged and celebrated. The Director of Community Engagement ensures that the input of all parents is used when planning upcoming school events and when setting curricular choices. The goal is always to ensure that culturally relevant (and revitalizing) pedagogy is utilized in curriculum, resources, teaching strategies and school events and materials. The Director of Community Engagement and Enrichment and the Community Engagement Coordinator serves as the parent liaison for the school. The LEA educates teachers, specialized instructional support personnel, principals and other school leaders and staff, with the assistance of parents, in the value and utility of parent contributions through professional development offered prior to the beginning of the year and prior to parent workshops. These workshops explain the importance of families and the collaboration between home and school. These workshops also offer strategies for staff members to use when working with families and community members. Our focus area of improvement continues to be strengthening the relationship between home and school. While we are fully implementing services in this area, growth can always be made.|5|5|5|5|5|4|5|5|4|4|4|3|2019-06-22|Met|2019 41690216044721|Arundel Elementary|3|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: The District is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To that end, the District website was rebuilt in 2018 so that it would continue as a primary source of communication to parents and community. Overall, the district is committed to ensuring that all parents can access information in order to support their child's learning. A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Strategic Plan survey of families reveals that communication remained 82% favorable. Parents also identified school newsletters as a preferred source of information, second only to face-to-face communications with staff. Another important note regarding the Spring 2019 Strategic Plan Survey is the significant increase in the number of families participating in the survey. Overall, 48.5% (2,745 responses) of families participated in the survey compared to just 21% in 2018. The survey results identified the following needs: 1) Parents still desire appropriate and meaningful homework policy and want more information about how at-home learning supports their child's personalized learning goals (favorable responses decreased 1% to 68% this year) 2) Continued desire for high expectations (rigor) for students (favorable responses decreased 3% to 52% this year) 3) Improved communication from staff on how their student is performing academically, and what their child needs to learn in order to demonstrate success at each grade level (although this area increased 2%, only 68% of parents responded favorably) 4) Continued Work is needed in Staff helping Students to Learn to Resolve Conflicts (74%, decreased 2%), and Staff Sensitivity to Issues Regarding Race, Gender, Sexual Orientation and Disabilities (76%, Decreased 3%)|4|4|3|3|3|4|4|3|4|4|3|3|2019-10-24|Met|2019 15633130000000|Arvin Union|3|The LEA educates teachers, specialized instructional support personnel, principals, school leaders, and other staff with support of the Family Engagement Framework-A Tool for California School Districts. District and site staff have demonstrated leadership through foundational components of state and federal laws regarding Family Involvement being met. Principals and district staff hold governance meetings focused on engaging parents in active conversations regarding data and finance. With advice from our District Advisory Council/School Site Council/English Language Learner Committees, the district has increased opportunities to act upon input from the contributions of parents. Family engagement begins with our district and site parent involvement policies as Advisory Council members review the Family Engagement Policy and share input from their participation over the previous year. Input for changes are discussed at the district and site level and policies and practices are updated. Building capacity through governance committees, Parenting Partners workshops, Latino Family Literacy, and informal gatherings such as Coffee with the Principal has fostered ties to promote working as equal partners. A foundation of this work is reflected through our Parent-School Compacts. Stakeholders have agreed to provide equal respective actions to support the educational process. The district team identifies specific goal areas based on input from Parent Surveys and input gathered, provides coordination and technical assistance for celebrating families and their assets, working with families as partners to access community resources and support academic achievement. The question “The school actively seeks the input of parents before making important decisions” was 5% less “strongly agree/disagree” than feeling welcome or being encouraged to be an active partner. An area for focus is expanding the range of staff that have been trained to promote effective two-way communication and ensure effective engagement of school/family/community at every opportunity. The district will be working with sites to expand opportunities to share information and receive feedback to continue a cycle of reporting and hands-on opportunities to access standards and achievement outcome expectations. The LEA provides opportunities for the informed participation of parents and family members of students with disabilities through regularly scheduled IEP meetings and regular interaction with classroom teachers. Parents and family members of migratory children are provided support through regular program Parent Advisory Council meetings, Individual Learning Plans (ILPs), and outreach support. Above and beyond regular formal and informal district communication in English and Spanish including Blackboard, Facebook, District Webpage, Newsletters, site Instagram sites, and flyers providing information and school reports, these students receive program support.|Growth of between 1 to 4% above current percentage levels has been observed in parent satisfaction with academic progress, students feeling safe at school, being provided with information on how to help their child, and the school being responsive to their input and concerns is noted in the most recent California Healthy Kids Survey results. Security in their child's coming and going to school has decreased by 3%. Parent perceptions of school cleanliness increased by less than 1%. Parents reporting attendance at school activities decreased significantly by 9% however, the percentage of parents reporting they feel welcome at school increased by 5%. These data elements directly relate to Arvin's LCAP Goal 2 which is Safe and Welcoming Environments. The district’s key area for continued focused attention is providing multiple opportunities to attend school activities and ensuring true engagement during their attendance. Parent partnership opportunities include Open House, Parent Conferences, Coffee with the Principal, Parenting Partners, Latino Family Literacy, Family Meals, Loving Solutions, Lunch on the Lawn, parent workshops, awards assemblies, and festivities. Resources available to support communication with parents include a newly implemented parent portal, agenda planners, homework packets, and individual conversations. Opportunities for sharing information between parents and school begin with Open House and continues at Fall and Spring parent conferences. Information from questions #2 and 3 on the Parent Component of the California Healthy Kids parent survey shows approximately 10% less parents strongly agree with being encouraged to be an active partner and being asked for input prior to the district making important decisions as compared to feeling welcome and treated with respect. It is clear our focus for improvement within this area requires a consistent, systematic method for sharing information and scheduled delivery opportunities for grade-level information and resources to support student learning and parent advocacy/rights. Professional development to develop strategies for classroom teachers and district personnel is a foundational piece to providing the purpose behind modifying our practices in this area. A second step is constructing scaffolded bits of information which all parents can understand and support – this includes various student demographic groups which may be underrepresented such as Special Education, Homeless, Foster, and other minority groups. Facilitating understanding of academic levels required for grade level achievement, sharing parent rights, and providing opportunities for conversations to gain ideas directly from parents is key to transforming to a truly engaging model and will be a focus for the district.|LCAP goal #2 specifically addresses Safe and Welcoming Environments for staff, students, and parents. Elements to support this are included within the LCAP, Title I Parent Involvement, and Title III Parent Involvement. The keynote opening of the 2019-2020 school year was speaker Patrick Briggs. The topic of note was building relationships with all students and families and recognizing hardships and successes families and students bring to school. The message that the socio-emotional component of education is critical to foundations of relationships and learning was shared with all staff. Site administrators continue this focus to support positive relationship building at the site. Strengths and progress are measured through our California Healthy Kids Survey for Parents as well as the PBIS Tiered Fidelity Index. 95% of parents responded “strongly agree/agree” feeling welcome to participate at school and 93% responded “strongly agree/agree” that the school welcomes their contributions. Welcoming environments are promoted within each school office as bilingual staff is readily available and we continue to recruit members of the community for positions as they know the needs of the families the district serves. The district and each site have increased the number and type of engagement opportunities including Parenting Workshops and classes with the support of Student Success Facilitators, the Family Resource Center, Categorical Clerks, and School Social Workers. A new position of Parent Facilitator serves as a liaison of communication between the district and parents using social media, print, in-person meetings, and phone messages. The district continues to investigate new avenues to communicate in the 21st century yet acknowledges that not all parents have access to technology at home. Coffee with the Principal and large-scale social events such as festivals, programs, lunch on the lawn, and family workshops throughout the school year are specifically designed to engage parents. The district continues to expand activities at meetings to draw parents in (i.e. art events, classroom visits, public speakers of interest to parents and more.) 90% of parents responded “strongly agree/agree” that their concerns are taken seriously. Actively reaching out to underrepresented families and hearing concerns is a focus for improvement. Timely communication and actively reaching out to groups or individuals who have not accessed regularly scheduled opportunities provided and to ensure their voice is heard are critical to true engagement to ensure equity. This includes follow-ups for attendance conferences, parent conferences, open house, redesignation meetings, IEP meetings, grade checks, survey responses, and regular correspondence between the teacher/school and the parent.|4|4|2|3|3|3|3|2|3|3|2|2|2019-10-15|Met|2019 36678760107730|ASA Charter|3|ASA Charter School’s Family Engagement Policy has been developed with the assistance of parents, teachers and staff and is reviewed on an annual basis. Family Engagement trainings for teachers and staff are being provided during the school year to aid in building the school’s capacity to increase family engagement participation. At the beginning of the school year, ASA announces the availability for parents to join the Parent Advisory Committee (PAC). ASA Charter School currently has an active parent advisory committee (PAC) and recognizes that they are a valuable tool used to generate new ideas and to provide effective feedback on our school climate. Parent engagement is essential for overall school improvement. ASA Charter School provides multiple opportunities for parents to participate by offering flexible meeting times; multiple alternate ways to participate by way of home or work, handicap accessible facilities; phone conferences; English language interpreters, as needed; materials written in a language parents can understand; collaboration with community agencies and accommodations for parents are made, as needed, including parents with limited English proficiency, parents with disabilities and parents of migratory children. ASA Charter School uses student/parent satisfaction surveys as an additional way of engaging stakeholders in collecting important data. Surveys are provided 3 times a year, so that there are multiple opportunities for all stakeholders to have a voice in the continued evaluation and improvement of our school.|ASA Charter School makes every effort to partner with its parents and families, and have encouraged the shared partnership between home and school. ASA Charter School has implemented a Parent/Student/Teacher Compact. These compacts are mutually agreed upon and outline responsibilities for the parent, student and teacher/school to follow, allowing for the best student outcomes during the academic year. Teachers communicate with parents and families through ASA’s Parent Portal. This allows for daily updates on student progress, as well as school events and opportunities for parent engagement and participation. Parents are advised of their rights to advocate for their child and to have input on student learning that effects the education for all students. ASA Charter School knows the importance of Family Engagement and has implemented a Family Engagement Policy. This policy was developed with the input from parents and staff. Even though this policy is in place, ASA continues to improve its ongoing efforts and has identified professional development opportunities as a focused area for improvement. We plan to increase professional development opportunities to ASA teachers and staff, as well as additional Family Engagement resources for parents in ASA’s Parent Resource Center.|ASA Charter School has implemented a Family Engagement Policy and a School/ Parent/Student Compact. Strategies are outlined in these documents to develop and improve the services provided to our students and families. These strategies include how ASA supports their teachers and staff in creating and maintaining respectful and trusting partnerships with Parents. This will help support the overall family wellbeing and provide children with a safe and healthy environment. ASA Charter School envelops a school community that is rich in diversity by celebrating different cultures and languages. Materials are provided to families in a language that is understandable. Translation services are also available upon request. ASA provides multiple ways to engage in 2-way communication, and works with parents to help students make progress towards their goals to increase positive student outcomes. ASA Charter School has identified for our focus area the need to broaden our parent/family outreach strategies to ensure that newly enrolled families are aware of, and invited to, participate in school activities and events.|5|5|4|5|5|4|5|5|5|4|4|4|2019-10-09|Met|2019 01612596118608|ASCEND|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|3|4|3|4|4|4|4|3|5|5|5|5|2019-10-31|Met|2019 10621660133942|Aspen Meadow Public|3|Aspen Meadow has developed a strong structure for parent engagement in the School Site Council, Parent Longhouse, Family Night, Lunch on the Lawn and regular scheduled parent information meetings (morning, evening). The board chair is an Aspen Public School parent, we also have a grandmother of one our students on the board. The Board and administrators attend and present whenever possible. Administrators solicit and receive parent input via survey, informal discussion, and the school site council. As a focus area, we plan to increase presentations and seeking of input from Parent Lighthouse and School Site Council, particularly in planning for family engagement and the spending of Title I funds and LCAP funds.|Aspen Meadow has made great progress in building partnerships for student outcomes. We achieved excellent parent-teacher conference attendance in Fall 2019. We also have a strong Student Lighthouse Team (Franklin Covey, Adopted 2016) process that addresses academics and behavior as necessary and includes links to community organizations for additional supports. As a focus area, we would like to continue to offer trainings for parents to better understand their student’s curriculum and assessment data and how best to support their child’s academic progress in the home. We will also continue to strive to further increase parent access to translation when needed.|Aspen Public Schools works to ensure strong relationships between families and school staff. We are proud that approximately 95% of families attended our Fall 2019 Parent-Teacher conferences. We have also made progress in facilitating communication between families and school staff. We currently utilize an app called ParentSquare for messaging between families and school. Usage increased over the past year as parents and guardians became more familiar with the app. The app allows parents and staff to select a language preference for receiving and sending messages, making it easier for families to communicate in their preferred language. In the coming year, we plan to focus on adding groups within the app in order to customize messages and communications for various stakeholder groups within the community. We also will promote parent/guardian meetings over social media in advance of the meetings. We have done this in our after school program this year, with great success.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-30|Met|2019 10621660106740|Aspen Valley Prep Academy|3|Aspen Valley Prep administrators solicit and receive parent input via survey, informal discussion, and parent meetings. As a focus area, we plan to increase presentations and seeking of input from SSC and parent lighthouse, particularly in planning for family engagement.|Aspen Valley Prep Academy has made great progress in building partnerships for student outcomes. We achieved excellent parent-teacher conference attendance in Fall 2019. We also have a strong Student Intervention Team process that addresses academics and behavior as necessary and includes links to community organizations for additional supports. Additionally, we have made a partnership to bring therapeutic services to our campus as an additional support to families and students. As a focus area, we would like to continue to offer trainings for parents to better understand their student’s curriculum and assessment data and how best to support their child’s academic progress in the home. We will also continue to strive to provide support for parents about student behavior and development.|Aspen Valley Prep Academy works to ensure strong relationships between families and school staff. We are proud that nearly all families attended our Fall 2019 Parent-Teacher conferences. We also have nearly 100% attendance at IEP and intervention meetings. We have also made progress in facilitating communication between families and school staff. We currently utilize an app called Parent Square for messaging between families and school. Usage increased over the past year significantly. The app allows parents and staff to select a language preference for receiving and sending messages, making it easier for families to communicate in their preferred language. We also made it possible for parents to sign up for their conferences using the app. In the coming year, we plan to continue adding groups within the app in order to customize messages and communications for various stakeholder groups within the community.|4|3|3|4|3|4|5|4|3|3|3|3|2019-10-30|Met|2019 34674470120469|Aspire Alexander Twilight College Preparatory Academy|3|Our administration, teachers, and staff can work to build positive connections between families of different cultural and racial backgrounds. This can be supported by encouraging cultural sharing and family events that support respect for diversity.|We have very well attended Student Led Conferences during the fall and spring semester. During this time, students, teachers and families work together to review progress, set learning goals, and identify strategies that will support students' continued progress. In addition, teachers provide families with resources that they can utilize at home.|We have had high levels of participation in our ELAC committee meetings and have solidified systems to ensure that communications are translated into Spanish (and Arabic) when needed.|5|4|5|5|4|5|5|4|5|4|4|4|2019-10-03|Met|2019 34674470121467|Aspire Alexander Twilight Secondary Academy|3|ELAC meets monthly, SSC four times per year, family surveys are distributed, we also collect feedback via equity family engagement meetings|Our school has a lot of strengths in all of these areas, but we need to work on effective two way communication in a new community with multiple ways to communicate. We want to empower our families to ask questions and speak up to advocate for their children.|Variety of opportunities for families to be involved at school, provide translators at any time needed, our focus is on multiple pathways for communication|4|3|3|3|3|3|4|3|3|3|3|3|2019-10-03|Met|2019 19101990109660|Aspire Antonio Maria Lugo Academy|3|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops that will improve the engagement of underrepresented families.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan as well as family workshops.|Current strengths for the site are that there are multiple opportunities for family engagement and professional learning that will improve the engagement of underrepresented families. Some examples are; coffee with the principal, advisory committee meetings that include classroom observations, annual family picnic, literacy events, and community meetings. A focus area for improvement is to build capacity in advisory committees to gather input from families when writing the Local Control and Accountability Plan.|4|3|3|4|3|3|3|3|3|3|3|3|2019-10-03|Met|2019 39686760121541|Aspire APEX Academy|3|Continue to leverage our SSC and ELAC to involve parents in the decision making process at our site.|We truly need to work on helping parent aware and explain legal rights outside of SPED! This is an area of research for our whole school, even as the site leader.|We have started new culturally responsive PBIS work in identity of students and families. We are revising rules and building community so students engage via connections|3|4|3|2|2|2|3|1|4|4|1|1|2019-10-03|Met|2019 39685850101956|Aspire Benjamin Holt College Preparatory Academy|3|We are hosting families during our WASC discussions, which helps bring voice into our school.|We will continue to leverage our SSC and ELAC parent groups to build relationships with committee and non-committee parents to increase student outcomes.|We will continue to leverage our SSC and ELAC parent groups to build relationships with committee and non-committee parents to increase student outcomes.|3|3|3|4|3|3|3|4|3|3|3|3|2019-10-03|Met|2019 39685850133678|Aspire Benjamin Holt Middle|3|We have worked hard in the past couple of years to increase family engagement at BHM. Each year, our family engagement increases as we are finds ways in which to get families to school (Saturday School, Family Lunches, Town Halls, SSCs, Volunteers, Science Olympiad, etc.)|Restructuring Student Led Conferences to ensure students' academic standing is addressed accordingly. Teachers hold office hours once a week to help support students academic needs.|We have worked hard in the past couple of years to increase family engagement at BHM. Each year, our family engagement increases as we are finds ways in which to get families to school (Saturday School, Family Lunches, Town Halls, SSCs, Volunteers, Science Olympiad, etc.)|4|4|4|4|4|3|3|2|4|4|4|4|2019-10-03|Met|2019 01612590109819|Aspire Berkley Maynard Academy|3|In my six years as principal, the formation of SSC & ELAC in partnering with and supporting families to engage in the decision making process has been consistent. An area of growth is partnering with families to garner input and provide opportunities to plan family engagement activities. Outside of ELAC and SSC, families now have the space to collaborate with our lead mental health counselor in a group named Family Connexions. This space offers families and avenue to advocate for change and begin working on solutions to improve our school community.|A strength in this area has been consistent Student Led Conferences that are scheduled three times throughout the year. Our policies and procedures for partnering with families to share student progress and discuss student outcomes in conjunction with setting goals is a consistent practice. An area of growth is to support families in understanding their legal rights and providing space for advocacy. We have recently implemented Administrative Coffee Chats in which we listen to and address issues relevant and important to our families.|A strength in this area is that our entire team is professionally developed and has a priority around family engagement and building strong and trusting relationships with families. Each year we hold Family Listening meetings the first two weeks of school to learn about the assets our families bring to school. We also emphasize creating a welcoming and joyful environment for our students and families. An area of focus is engaging underrepresented families, including those of our students with disabilities, in two way communication about our school as well as families of other languages. We remain committed to translation and in particular improving providing an interpreter for a family in which the parent is Deaf & Hard of Hearing.|5|5|4|4|4|4|3|4|4|4|3|5|2019-10-03|Met|2019 34674390102343|Aspire Capitol Heights Academy|3|ELAC meets monthly, SSC four times per year, family surveys are distributed, we also collect feedback via equity family engagement meetings|Our school has a lot of strengths in all of these areas, but we need to work on effective two way communication in a new community with multiple ways to communicate. We want to empower our families to ask questions and speak up to advocate for their children.|Variety of opportunities for families to be involved at school, provide translators at any time needed, our focus is on multiple pathways for communication|4|3|3|3|3|3|4|3|4|4|4|4|2019-10-03|Met|2019 19647330126797|Aspire Centennial College Preparatory Academy|3|My school site host SSC and ELAC meeting every year. We share with families the current state of the school as well as engage them in the decision making process. An area of growth for our school is how to use SSC and ELAC members in leading meeting and sessions for other parents.|My school invites parents to participate in Student Led Conferences twice a year. During this time, my team ensures that all student families are contacted and conferences are held. An area of improvement for us is increasing workshops for families in order to support them in supporting their children academically.|My team reached out to families via phone, parent square, class dojo, text messages, parent meetings (SSC, coffee with admin, ELAC, parent workshops, etc..) as well as email to engage families and the community in what is occurring at CCPA. A focus area for CCPA is creating various events that invite families onto CCPA outside of academics. Currently we have our Fall Festival and Thankful Dinner, but wondering what other events can we host so families feel like our campus is a second home.|4|4|2|4|4|3|4|4|4|4|4|4|2019-10-03|Met|2019 01612590128413|Aspire College Academy|3|We truly utilize and rely on the ELAC and SSC members to partner with our administration on our LCAP and budget priorities. Information is provided ahead of meetings to increase input and collaboration, however, an area of improvement is to figure out how to get information out to all parents and gather input as not all parents can have the time to attend ELAC or SSC meetings.|Similar to the strategies we have put in place to build relationships, requiring families to attend individual conferences with teachers has been a great way for our families to receive resources for supporting learning at home. In the spring we offer drop in workshops for families that focus on sharing best practices for families to assist with homework help. We also host a reading celebration in the spring that has a reading workshop component on supporting guided and independent reading at home. One are a of improvement is implementing daily homework support for families that is consistent across grade levels. We have found that parents are having a difficult time with supporting scholars every night and we need to be more proactive about this and provide more resources ongoing.|At the end of quarter 1, we engage families in individual conferences with teachers, which allows teachers and families to establish and strengthen their relationships to improve academic and social emotional outcomes for students. We also host various cultural celebrations (Latino Heritage and Black History nights) in which leading up to the event, scholars learn about the different aspects of each culture. The events bring the community together to help highlight and celebrate the contributions of each group to America and it is an opportunity for families to volunteer and contribute.Additionally, we host Principal Chat meetings, that give opportunity for parents to build relationships with the Principal and to hear about our plans as it relates to LCAP and other school priorities. Each quarter, we host a coffee chat for families to build community with admin and other staff and to share what is top of mind for families. One area that we can improve on is getting more parents involved on a daily basis. ACA is still focused on particular events and programs, but we want to build a more natural relationship between our families and school staff.|4|4|3|4|3|4|4|4|4|4|4|4|2019-10-03|Met|2019 41689990134197|Aspire East Palo Alto Charter|3|Primary: Capacity-building is always underway with new staff & new families engaging in SSC & ELAC. In addition to SSC & ELAC, families frequently respond via Parentsquare, stop by to exercise Office Hours, reach out via phone, email or text, and come to Coffee with Administrators. We can work to improve elevating family voice through SSC and ELAC participation. Middle: Our ELAC and SSC's are up and running. I would like them to be more interactive and involving parent input|Primary: Our program has fairly robust communication system underway through ParentSquare from admin and all staff, ongoing communication via phone and text, student-led conferences, SSC and ELAC. We could work to understand how to better support families to advocate for their students and all students, though that is underway with our family involvement in SSC and ELAC. Focusing on belonging through voice is a vision that spans students, staff, and families. We are consistently encouraging teammates to speak up and remind them how important feedback is. Middle: We hold 2 family meetings per semester with families to cover instructional and SEL supports with families. Focus Area: we'd like to inform parents more about their legal rights and advocating for students.|Primary: Our school has spent a significant amount of time developing, training, and coaching teammates on culturally responsive practices. Serving the whole child means knowing who they are, seeing them, and meeting their needs, as well as their families. The strongest student success is made possible with a home-school partnership. An area of improvement is codifying these practices as we continue to see change in school personnel. We can continue to share back to families and continue to listen to their perspectives on becoming more aware of student subgroups and their specific and unique needs. From EL development to SPED training, our professional development for staff and the ways in which we strengthen our inclusive program can continue to be made salient for families. Middle: We always have an interpreter available for parent requests. We send all or almost all written communication to parents in English and in Spanish. We organize opportunities for teachers and parents to communicate in-person at school or via home visit for more than 90% of families per semester. Area of improvement: we could hire more Spanish-speaking teammates.|4|4|3|3|4|4|4|2|3|3|3|3|2019-10-03|Met|2019 01612590120188|Aspire ERES Academy|3|Strengths: SSC and ELAC meetings planned for the year and distributed last June to all families, meetings happening consistently and agendas sent in advance, agendas and notes shared with entire school community on ParentSquare Growth Area: Public Family Attendance for SSC and ELAC meetings is non-existent. This makes it difficult to gather input from family voices outside of SSC/ELAC membership. This year we want to provide more incentives to increase family attendance and send out surveys to gather more family voice.|Strengths: Family Partnership goals built into School Site Action Plan, quarterly PD for all staff on partnering with families, Quarterly family workshops where families select topics they are interested in learning about, Quarterly Admin Chats Growth Area: Although we send home letters, Dojo and ParentSquare announcements, we think that many of our EL families are not aware of the implications for reclassification and importance of ELPAC. Our ELAC is currently working on administering a Family Survey to determine the appropriate next steps to empower EL families.|Strengths: Family Listening Meetings at the beginning of the year tk-8, Quarterly student led conferences, Biweekly progress reports 6-8, Class Dojo and ParentSquare communication platforms Growth Area: This year we we had several Mam speaking families join our school. It has been difficult obtaining translation services for them. We want to make sure that for all family meetings, English, Spanish and Mam translation is always available.|4|3|4|3|4|3|3|3|4|4|3|3|2019-10-03|Met|2019 19647330122622|Aspire Firestone Academy Charter|3|We have created a Family Engagement Committee and have scheduled monthly Professional Development throughout the year including engagement with academics, social emotional learning, English Learners, and other topics relevant to our communities (e.g. Immigration, Trauma, etc.). We have also put on various engagement events throughout the year: Park Day, Posada, Cinco de Mayo, Fall Parade etc. This year, we have also implemented Student Success Showcases, which invite all families into classrooms quarterly to celebrate student learning.|We have created a Family Engagement Committee and have scheduled monthly Professional Development throughout the year including engagement with academics, social emotional learning, English Learners, and other topics relevant to our communities (e.g. Immigration, Trauma, etc.). In the past, we have not had family engagement around academic support in the household, and that is an area of focus for this year. We are also reaching out specifically to families of ELs for meetings of 6-8 families at a time, and we have SPED family engagement events two times each year.|Before the school year began, we did home visits for all of our TK/K students and called the families of all other students. We also implemented Student Success Showcases this year, which invite all families into classrooms quarterly to celebrate student learning.|4|3|3|4|3|3|3|3|4|4|3|4|2019-10-03|Met|2019 19647330122614|Aspire Gateway Academy Charter|3|Our SSC members have been actively involved with parent volunteering, communicating with other parents, and involving with charter renewal process. We are still strategizing on improving attendance for parent visitors who wants to observe and participate as guests on SSC meetings.|Our teachers have been making a lot of positive phone calls during the first month of school in order to build strong relationships with all families. Our teachers have also been proactive in reaching out to families for special workshops, addressing attendance concerns, as well as discussing behavior improvement plans. This year, we are focusing on enhancing our parent workshops that are directly led by our teachers, specifically to help our parents with supporting their children with basic skills.|We have implemented special parent gatherings for students with disabilities as well as English learners. Our parents have bonded with each other and had opportunities to walk away with clear understandings along with tools and resources on supporting their children. One focus area for improvement will be to put all parent related events into one sheet with brief descriptions of each, so that all parents will be clear on the purpose of each event.|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-03|Met|2019 01612590118224|Aspire Golden State College Preparatory Academy|3|Strengths: 2018-2019 (last year) was the first year that SSC truly began to feel like an advisory group with recommendations for decisions/policies. ELAC has been meeting for longer and provided wonderful information and resources, but turnout has been low. Our new Family & Community Partnerships Manager is spearheading the work of evaluating the effectiveness of our family engagement activities, and we have a scope and sequence of a various types of experiences this year that allow families to engage in a multitude of ways. Areas of growth: Although SSC and ELAC are underway, few staff are actively involved in engaging families in those experiences. There are a core group of staff members, including SSC elective staff members, that are very involved, but the staff as a whole (to address the first question) do not have much exposure, and PD time is always limited to share the progress of SSC and ELAC.|Strengths: We hold Student Led Conferences at least twice a year for all students, and an additional time for students not on track to pass the year. These have an attendance rate of approximately 90%, allowing us to have full implementation to meet with families and students regarding their progress and creating plans to improve as needed. Areas of growth: We offer a Back-to-School Night at the start of the year in which we share with families strategies to support at home, as well as a Family Literacy Night in November. However, we can still share more resources throughout the year. As for the question regarding legal rights and advocacy, we've explicitly done this for students with IEPs and for undocumented families, but not whole-school.|Strengths: On a site-level family survey administered in the first week of October 2019 (of which nearly 200 families, or a little under half of our families, responded), 93% said they felt welcome/connected to GSP. Additionally, we have a full-time Family & Community Partnerships Manager whose main responsibility is to improve our partnership with families and community resources/organizations. Areas of growth: This year, we started a Black Family Advocacy Group. It is a very new group (they have met once this year) and turnout was low, but we hope to leverage the voice of our Black families (which comprise 17% of our students demographics) since this is an underrepresented group. Additionally, our ELAC meetings have had low attendance (less than 10 families, out of 100 families with ELs) since we began in 2016. We are also continuing to seek stronger parent partnership, which we've found more difficulty with as students get older (middle school families are much more represented at events and meetings, whereas high school families are not).|3|3|3|3|2|2|4|2|2|3|3|3|2019-10-03|Met|2019 19647330124800|Aspire Inskeep Academy Charter|3|Our school has established 100% contact with all of our families during the 2018-2019 school year. Our families participate in committees, school events, monthly celebrations, community hosted activities, parent conferences, and school tours.|We outline parents rights, responsibilities, and recourse in SST, IEP, SARB, attendance support plan meetings, and parent conferences. In addition to our efforts at progress monitoring, we work with our grade level teams and leadership team to reach out and connect with under-represented families; at AIA, the under-representation is with our families of African-American students.|Our school has a strategic plan and progress monitors efforts with home visits; establishing contact with families through post mail, email, text, or phone call; parent conferences, monthly awards program, strategic recruitment of uninvolved famileis. Our focus area for 2019-2020 is engaging families of African-American students. We are working with all team members to ensure 100% communication and relentless pursuits of partnerships and student celebrations.|5|4|3|5|4|5|4|5|5|5|5|5|2019-10-03|Met|2019 19647330124792|Aspire Juanita Tate Academy Charter|3|Our families are becoming more familiar with the Robert's Rules structures of SSC and ELAC. We are also implementing workshops that help our parents understand ELPAC and the role they play in SSC and ELAC.|In the 2018-2019 school year, we implemented a parent advocacy group for our students with disabilities. We also began a room parent initiative that would pair a parent with each classroom. We also continued with Black Parent Union. We are working to integrate our parents of bilingual emergent students into our community. We are also working on workshops for our parents of EL students.|In the 2018-2019 school year, we implemented a parent advocacy group for our students with disabilities. We also began a room parent initiative that would pair a parent with each classroom. We also continued with Black Parent Union. We are working to integrate our parents of bilingual emergent students into our community. We are also working on workshops for our parents of EL students.|4|3|3|4|3|3|3|3|3|3|3|3|2019-10-03|Met|2019 19647330114884|Aspire Junior Collegiate Academy|3|Currently JCA's strengths in building the capacity of staff and family to effectively engage in advisory groups (SSC/ELAC) are in informing members. JCA has the SSC/ELAC handbook readily available to all. It is shared and copies are provided to ensure transparency and clarity. JCA will work on improving in this area by beginning to train staff members in how to facilitate meetings to support with decision making. Currently JCA's strength in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community is fully implemented. During SSC and ELAC families have the opportunities to provide public comments pertaining to their needs. Aside from SSC and ELAC, JCA has an open door policy where families have interactions with the administrative team and parent coordinator to provide their input on school issues. JCA is looking to improve by looking at how to use Coffee with the Principal as an arena for families to share their ideas. During the 2018-2019 school year Coffee with the Principal had to dates that focused on LCAP goals; families provided input and those ideas have been considered for the 2019-2020 school year. JCA currently provides opportunities to have families, teachers,principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. In the 2018-2019 school year the Aspire Regional Office engaged stakeholders in Community Conversations. These community conversations had stakeholders collaborate on ways to engage with one another. At the school level, families and teachers have the opportunity to plan, design and implement activities. In order to grow JCA will begin to engage with families and teachers on evaluating activities; such as JCAs first Latino Heritage Celebration. This evaluation will support JCA in adjusting and revising events to make them more successful the following school year.|Currently JCA holds multiple parent workshops; the workshop focuses include; SPED, ELLs, GATE, early literacy, attendance and SEBL. So far, there has been one SPED workshop this year that covered "How to read and understand your child's IEP and what that would look like at school and home". These workshops have provided families with information and resources to support student learning and development at home. All workshops are provided in English and Spanish and have been modeled in how to implement at home. A minimum of 6 events will be held on campus to support parents of ELLs and parents of SWD; that is 3 events each. JCA will see an increase in the area where families feel that the school provides information about involvement opportunities. Currently the administrative team (Principal and Deans), SPED team (Both Education Specialist), Counselor, and Parent Coordinator facilitate the workshops; during the 2019-2020 school year Lead teachers will be invited to participate in co-facilitating workshops. In addition to having Lead teachers participate in workshops, JCA will be holding 3 conferences at the end of the first three quarters. These conferences will focus on providing resources to address individual student needs based on progress. Parents of students who are going through the SST cycle will be invited to collaborative meetings every 6-8 weeks to review data and progress; the Dean, teacher and parent will be present in the meetings to collaborate on best supports for individual students. It is expected that by having these systems in place families will feel that teachers are available to meet and discuss student progress and ways to work together to support improved student outcomes. By holding workshops addressing different subgroups, holding conferences, and going through the SST cycle; JCA hopes to continue to support families to understand and exercise their legal rights and advocate for their own students and all students.|JCA's greatest strength was in the area of Barriers to Engagement scoring favorably at 92%; however, only 45% of families met in person with teachers or helped out at school. A shift needs to occur to allow parents to be on campus. By the end of semester one, all classrooms will have a rotation of in-class parent volunteers with a minimum of one parent weekly. During the summer of 2018 a mobile live scan company came on campus and was available to parents. Over 20 parents came and completed their live scan so that they can volunteer in the classroom. By Winter 19-20 Panorama Student Family Survey, JCA should see an increase in the area of family engagement. The question in regards to meeting in person with teachers will grow by at least 5%. Teachers sent questionnaires to families inquiring how they prefer communication. Teachers are planning end of module celebrations so that parents may come onto campus and celebrate with their child. Administration will host ELL workshops targeted at parent learning. The two Education Specialist will host Coffee with SPED and cover topics pertaining to servicing students with disabilities.|4|4|4|5|4|4|2|4|3|4|4|4|2019-10-03|Met|2019 39686760118497|Aspire Langston Hughes Academy|3|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth of our programming for engaging our families, including but not limited, ELAC/DELAC, School Site Council, and Pastries with the Principal for our families we serve.|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth in professional learning communities and development, including but not limited, grade-level team meetings, content team meetings, student led conferences trainings for the families we serve.|Our school's strengths are the consistent student-centered focus across social, emotional, and academic needs of our students and families. We are structuring our team to support continued growth of our programming for student life and student activities, including but not limited, to student groups and student clubs that reflect subgroups of our families we serve.|2|2|2|2|1|2|2|2|1|1|1|1|2019-10-03|Met|2019 01612590130666|Aspire Lionel Wilson College Preparatory Academy|3|Need to improve and seek input from all stakeholders as related to the school decision-making process.|Need to improve and make progress in providing families with information and resources to support student learning and development in the home.|Improve communication with families and educators using language that is understandable and accessible to families.|3|4|3|2|3|2|4|2|2|2|2|2|2019-10-03|Met|2019 01612596117568|Aspire Monarch Academy|3|We have completed elections for SSC and ELAC and have our first meetings scheduled. We also have a monthly Family Connections meeting where families choose topics they would like to learn about.|We have a Family Liaison who helps connect and engage families. We have had professional development for staff around family engagement.|We have completed elections for SSC and ELAC and have our first meetings scheduled. We also have a monthly Family Connections meeting where families choose topics they would like to learn about.|3|3|3|3|3|2|4|2|2|2|2|2|2019-10-03|Met|2019 19101990112128|Aspire Ollin University Preparatory Academy|3|Strength: We have been able to identify ollin families that are willing to be active. Area of opportunity: being able to elicit more families, with diverse perspectives.|Strengths: Taken steps to development more parent engagement with the creation of a parent center. we have started to create workshops and opportunities for families to volunteer and participate in day to day operations. Areas of growth: Development workshops on topics that concern parents and be more available at more varied hours.|Strengths: Different school activities, year-round that focus on community-building and family engagement. Area of improvement: eliciting full participation in parent advisory groups (SSC, ELAC, etc.)|4|4|4|4|4|3|4|3|3|3|3|2|2019-10-03|Met|2019 19647330122721|Aspire Pacific Academy|3|Area of Strength: Has a list of workshop and activities crafted for this school year but with limited input from the vast majority. Utilizes surveys for staff, parent, and student input Area of Focus: Create a calendar of events with the various parent groups and committees for a more well-rounded and inclusive offering for our school community.|Area of Strength: Families are aware of and are given their handbook of Rights pertaining to Special Education. Parent workshops are given about various aspects of education that supports their understanding around what is happening in their child's school community. Area of Improvement: Identify underserved families and create a plan of participation so that their is a visible improvement by 10%|Area of Strength: APA has an open door to parents by way of the Parent Center. The center provides the space for parents to visit, collaborate, and learn together with other parents, staff, and their students. In the Parent Center, parents have organized circles, Breakfast with the Principal, Parent Trainings, Parent Award Recognition Ceremonies Grade Level Committee Meetings, and so much more. In this space, parents can share their feelings, suggestions, and ideas with APA Leaders, counselors, and teachers to build trusting relationships with each of them. Area of Focus: Inspiring staff to make learning about the strengths and needs of their students and families a priority and embedded in the way they start the routines for the school year.|3|3|3|4|3|3|4|4|4|4|3|3|2019-10-03|Met|2019 39686760114876|Aspire Port City Academy|3|Our strength would be hosting all family events for input around organizational values and include, translators. Participation has been a challenge for ASC/ELAC increasing this and maintaining a purposeful focus is our area of growth. Next steps include advertising the topics to be presented and discussed in advance and having staff call to invite families to participate rather than just by electronic mail.|We consistently implement Student Led Conferences with students and families. We have provided parent PD on our SEL program as well as reading, but it has not been consistent by year as far as what is offered. Improving consistency of parent PD and resources provided will be our growth goal.|Schoolwide information is communicated in English and Spanish, however, not all classroom communications are necessarily translated so that would be a point of growth. We are in the initial phases of building staff understanding of family strengths, cultures, languages, and goals for their children. We had parent panel attend our staff retreat, and we are incorporating a monthly cultural focus across campus. We continue to do work around Equity Understanding and its relationship to our work.|4|4|3|3|3|3|5|3|2|2|2|2|2019-10-03|Met|2019 07617960132100|Aspire Richmond Ca. College Preparatory Academy|3|In interrogating our own sub-population data two years ago, we recognized four vulnerable populations that we needed to better serve. Last year, we implemented four staff committees that were devoted to understanding root causes and develop interventions to better serve our students with IEPs, English Learners, African American students, and students that identify as LGBTQIA+. In our 18-19 SBAC data, we were excited to see our greatest growth in achievement made by students with IEPs and our African American population. In recognition that the committees were a good start, we are continuing that as a practice this year. However, we also saw our greatest decrease in achievement for our English Language Learners. In order to better serve them, in addition to the committee, we are partnering with EL Achieve to implement their Constructing Meaning framework with all of our middle school core subject teachers and piloting it with our lead high school humanities teacher, and partnering with our ELAC committee to customize engagement and supports for our English Learners and their families at Cal Prep. In addition to cultivating a strong ELAC, we also have an African American Family Affinity Group that meets to advise the school of how to grow a sense of belonging and increase academic achievement for our Black scholars. At Cal Prep, we seek to understand problems and collaborate with students' first educators, their families, as we design and test solutions. We are conducting cultural rounds quarterly in partnership between students, staff, and families. In cultural rounds, we send groups of students, families, and staff to observe classrooms to evaluate how well we are living our Core Values in classrooms. They are looking intentionally at our school culture and, together, celebrating successes and making recommendations for next steps to grow. At the end of the year, our school also celebrates our graduating seniors in affinity group graduation ceremonies in addition to the school graduation. Last year, we hosted the Asian American and Pacific Islander, La Raza (Latinx), Sankofa (African American), and Lavendar (LGBTQIA+) graduation ceremonies. One of our goals at Cal Prep is to understand and celebrate where we came from so that we can cultivate our authentic Beloved Community.|Families are engaged in student academic outcomes throughout the year and also receive bi-weekly progress reports, annual grade-level family/ student orientations, personalized college going sessions such as Cash for College Nights, end of year exhibition presentations, and monthly town halls. As Cal Prep is highly committed to building and maintaining strong school-home partnerships they encourage families to volunteer and participate at school with meaningful opportunities such as: student teach-in relating to diverse cultural practices and traditions. Families are always welcomed on-campus and are encouraged to participate in a variety of ways to accommodate morning and evening schedules . Cal Prep families regularly receive invitations to participate on-campus by attending school events and meetings, but can also contribute to the school by donating materials or time to work on classroom and event prep from home. Family volunteers are celebrated and recognized at Cal Prep and are invited to celebratory events where they are honored by the school principal and school community. Families that have contributed their time to the school are given additional incentives for school-wide events. Without a doubt families are always at the core of Cal Prep work with students. One of the most significant events that reflect this belief can be seen through Cal Prep’s Portfolio Conferences and Exhibitions which allows parents the opportunity to learn about their students' academic growth, learning objectives and accomplishments throughout their academic year|Cal Prep implements a variety of strategies to encourage parent and support community participation. Most of these attempts are tailored towards involving parents more in school activities, but many also incorporate an increase in community involvement. Cal Prep is committed to providing translated materials & information to communicate with non-English speaking families. They provide consistent and ongoing updates about school related topics to families which also include family engagement opportunities via their Grizzly Growl, a weekly school newsletter sent to families via Parent Square and Aspire staff via email. This newsletter is written by the school principal and serves to communicate school progress, upcoming events and important announcements, and relevant readings tied to student centered outcomes and success, etc. The same information is shared all the principals in Aspire Bay Area Schools so that principals are able to keep abreast of individual school happenings and can engage in deeper alignment and collaboration when serving families. The Grizzly Growl is also posted in Parent Square and automatically translated to any desired language using Google translate. A second method to engage parents is Parent Square, a website that provides private access to staff and families. This website allows for teachers and staff to post updates and message groups of parents or message parents individually in a secure manner, even on their phone. It too automatically translates all messages to a family’s desired language using built in Google translate feature. Finally, some other events are Saturday Schools, a school-community building event focused on student and family engagement and education, Principal Coffee Chats, Drop-In Conferences, Positive Phone Calls, and Positive Notes Home.|4|5|4|4|5|3|5|4|4|4|5|4|2019-10-03|Met|2019 07617960132118|Aspire Richmond Technology Academy|3|This year is our first year of having a separate ELAC committee, which is exciting and new for us! We had an SSC in previous years, but the members are all new this year, and many have said that families did not feel they were able to openly share during previous meetings. We are working to share more information and create a welcoming environment in which families feel heard, supported, informed, and valued.|At the start of the year, we have a family orientation during which teachers share all sorts of resources and information about their child's new grade level. Also, at least once a year, teachers, including Education Specialists, hold academic nights in which they share information and resources about classroom learning. Twice a year we have family conferences in which we also share areas of strength and growth, including resources. Some are conducted at home visits. Because different grade levels are at different areas of implementation of providing resources, and because we have shifts in staff at various grade levels, we are always seeking to learn more and improve on how to include all families, and share the most helpful resources that families will actually use. Lastly, our SPED department shares with families regarding legal rights, though this is not something we actively discuss with the whole school community, unless there is a specific need. We could work to provide resources and information periodically each year so that all families are informed.|At RTA, we strive for regular weekly communication with families, that includes both positive communication, and areas of growth for the scholar. We reach out with volunteering opportunities, and offer at least 1-2 parent workshops each year. We also actively post our school happenings in our weekly Family Flyer and via posts on Parent Square. Teachers also use Class Dojo regularly to communicate with families. Throughout the year we have various culture months, and many scholars and families participate in them, though we can always work to get more involvement. Additionally, we have a number of staff members who speak Spanish, which is our dominant second language, though an area of growth is being able to translate for other, underrepresented languages. This year we are focusing on developing our English Language Learner scholars and family population through our ELAC committee and through school academic goals of use of new integrated and designated curriculum.|3|3|3|3|3|3|3|3|2|2|2|3|2019-10-03|Met|2019 39685856118921|Aspire River Oaks Charter|3|We do family and student surveys regarding family engagement. We also have Second Cup of Coffee to provide opportunities for feedback. River Oaks has monthly community council meetings that encourage all parents to attend.|Providing opportunities for families to give input during Back to School Night, Parent Square, links to resources on the computer, surveys,|ROCS has maintained a strong relationship with parents for several years. We have families that have been a part of our community for many years. An area of improvement would definitely be learning more about our middle eastern community and having more resources to be able to communicate with them via Parent Square, interpreters, etc...|5|5|4|4|4|5|5|4|4|4|5|4|2019-10-03|Met|2019 39686760108647|Aspire Rosa Parks Academy|3|We have elected our SSC and ELAC and are beginning our meetings. The principal has held listening sessions with parents and works with the Culture and Climate Specialist to communicate with underrepresented families and seek feedback|We encourage all teachers to form partnerships with our families in supporting our scholars. During Student Led Conferences we changed the format of the meeting so students could report to their families what their goals were for the 1st semester and how they were going to go about reaching those goals. We purposefully send all communications out in English and Spanish and provide translators during our student led conferences|We have begun to hold family events for families and their children and have been given feedback that families like and appreciate this and would like more. We started the year by forming an events committee made up of school staff and they have sub-committees which plan the events. At our recent Parent Fundraising Meeting parents asked if they would be able to join the committee meetings to help provide support and determine opportunities to do fundraising. Additionally our SSC has been elected and so has our ELAC.|4|3|3|2|3|3|4|4|2|2|2|3|2019-10-03|Met|2019 19647330124784|Aspire Slauson Academy Charter|3|Slauson has invested quality time over the past two years in building a strong SSC parent advisory panel and understanding the proper implementation of the council as outlined in the SSC handbook. The principal, the parent coordinator, and teachers have spent time working with parents as panel members and building their capacity for facilitating meetings and with understanding how to advocate for themselves and for all families. Next steps for building capacity with our families is to continue building skills with facilitating meetings and with building up the voices of our community. We will also continue building capacity within our SSC members to understand how to navigate policies or initiatives that matter to our school and our families and will involve more of our families with designing, implementing, and evaluating more school events.|Our current strengths include an emphasized and purposeful approach to increasing parent involvement and engagement. We have set goals to consistently increase parent participation through coffee with principal meetings monthly, counselor workshops for parents on academics and social emotional needs, School Site Council, English Language Advisory Council, and Student Led Conferences with teachers. Our area of improvement includes a more concerted effort with promoting parent involvement events through parent square and social media, more clarity behind purpose of events, team member outreach to families, tracking/documentation of positive phone calls made home to families, and home visits to learn more about families and students.|Slauson has consistently had positive feedback from parents around involvement and partnerships. Parents are encouraged to participate in events such as Hispanic Heritage Festival, Black History Festival, Awards Ceremonies, Student Led Conferences, Parent Workshops, Coffee with Principal, ELAC, SSC, Whole School Morning Meetings, and special events focused on increasing partnerships. All stakeholders utilize various modes of communication to keep all parents in the loop including Social Media, Parent Square, Paper Flyers, and in person meetings. Through restorative practices and trauma sensitive school models, Slauson team members prioritize relationship building with all families.|4|3|3|4|3|4|4|3|3|3|3|3|2019-10-03|Met|2019 50710430112292|Aspire Summit Charter Academy|3|Summit Charter Academy has multiple means of communication and availability for parents to reach out, which lends itself for opportunities to give feedback, ask questions, and give input. Summit Charter Academy is currently in the exploration/beginning stages of creating an ELAC committee. Our first ELAC meeting is scheduled for the winter and look forward to getting the committee's input in the decision making process for our site.|Summit families are invited to bi-annual community conversations, invited to monthly family engagement nights, and have student led conferences twice a year. Summit is in the beginning stages for the creation of ELAC.|This school year we have scheduled monthly family engagement nights focused on literacy, math, school safety, game nights, and some dates are set aside later in the year for family choice topics.|4|3|3|4|3|4|4|3|2|2|2|3|2019-10-03|Met|2019 19647330120477|Aspire Titan Academy|3|Our events for school site council and ELAC are well-advertised on Parent square so parents know how to show up in order to provide feedback. I also have informal parent meetings and walk throughs so that parents feel comfortable giving feedback. Events are always translated in Spanish. An area of growth is to solicit feedback from families that do not often show up in person.|Our strengths are our transparency. All universal complaint forms are public and parents know their rights, particularly if they have a complaint. Also. in regards to special education, we are in compliance so that parents know their educational rights. An area of growth would be for families that do not often come to the school site. They may not know where to access some of the more formal documents if they have an issue.|Aspire Titan Academy's strength in engaging families is that we have many events where families are invited into the school. We have events on Mondays and Fridays where parents are invited in. We also have a 98% reach on Parent Square, our main communication tool to parents. They are notified of other events where they can visit their child's classroom. We also have parent conferences formally twice per year. A growth area will be to vary the times of meetings to accommodate all parent schedules.|4|4|4|4|4|4|4|4|5|5|4|4|2019-10-03|Met|2019 01612590130732|Aspire Triumph Technology Academy|3|Our school implements our SSC and ELAC with fidelity. A next step is engaging more families to provide input on policies. We will hold monthly principal chats as an opportunity for all families to engage and interact.|We hold family-teacher-student conferences twice a year that are well attended and help families learn about student progress. A next step is more regular parent engagement outside of the scheduled parent conferences. We will do this by holding regular family engagement events.|Our school staff is committed to engaging families and affirming student and family strengths. One area of focus is creating more opportunities for families to become involved and engaged- we will plan more events with more lead time and clear communication with families.|3|3|2|3|3|3|3|2|4|4|2|3|2019-10-03|Met|2019 50711670137265|Aspire University Charter|3|ELAC meets monthly, SSC four times per year, family surveys are distributed, we also collect feedback via equity family engagement meetings|Our school has a lot of strengths in all of these areas, but we need to work on effective two way communication in a new community with multiple ways to communicate. We want to empower our families to ask questions and speak up to advocate for their children.|Variety of opportunities for families to be involved at school, provide translators at any time needed, our focus is on multiple pathways for communication|4|3|3|3|3|3|4|3|4|4|4|4|2019-10-03|Met|2019 50711750120212|Aspire Vanguard College Preparatory Academy|3|Seeking input and decision making support from families is an area of improvement at our school. We maintain an open door policy and welcome parent input whenever it is offered, however we need to build more systems and structures to solicit robust, ongoing input on major school priorities as they are articulated in our WASC accreditation, LCAP document, and annual site action plans. We have key infrastructure in place (e.g. our ELAC and bi-monthly "Vanguard Family Coffee" events), but we can do more to proactively inform parents of long-range planning efforts and solicit their feedback on those efforts.|Once each semester, we dedicate a significant amount of time to hosting Student Led Conferences, which enable parents to interact with staff members and learn about the academic progress of their children. We have also begun to explore how we can use our ParentSquare platform to post guidance and tips regarding student attendance, student health, and student academic achievement. Although this practice is in it's initial stages at our school, we have received positive input from families. Although our Student Led Conference program is designed to accommodate the scheduling needs of all families, only about 35% of families participate; participation among key student demographic groups is even lower. Increasing participation in SLCs is a critical area of improvement for our school.|In order to prioritize family engagement and the building of relationships with families, our school has invested in a full-time Community Outreach Manger role. We have an active and well-attended ELAC, we have begun convening "Vanguard Family Coffee" to facilitate family access to administrators. We prioritize customer service and hospitality when families visit campus with questions or concerns. We utilize ParentSquare and Remind software to communicate with families about important events or developments. We ensure that one or more administrators are in the parking lot every morning to greet students and families and to make themselves available for impromptu conversations. An area for improvement in the domain of "building relationships" is connecting with families who have not opted in to ParentSquare or Remind platforms for two-way communications. This likely means developing a more robust social media presence, especially on platforms like Facebook and Instagram. Additionally, we have a need to revitalize our parent volunteer group so that it can host community events that bring families and school staff members together.|3|3|3|4|3|3|3|4|2|2|2|2|2019-10-03|Met|2019 39685856116594|Aspire Vincent Shalvey Academy|3|We have VSACC meetings every month, ELAC in progess, we will explore how to evalutate family engagement other than surveys.|Parent/Student led Conferences twice a year with report cards, parents engaged in community activities, Parents informed of parent rights during IEP meetings, teachers training (4 times a year), MTSS process, RTI team.|Parent Square used regularly, 2 languages, parent letters home, creating ELAC committee, Community Council meetings monthly, parent coffee 2nd Monday of each month, parent classroom visitations.|5|5|4|5|4|4|5|4|3|3|3|2|2019-10-03|Met|2019 19753090127100|Assurance Learning Academy|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 93% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that they’ve received invitation to these activities; some said that they were never asked at all. Some parents expressed more engagement and some said what the school has is already adequate for them. Some parents were not aware of opportunities to give their input to the school; some were just uninterested. We can improve the engagement of underrepresented families by increasing communication and raising awareness of how parental engagement can improve their children’s education and then provide parents the tools and skills to do so.|The school have parent-teacher-student conferences as well as a system that tracks students’ progress. Students are aware of their progress at all times and can be shared to the parents if they ask for an academic update. Some of the parents reported satisfaction in the school’s encouragement of their participation; some expressed dissatisfaction. One focus area for improvement could be to provide families with information and resources to support their student’s learning, and completing credits towards graduation. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|One key strength was the results from our parent survey showed that 93% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. 106 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were 2263 parents attending conferences and open house last year. Parents reported that the school is doing a good job in building trusting and respectful relationships with our stakeholders. Parents also reported that they feel welcomed by the school. Most showed appreciation for the Hope program. Moreover, constant communication is done through staff calling families weekly and also leveraging technology such as the student portal and one-call for calls and messages. One focus area was to improve access to interpreters to support outreach and community events. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and work around them to ensure that these families receive the same information as the rest.|2|2|1|1|2|1|2|1|2|1|2|2|2019-10-14|Met|2019 40687000000000|Atascadero Unified|3|According to AUSD’s annual survey, results showed a positive increase of 4.2% in the areas related to seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups have been created to engage our underrepresented families. These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC). In addition to these committees targeting our underrepresented groups, we have multiple other groups to engage stakeholders and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group. As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input.|Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home. We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights. Events have been supported for families speaking both English and Spanish, the two primary languages in our community. Similar to our efforts to build relationships with families, our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers. AUSD is exploring effective resources and programs to support administrators and staff in this area.|Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families. AUSD annually administers a local survey to parents, teachers and students in grades 4-12. Results showed an increase in the positive perception of all areas surveyed. In areas pertaining to behavior, safety, and school connectedness an average increase of almost 4.5% was seen across the sections. AUSD chose to give a local survey that aligned with the California Healthy Kids Survey in order to provide annual information across all students, staff, and parents in grades 4-12 to gather more information on a more regular basis than the semi-annual survey that only surveys 4 grades of students within the district. The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan. Supporting staff in learning about family’s culture, languages, and goals for their children is a focus area. This is information we have not gathered and professional development we have not provided. AUSD is exploring effective resources to support administrators and staff in this area.|1|4|1|4|1|2|5|4|3|4|4|3|2019-10-15|Met|2019 34674470133975|Atkinson Academy Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 24656310000000|Atwater Elementary|3|Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regards to parent outreach, advisory role training, and meeting requirements. This year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process. These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance. All materials for advisory groups are provided in English and Spanish. These site level advisory groups are supported by our district level advisory groups, who collaborate about district-wide decisions in regards to the Local Control Accountability Plan and programs for English Learners. Community Outreach Coordinators as well as site administration work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care. Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners, so that input and decisions reflect this underrepresented population. All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels. This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date. In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the district sends out a yearly electronic survey that solicits parent input on district policies and programs, as well as LCAP goals. Every other year, the California Healthy Kids Survey also serves to inform the district on our parents' outlook and feelings about the overall school program, and components within that program. Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by our substantial increase in parent engagement as measured through the LCAP. However, an area of focus as measured by the California Healthy Kids Survey continues to be helping parents feel like key decision makers and active partners in their child's education. In order to accomplish this, Atwater Elementary and its schools will strive to provide more parent events that solicit parent input and include more parents in the currently offered events.|Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to successfully partner with families. These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.). Through the district's bi-yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home. These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure attainment of goals. Special populations are monitored through both parent conference and their Individualized Education Plans, which help to craft goals for students in specific areas of need. In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting. Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinators to monitor student progress in all aspects of school life. The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals also hold periodic parent information meetings on topics of interest to parents that help them to understand their child's school expectations. Teachers provide parents with digital resources as well that allow students to access and continue their learning at home if parents are unable to assist them in their school work. The focus of the district this year is our English Learner population and all levels of supports for this population. Teachers have received and will continue to receive comprehensive professional development to serve students under this designation. The district also partners with our local high school district to provide parent English as a second language (ESL) classes for parents wishing to attain more proficiency in the English language, and thus better understand their child's academic work. A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning an development at home. This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.|Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships. These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers. These conferences also help teachers better understand their students and their family's strengths and culture, and their parent's goals for their children. The district sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement. These parental engagement strategies are carried out during parent conference and through the Individualized Education Process. For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training on ways to welcome all parents, but in particular parents of unduplicated pupils, into the school environment. The Community Outreach Coordinators are there for help in navigating the school environment and work to provide parents and families with school and community resources. They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth. The district measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method. The district's Parent Square platform is a method of communication that allows the district and sites to communicate through phone message, text message, and email. The sites also support that communication with flyers and mailings. All communications are in English and Spanish, which are the two languages of majority in the district. For parents with unique language needs, the district has a partnership with a county organization who offers translation and interpretation services in our more uncommon languages. Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office. Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community. Some work has been done in this area with schools who experience more families challenged by these factors, but more extensive training is needed for all school sites.|4|4|4|5|4|3|5|4|5|5|5|3|2019-10-08|Met|2019 31667870000000|Auburn Union Elementary|3|Auburn Union Elementary School District recognizes the importance of community input and the role of advisory groups when making decisions. AUSD holds Local Control Accountability Plan meetings, English Learner Advisory Committees, Site Council meetings in a collaborative setting to gain input from families on site-specific needs. AUSD recognizes the need to continue building partnerships with the community, parents, families, students, and staff to ensure we reach and seek input from all stakeholders. AUSD also realizes the need to systematize these opportunities to ensure equity.|Auburn Union Elementary School District annually issues a parent survey designed to engage and acquire feedback that is directly connected to the four district goals established in the LCAP. The findings from the survey are shared with all stakeholders and used to refine, create and/or eliminate programs set in the LCAP. The key findings from the survey are 56% of families reported they feel classwork is challenging and rigorous,67% also report schools to maintain high academic expectations for all students, 73% report schools provide curriculum and instruction that is relevant to real-world application. 88% of families feel encouraged to attend family events. AUSD recognizes the need to support families with information and resources to support student learning, implement policies or programs to families and teachers to work together to support improved student outcomes. We also recognize the need to provide policies or programs to support families to understand and exercise their legal rights and advocate for their own students and all students.|Auburn Union Elementary School District annually issues a parent survey designed to engage and acquire feedback that is directly connected to the four district goals established in the LCAP. The findings from the survey are shared with all stakeholders and used to refine, create and/or eliminate programs set in the LCAP. The key findings from the survey are 88% of families feel welcomed at school, 77% feel their students are treated with care and respect, 88% feel they are encouraged to attend parent and family events at school, 89% feel welcomed on campus, 44% feel their school provides support for English Learners and their individual needs. Based on these results, we recognize a clear need to focus on engaging in 2-way communication between families and educators using language that is understandable and accessible to families and to support staff to learn about each family’s strengths, cultures, languages, and goals for their children.|4|4|2|1|3|3|3|1|3|2|2|1|2019-10-09|Met|2019 37683383731395|Audeo Charter|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop, refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds over 20 Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 150 stakeholders and used the results in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 20 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 94% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 99% of parents and 98% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 99% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 99% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-31|Met|2019 37770320134577|Audeo Charter II|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds over 6 Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 150 stakeholders and used the results in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 5 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 88% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 94% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 95% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 37681060137034|Audeo Charter School III|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop, refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds several Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 100 stakeholders and used the results in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 5 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 90% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 98% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 01100170137448|Aurum Preparatory Academy|3|Our Family Advisory Council (FAC) which meets once a month at a minimum, solicits input from parents on matters of school policies, programs, events and ideas on how to galvanize community support. Additionally, we intentionally seek the contributions from underrepresented families through surveys we administer at the end of every trimester. The feedback from these surveys influences the trajectory of our programming in future trimesters.|The implementation of home visits has been an excellent tool in teacher/family collaboration to discuss student progress, understand the family's vision for their child's education and set synergistic goals for student outcomes. Aurum also provides full-time counseling services to support student development. Counselors meet with both students and families and provide information and resources for student learning and development. Staff have weekly professional development sessions that incorporate learning about and implementing strategies to better engage families. In order to further develop family partnerships, Aurum is working on ways to provide better information about community resources such as free tutoring, child care and legal advocacy to further support families.|Aurum Preparatory Academy hosts a Family Advisory Council (FAC) which meets with our families once per month at a minimum. At these meetings, parents and administrators collaborate around various aspects of student and family engagement, school culture and academics. Additionally, teachers and administrators conduct home visits with families to connect with and support families on a more personal level by understanding their strengths, culture, and goals for their children. Lastly, parent surveys are administered at regular intervals to assess parent satisfaction and areas of concern. We are currently finding success with our structure for the families that are active participants in school events and our FAC, but are looking for ways to engage those families that have not been as involved, including hosting smaller events that are compatible with their schedule. Engagement from all families will give us more robust and diverse feedback about areas where we can continue to grow and improve.|4|4|4|4|4|4|4|3|3|3|3|4|2019-10-23|Met|2019 19648810113464|Aveson Global Leadership Academy|3|Families at Aveson provide feedback to the school through surveys, community forums, activities, volunteering opportunities, action team meetings, parent liaison meetings, student led conferences, celebrations of learning and individual meetings with school leader team members. In order to improve family participation in decision making, the Aveson Community Organization (ACO) has been formed. The ACO will represent all families at Aveson and the leadership of the ACO will work closely with school leadership to increase the educational partnership between families and school.|Through online reporting tools, Aveson builds partnerships with families to ensure student outcomes by providing families with real time data on student learning outcomes. During face-to-face activities like Triads, Student-Led Conferences and Celebrations of Learning, students present their learning strengths and challenges to their families. One focus area for improvement is the increase of families who utilize the online student outcome progress tools. Workshops and family education nights will be provided to build the capacity of all families to navigate the online tools.|Parents participate in their students’ learning process in a manner consistent with Personalized Mastery Learning which will result in a culture that supports student learning, encourages parent feedback, and maintains organizational stability to ensure a safe and positive school community. A focus area for improvement is to engage underrepresented families in the Local Control Accountability Plan (LCAP) process. Creative and comprehensive communication strategies will be used for all families to provide feedback and suggestions on LCAP priorities, goals, actions plans and budget allocations.|4|4|4|5|4|4|4|3|3|3|3|5|2019-10-24|Met|2019 19648810113472|Aveson School of Leaders|3|Families at Aveson provide feedback to the school through surveys, community forums, activities, volunteering opportunities, action team meetings, parent liaison meetings, student led conferences, celebrations of learning and individual meetings with school leader team members. In order to improve family participation in decision making, the Aveson Community Organization (ACO) has been formed. The ACO will represent all families at Aveson and the leadership of the ACO will work closely with school leadership to increase the educational partnership between families and school.|Through online reporting tools, Aveson builds partnerships with families to ensure student outcomes by providing families with real time data on student learning outcomes. During face-to-face activities like Triads, Student-Led Conferences and Celebrations of Learning, students present their learning strengths and challenges to their families. One focus area for improvement is the increase of families who utilize the online student outcome progress tools. Workshops and family education nights will be provided to build the capacity of all families to navigate the online tools.|Parents participate in their students’ learning process in a manner consistent with Personalized Mastery Learning which will result in a culture that supports student learning, encourages parent feedback, and maintains organizational stability to ensure a safe and positive school community. A focus area for improvement is to engage underrepresented families in the Local Control Accountability Plan (LCAP) process. Creative and comprehensive communication strategies will be used for all families to provide feedback and suggestions on LCAP priorities, goals, actions plans and budget allocations.|4|4|4|5|4|4|4|3|3|3|3|4|2019-10-24|Met|2019 19642790000000|Azusa Unified|3|AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>85%) of satisfaction with engagement opportunities and experiences at district schools. Because of the successes, AUSD was selected as one of six districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network will allow AUSD to share promising practices with other districts and schools. AUSD infuses community engagement into all areas of the district. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support school and district decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the district in developing and recommending improvements. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee (PAC+), District English Learner Advisory Council, and the Superintendent’s Roundtable all provide formal avenues for families to partner in decision making and the continuous cycle of improvement in AUSD. These committees and meetings take place on an ongoing basis and intentionally seek diversity and the voices of all students, staff, families, and the community. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from district departments to each school. Future growth will be focused on continued diversity of representation through tracking of the student populations that make up the district and ensuring there is equitable representation. Additionally, through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas such as adding additional measures of district family engagement.|Azusa Unified School District strongly supports parents in learning about district adopted curriculum, standards, and teaching strategies. As the district implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites provide families with workshops that outline family connections to curricula. Principals and district instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. Academic content events, such as Math Game Day, allow parents to partner with teachers to support students’ learning and create opportunities for everyone to engage in learning together. At events such as Math Game Day, parents not only learn about math games and participate during the school day, but they can replicate the games at home to enhance student achievement. Math Game Day is one example of how AUSD schools partner with parents to increase outcomes for students. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. All AUSD schools offer two Families in Schools Modules each year. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. During these modules, parents serve as the leaders and facilitators with support from community liaisons and administrators. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules provide resources and strategies that parents can use to support student transitions to middle school, high school, and college. AUSD seeks to find ways to broaden engagement by encouraging and welcoming larger groups of parents in all forums. As more parents become engaged through the various committees, meetings, and workshops, AUSD hopes to also increase understanding of how families can effectively advocate for students.|Azusa Unified School District takes great pride in the family partnerships that have been a core foundation of the district and schools. The positive relationships between staff and families have served to support student outcomes and improve schools and the district as a whole. Through both formal and informal opportunities, parents and families can engage in the education of students. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the district and school level. Some of the strengths of AUSD include the opportunity for Spanish speaking parents to participate in meetings and committees as well as engage individually with school and district staff. All meetings offer translation. A large number of AUSD teachers speak both English and Spanish and every school site has a bilingual community liaison to support translation in family engagement forums. Formal meetings and committees are often facilitated discussions rather than simple presentations so that two-way communication can be maximized. Schools and teachers welcome parents/families to consult on student progress formally at district-calendared conferences or informally anytime through email, phone calls, or appointments. The district also uses Blackboard, an online portal, which allows two-way communication between parents and teachers. The district has recently trained all school office employees through Families in Schools’ “Welcoming Environment” training module. To better serve all populations in the AUSD community, the district will explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD.|4|4|3|5|4|4|4|4|4|5|5|2|2019-10-15|Met|2019 43694270131995|B. Roberto Cruz Leadership Academy|3|TFHE has put effort into building the capacity of RCLA administrators to effectively engage parents in both advisory groups and decision making. Beginning this past year, principals attend a monthly meeting, for the majority of the day, that focuses on building their professional skills. One major area of professional development is how to drive better engagement with families and the community that we serve. Principals receive support in the purposes and how to best conduct regular meetings with families, be they SSC, LCAP meetings, ELAC meetings, and parent workshops. This year, participation in the stakeholder survey has increased from 1% to 18%. While it is good to see an increase in participation, RCLA wants to see the number of parents responding to the survey increase during the 19-20 academic year. Another area of growth is to engage more parents in participating in decision-making meetings. It has been challenging to keep parents involved because parents have expressed a concern in taking a leadership role or not having enough time to volunteer. Increasing overall participation is a major focus of the Parent Coordinator for this year. Despite low participation rates, parents that do attend are engaged in financial decisions and outreach activities through the Parent Coordinator (Cafecito, Poder de los Padres, Parent University) and community meetings (SSC, LCAP, ELAC, etc.). During these varied points of engagement, families regularly express opinions on how the school can improve in their eyes. Families have requested additional academic support for their children beyond classroom instruction. As a result, RCLA has put a good deal of focus into establishing regular tutoring support for the upcoming academic year for foundational math concepts, writing, and SAT preparation. Families have also requested additional security for the campus in the form of supervision and cameras. For the upcoming year, we plan to supplement efforts in these areas. These are but a few examples of how RCLA listens to community feedback, and do its best to implement their suggestions in partnership with other community resources.|Teachers, parents, and principals attend meetings to form meaningful partnerships and interventions to support student success. Planning for these often takes place during weekly staff collaboration time. The parent coordinator works directly with teachers and administrators to provide relevant and timely information to parents In order to support their children’s progress. RCLA has recognized the need to ensure that families understood how to better exercise their legal rights and ability to advocate for their community through parent workshops. The Special Education department regularly meets with all IEP and identified students, alongside their families and teachers, to ensure that families understand how to advocate for their children and how to best support their growth and academic development in the classroom. One area of growth would be in implementing policies for teachers to meet with families on a regular basis to inform them of their child’s progress. RCLA is planning to use a new office hours policy so that time to meet with both students and families is embedded into every week.|RCLA is on its 5th year of operation. Parents are becoming more engaged and comfortable with the school climate, staff, and administration. RCLA maintains a welcoming atmosphere as evidenced by Stakeholder surveys, whereby 100% of all participants felt included in all of the schools’ activities, programs, and services. All visitors are welcomed and parents’ needs are addressed by the staff in the main office. PowerSchool is the student information system that is currently being used by all teachers to inform parents of student progress. PowerSchool allows students and families review their child’s historical record, current grades, and previous scores on state assessments. Parents have been introduced how to access PowerSchool, and for the most part, many parents have learned how to use email regardless of their home language. For any questions that might arise, RCLA’s parent coordinator works directly with both teachers/parents in order to address the needs of families. RCLA also hosts regular meetings with parents and families such as monthly Cafecitos, parent workshops, and is in constant communication with parents on social media and the one-call system. One area of growth is improving teacher communication with families. RCLA is seeking to implement a new policy that mandates that teachers have multiple points of contact/outreach directly with families for students that are receiving a D and F in a class. In implementing new policies such as this one, RCLA seeks to grow its capacity to establish 2 way contact with families and keep them better informed. Most importantly, we hope that the adoption of such policies will not only keep families informed, but also provide a better way to intervene early when a student is falling behind. This communication also facilitates parent understanding of how they can best support their child’s learning at home, and what opportunities for additional support exist at the school site (office hours, tutoring) that they can already take advantage of.|3|4|3|4|2|4|3|4|4|4|4|3|2019-10-30|Met|2019 36738580000000|Baker Valley Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 15633210000000|Bakersfield City|3|Staff effectively engage family members in advisory groups and decision-making on a continual basis. Advisory committees exist for groups such as English learners, Migrant, African American Parents, Special Education, Preschool, and GATE. Families are provided with opportunities to provide input on policies and programs. Some of the Parents As Leaders (PALs) program participants and parents serving on school site councils participated in “school walks” to evaluate their schools using a culture and climate rubric that was developed with parent input. Many parents participate in the District’s LCAP Community Forum. Participation has increased from 395 parents in 2016-17 to 1,286 parents in 2018-19. Parent Advisory Committee participation has increased from 344 parents in 2016-17 to 451 parents in 2018-19. According to the Spring 2019 parent survey, 89.7% of parents strongly agreed or agreed that their school provides regular opportunities for parents to participate. Strategies to reach and seek input from underrepresented groups include efforts to provide events during daytime hours as well as evenings and Saturday hours; utilizing PALs as ambassadors to reach more underrepresented parents; and providing transportation and child care for a variety of meetings. Parent University sessions include special education staff, translators, and ASL interpreters as needed. In 2018-19, a Districtwide Father Engagement Expo was held and an All Pro Dads program was piloted at four schools, reaching 1,515 participants and highlighting the valuable role that fathers and father figures play in their student’s academic success. Staff and families work together on family engagement activities, including parent cafes, family meal classes (Now We’re Cooking), resource fairs and many other events. The District will continue to build its capacity to effectively engage families in decision-making and implementing of family events, including further engagement of underrepresented families.|The District provides support to improve the capacity of schools to partner with families by providing an Office Assistant and a Family Liaison at each school site to help coordinate home visits, welcome new families and link them to basic resources if needed. Families are provided with information and resources to support student learning in the home through the District’s 34 regional parent resource centers that operate throughout the District and through monthly school newsletters. Training is provided on how to develop skills to support student learning at home, promote positive student behavior and how to use technology. A Community Based English Tutoring (CBET) program is also provided to parents. Parent Resource Center visits have increased dramatically, from 15,240 in 2016-17 to 190,656 in 2018-19. The District provides classes for parents designed to support improved student outcomes through trainings on how to support and monitor student academic success. Parent education curriculum is developed and supported by a full-time, credentialed District Instructional Specialist. According to the Spring 2019 parent survey, 90.1% of parents strongly agreed or agreed that they are kept informed about the progress of their child/children. Parent University classes were held on Saturdays with a keynote speaker and breakout sessions to provide parents and families with additional learning and collaboration with their schools, district, and community. The number of Parent University Graduates increased from 281 in 2016-17 to 410 in 2018-19 with 918 participants overall. The Parents as Leaders (PALs) program has also increased significantly, from 282 participants in 2016-17 to 1,393 in 2018-19. Support is given to families to advocate for their students through community agency presentations and trainings that develop skills to navigate school, district and community resources. The District will strive to sustain, strengthen and improve its current practices to support improved student outcomes.|The District’s Family and Community Engagement (FACE) Department has been recognized statewide and nationally for its strong parent engagement programs. The District works to develop the capacity of staff to build trusting and respectful relationships and cultural responsiveness through ongoing professional learning and support. A welcoming environment for all families has been created in the Bakersfield City School District, as evidenced by a Spring 2019 parent survey completed by 15,683 parents. The survey indicated 90.7% of parents strongly agreed or agreed that they feel welcome at their student’s school. Two-way communication between families and educators occurs through parent events at all schools, including monthly engagement meetings for families to ask questions and receive information from site staff and principals at each school site. Social media platforms are used to further enhance connections between families and schools. According to the Spring 2019 parent survey, 85.9% of parents strongly agreed or agreed that they are satisfied with the response they get when contacting their school with questions or concerns. In 2018-19, the District’s website was upgraded to provide increased content for parents. The District also migrated to a new student information system and will be rolling out a new parent portal during 2019-20, which will provide parents increased access to grades, attendance, schedules, assignments, teacher information and more. FACE staff will provide help sessions for parents to use the parent portal.|3|5|3|4|3|4|4|4|4|4|5|4|2019-10-22|Met|2019 19642870000000|Baldwin Park Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 42691040000000|Ballard Elementary|3|The superintendent/principal sends a weekly newsletter/update to all members of the school community, informing them of upcoming events, progress on LCAP goals, and requesting input and feedback. Ballard's PTA is the most active advisory group on campus. The district has few English Learners so there is no ELAC or DLAC.|Again, our small size allows us to address the individual needs of students and their families. All teachers and the superintendent/principal recently completed Youth Mental Health First Aid training. Classified staff members are also very involved with students and their families. The administrative assistant recently represented Ballard at a student wellness conference.|Ballard is a small, one school district. We have one teacher assigned to each grade level, K - 6th. Because we are such a small school, all staff members know every student by name. Parents are frequent and regular visitors to the school. It is safe to say that teachers speak with the parents of every student on a weekly basis.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 24656496025381|Ballico-Cressey Community Charter|3|We have an established district-wide (Charter) parent advisory council that meets in conjunction with the school site council monthly to provide advice on all matters related to parental involvement; with daycare & translation services provided as needed. The LCAP & Schoolwide Plan is shared with this group, as well as school staff, to acquire input and feedback via LCAP surveys aligned with our LCAP stakeholder engagement process ensuring all stakeholders have a voice, meetings, & district dialog. We also work closely with our Parent-Teacher Club to seek input at their monthly meetings. The District (Charter) would like to increase participation at these meetings. We are working on combing meetings along with activities so parents can be involved in more things without having to come back to a school location on multiple nights.|The District (Charter) believes that partnerships between parents, community, and the school is important. We start this partnership by working closely with parents to make sure they have a good understanding of what academic goals students have, how students are working towards those academic goals as well as tracking their progress. We start this process by hosting an open house to meet with teachers & staff prior to the start of the school year. Teachers and parents then meet again in October one-on-one to look at student data for the start of the school year & again in March. The first meeting is used by teachers to support parents & encourage them to be an integral part of their child’s education. Teachers show parents how to track student reports through our digital curriculum & Google Classroom, they share testing data that shows where their students are at academically, academic goals they are setting for their students, as well as provide them the resources to understand curriculum standards & testing. Parents are shown how to login to the school’s AERIES parent portal to gather grade information at any time as well. Parents & Teachers alike also make use of the district's “Parent Square” communication tool to facilitate conversations via text or email & keep parents up to date on all academic requirements, social activities, & informational meetings. We are a “one to one” district that provides devices & internet access to all families, further facilitating access to avenues of communication. We also maintain a website that parents can use to access links to digital resources for further information & help. We routinely invite parents in to assist with working with students and involving them in school activities throughout the year. This working relationship allows parents to feel like part of the school system as well as an opportunity to create relationships and partnerships with other parents within the District (Charter). While we do have community support when it comes to donations for our school and some school events, the District (Charter) has decided to focus on increasing community involvement. The school recognizes that our community members are experts in their fields and they have a lot to offer our students in learning about real-world situations and learning that is connected to content standards. The District (Charter) has created a goal to implement PBL projects across all grade levels and for ALL students across the different content standards. We are currently working on structuring lessons that would include inviting both parents and community members to assist and be expert speakers throughout the school year. We will encourage all families to participate and get involved by making sure language barriers, time, or younger family members are not a barrier for them to be involved with our school.|We value the relationships that have been built with our school families & work hard to maintain them. We do this with consistent communication using ParentSquare, Aeries, district & teacher websites, & Google Classroom. This is all possible with the help of technology. All students have access to digital devices as well as the internet anytime, anywhere through a MiFi program that allows families the use of an internet hotspot for the entire school year. Through the use of technology & these digital programs, translation into other languages is part of the services. Parents & teachers can communicate two-way using the language that suits their needs. We also offer a variety of meeting times, both morning and evening, to help make sure all parents who want to participate in activities can join their students. We even offer in-home & telephone conferences when parents are not able to get to the school site. This flexibility allows the district to maximize parent involvement. A focus for our district (charter) is to offer the addition of educational programs and information resources to help our families better help their students academically but in regards to the social-emotional well being of their students and navigating the digital landscape. To encourage participation we will offer translation services, babysitting for young children, and food. We will also try to rotate times and locations to make it easier for parents to attend. Another focus for the district (charter) is to engage with our families around their culture and offer opportunities for them to share with their school family. We are currently looking at and scheduling in school and after school activities that showcase the different cultures that are represented within our District (Charter). We continue to use Parent Surveys to help gather information from our parents that would help us understand their needs, concerns, and/or questions that would allow us to continue to build trusting relationships.|4|4|3|4|3|4|4|3|4|3|4|4|2019-10-10|Met|2019 24656490000000|Ballico-Cressey Elementary|3|We have an established district-wide (Charter) parent advisory council that meets in conjunction with the school site council monthly to provide advice on all matters related to parental involvement; with daycare & translation services provided as needed. The LCAP & Schoolwide Plan is shared with this group, as well as school staff, to acquire input and feedback via LCAP surveys aligned with our LCAP stakeholder engagement process ensuring all stakeholders have a voice, meetings, & district dialog. We also work closely with our Parent-Teacher Club to seek input at their monthly meetings. The District (Charter) would like to increase participation at these meetings. We are working on combing meetings along with activities so parents can be involved in more things without having to come back to a school location on multiple nights.|The District (Charter) believes that partnerships between parents, community, and the school is important. We start this partnership by working closely with parents to make sure they have a good understanding of what academic goals students have, how students are working towards those academic goals as well as tracking their progress. We start this process by hosting an open house to meet with teachers & staff prior to the start of the school year. Teachers and parents then meet again in October one-on-one to look at student data for the start of the school year & again in March. The first meeting is used by teachers to support parents & encourage them to be an integral part of their child’s education. Teachers show parents how to track student reports through our digital curriculum & Google Classroom, they share testing data that shows where their students are at academically, academic goals they are setting for their students, as well as provide them the resources to understand curriculum standards & testing. Parents are shown how to login to the school’s AERIES parent portal to gather grade information at any time as well. Parents & Teachers alike also make use of the district's “Parent Square” communication tool to facilitate conversations via text or email & keep parents up to date on all academic requirements, social activities, & informational meetings. We are a “one to one” district that provides devices & internet access to all families, further facilitating access to avenues of communication. We also maintain a website that parents can use to access links to digital resources for further information & help. We routinely invite parents in to assist with working with students and involving them in school activities throughout the year. This working relationship allows parents to feel like part of the school system as well as an opportunity to create relationships and partnerships with other parents within the District (Charter). While we do have community support when it comes to donations for our school and some school events, the District (Charter) has decided to focus on increasing community involvement. The school recognizes that our community members are experts in their fields and they have a lot to offer our students in learning about real-world situations and learning that is connected to content standards. The District (Charter) has created a goal to implement PBL projects across all grade levels and for ALL students across the different content standards. We are currently working on structuring lessons that would include inviting both parents and community members to assist and be expert speakers throughout the school year. We will encourage all families to participate and get involved by making sure language barriers, time, or younger family members are not a barrier for them to be involved with our school.|We value the relationships that have been built with our school families & work hard to maintain them. We do this with consistent communication using ParentSquare, Aeries, district & teacher websites, & Google Classroom. This is all possible with the help of technology. All students have access to digital devices as well as the internet anytime, anywhere through a MiFi program that allows families the use of an internet hotspot for the entire school year. Through the use of technology & these digital programs, translation into other languages is part of the services. Parents & teachers can communicate two-way using the language that suits their needs. We also offer a variety of meeting times, both morning and evening, to help make sure all parents who want to participate in activities can join their students. We even offer in-home & telephone conferences when parents are not able to get to the school site. This flexibility allows the district to maximize parent involvement. A focus for our district (charter) is to offer the addition of educational programs and information resources to help our families better help their students academically but in regards to the social-emotional well being of their students and navigating the digital landscape. To encourage participation we will offer translation services, babysitting for young children, and food. We will also try to rotate times and locations to make it easier for parents to attend. Another focus for the district (charter) is to engage with our families around their culture and offer opportunities for them to share with their school family. We are currently looking at and scheduling in school and after school activities that showcase the different cultures that are represented within our District (Charter). We continue to use Parent Surveys to help gather information from our parents that would help us understand their needs, concerns, and/or questions that would allow us to continue to build trusting relationships.|4|4|3|4|3|4|4|3|4|3|4|4|2019-10-10|Met|2019 13631230118455|Ballington Academy for the Arts and Sciences|3|Ballington Academy for the Arts & Sciences – El Centro provides numerous opportunities for parent to seek and provide input in decision-making at the school including: serving on the School Site Council (SSC); English Language Advisory Committee (ELAC), development and annual update of our school’s LCAP, and serving on the governing board. In addition, our school administers an annual parent survey to gather input and feedback on our school’s program, and seek input on effective methods to communicate with families and engage them at the school. A focus area for improvement is to continue to provide families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups within our school community.|Ballington Academy for the Arts & Sciences – El Centro strives to build strong partnerships with families that impact student outcomes, as outlined in our school’s LCAP Goal #3. Our school hosts Parent Academy (parent education workshops) during the academic year based on parent requests and feedback that support their child(ren) academically at home. In addition, teachers provide parents with information and access to web-based programs students/parents can access to support their child with homework. Our teachers are able to communicate with parents daily via remind and respond to parent questions. The Principal has an “open-door policy” to meet with families. Our school hosts a multitude of schoolwide events to welcome and build partnerships with families including but not limited to Fall Festival, 5K Fun Run, Gam Night, Monthly Attendance Award Assembly, College & Career Week, Read Across America/Book Fair, Family Picnic, and Reading Lunch with your child events. A focus area for improvement is to support families to understand and exercise their legal rights and advocate for their children. This will continue during Parent Academy (parent education workshops).|Ballington Academy for the Arts & Sciences – El Centro teachers and staff demonstrate strength in fostering caring relationships with families. Anchor family events begin in TK-K, and continue through sixth grade. Our school provides a welcoming environment for families and encourages them to volunteer to read and eat with their children in the early grades. Our staff has developed and implemented multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families, and provide interpreter services at all schoolwide events and upon request. Teachers communicate with families using the REMIND App, newsletters and one-on-one conferences. 98% of parents surveyed in the California Healthy Kids Parent Survey strongly agree or agree they feel welcome to participate at the school; while 96% surveyed strongly agree or agree parents are both treated with respect and their concerns are taken seriously, and 98% strongly agree or agree school staff is helpful to parents. A focus area of improvement is to continue to build relationships with all families and provide a welcoming environment that is engaging.|5|5|5|5|4|4|5|4|3|3|3|3|2019-10-18|Met|2019 36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|3|Ballington Academy for the Arts & Sciences – San Bernardino provides numerous opportunities for parent to seek and provide input in decision-making at the school including: serving on the School Site Council (SSC); English Language Advisory Committee (ELAC), Parent Advisory Council, development and annual update of our school’s LCAP. In addition, our school administers an annual parent survey to gather input and feedback on our school’s program, and seek input on effective methods to communicate with families and engage them at the school. A focus area for improvement is to continue to provide families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups within our school community.|Ballington Academy for the Arts & Sciences – San Bernardino staff are highly dedicated to building partnerships with families that support student academic outcomes, as outlined in our school’s LCAP Goal #3. Our school’s Family Community Outreach Coordinator communicates with families, facilitates parent workshops and outreach to families of unduplicated and Students with Disabilities in order to increase parent engagement. The Family Community Outreach Coordinator works closely with the school principal to address student chronic absenteeism rates, and inform families of the impact on student outcomes. A focus area for improvement is to continue to provide parent education workshops on information and resources to support student learning and development at home; in addition to supporting families to understand and exercise their legal rights and advocate for their child(ren).|Ballington Academy for the Arts & Sciences- San Bernardino prides itself on the warm, welcoming environment that exists at the school for families, students, and staff. Our school has implemented multiple opportunities to engage in 2-way communication between families and our educators using language that is understandable and accessible to families. In addition, interpreter services are provided for all schoolwide events and upon request. Our staff is knowledgeable about unique family and child situations, and instructors are quick to incorporate that knowledge into interactions with students. A focus area for improvement is to continue to provide opportunities for families to engage at the school through parent education workshops on topics requested by parents, and identified by school staff.|5|5|5|4|4|3|4|4|3|3|5|5|2019-10-18|Met|2019 04613820000000|Bangor Union Elementary|3|Bangor School has new administration that is committed to meeting with families and training staff to communicate with all families.|Bangor School holds annual parent conferences. Staff needs additional training to be able to communicate with all families.|Bangor School received a significant increase in parent survey responses. Bangor School will hold parent nights for information and input for all families.|2|3|2|2|2|1|3|1|2|2|1|2|2019-10-28|Met|2019 33669850000000|Banning Unified|3|Banning Unified provides opportunities for parents to be involved in decision-making at the site and district level. Opportunities for involvement are available at the school sites which include School SIte Council, English Language Advisory Council, and interactions with the principal in coffee sessions. These events allow the parents to give their input on what is happening at the sites. At the district level, parents can be involved in District Parent Advisory Committee(DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a Parent Square message to all parents with the attached policy. The district also holds annual meetings where the stakeholders can give their input on the LCAP expenditures. An area of improvement would be building the capacity of the families in the processes of these meetings so that they can have more effective input.|One strength of Banning Unified is it makes an effort to reach out to parents/guardians if their child is struggling. Student Study Team meetings are held regularly at all schools. The district has also created a Differentiated Assistance Team, which includes all stakeholder groups. The responsibility of this team is to collect and analyze data with regard to student achievement. The goal being to define root causes of academic achievement issues. The group then develops actions to increase student achievement. The group will continue to analyze these actions and their effectiveness, making changes when necessary. Many of the schools also host curriculum-based family nights where they showcase the material that students are working on in class. Exposure to the curriculum helps parents understand the changes in the standards and teaching methods. Math, ELA, and AVID nights are examples of these types of events. An improvement that can be made is to provide staff with more training on how to hold successful meetings with parents. The meetings need to focus on the students’ needs and creating partnerships between the school and home. This will help students reach academic and social success.|Banning Unified has strengthened relationships with the families of our students. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education(RCOE) Family Engagement Network(FEN). FEN has provided strategies that have helped increase family engagement within our school district. Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families.Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food. Each school site also has a parent liaison to assist with disseminating information to all parents via social media, letter, and/or communication via Parent Square. Parents of English Learners are supported at District and all school sites in that all communications with parents is in English and Spanish, including Parent Square messages.|3|3|3|3|3|3|3|3|3|2|4|2|2019-11-13|Met|2019 39684860000000|Banta Elementary|3|With a new administration, more and more opportunities have been provided to have staff input on decision making. Surveys to staff, staff meetings, small group meetings, and one-on- one conversations have been established to meet the needs and address the concerns of every staff member. Through out the year the district and school annually consulted with parents and families at Site Council/LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent and student surveys, and through the LCAP stakeholder engagement process to gather input on policies and programs. The district and school are actively recruiting and seeking parents from all targeted subgroups to be members of committees to improve parent and family participation rates.|Banta Elementary School District has been through changes in leadership over the past year and a half. Through that there has been a continuous flow of caring administration who believe children come first. However, change isn’t for everyone and through those changes we now have new leadership. We are working as a staff, and office, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook. Monthly newsletters go home to parents in English and Spanish, and the district and school website are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being. The Parent Faculty Association is seeing an increase in participation. New events geared toward community, fun, and volunteering are being created; as well as, honoring our history with dinners for adult and alumni. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|Banta Elementary School District has been through changes in leadership over the past year and a half. Through that there has been a continuous flow of caring administration who believe children come first. However, change isn’t for everyone and through those changes we now have new leadership. We are working as a staff, and office, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook. Monthly newsletters go home to parents in English and Spanish, and the district and school website are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being. The Parent Faculty Association is seeing an increase in participation. New events geared toward community, fun, and volunteering are being created; as well as, honoring our history with dinners for adult and alumni. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.|5|4|4|4|4|4|4|3|4|3|3|3|2019-10-10|Met|2019 19765470118760|Barack Obama Charter|3|Parents and guardians are encouraged and welcomed to become involved in the education of their children. Barack Obama Charter School provides numerous opportunities for families to be involved at school, including serving on the: school site council, English language learner advisory committee, special events, fundraising events, PTA , in classrooms, and by participating in advisory committees, and special events. Families are also encouraged to attend Coffee with the Principal which is held monthly. During this time, families are informed about the school’s instructional program, gain strategies to assist their children, ask questions and/or share concerns that will positively impact student academic achievement and school culture. To help increase involvement from all stake-holders, BOCS’ PTA helped develop a men’s group titled “Men of Obama”. They meet monthly with 20-30 men in attendance. BOCS utilizes the YouthTruth survey to gain feedback from parents about family engagement. Those specific categories include: culture, relationships, engagement, school safety, resources and communication and feedback. The survey was most recently administered to families in March of 2019. 68% of parents either agreed or strongly agreed with the statement, “I feel empowered to play a meaningful role in decision-making at my school”. 70% of parents either agreed or strongly agreed “Parent/family groups (i.e. Parent-Teacher Association) make meaningful contributions to my school.” 74% of parents either agreed or strongly agreed with the statement, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” 70% of parents either agreed or strongly agreed with the statement, “Parent/family members are included in planning school activities.” Looking at this data, there appears to be growing strengths for providing families opportunities to give input on policies and seeking input from under represented groups. According to the YouthTruth Survey, 72% of parents feel engaged in their child’s school, which is higher than YouthTruth’s national average. One focus area for improvement would be to increase opportunities for families to feel empowered to and play a role in decision-making at the school. To help improve this area, BOCS will make sure to clearly communicate and invite families to participate in family advisory groups. Family participation in these groups can be small. When asked, some families are unaware what the advisory groups do and how families can be involved in decision making. BOCS will also provide workshops on each of the advisory groups and their purposes will help to educate and engage families. Additionally, BOCS will focus on improving communication to families about decisions that were made as a result of family input and feedback. This will help families to see the clear impact they can have and empower them to get involved as their voice makes a difference. This standard was met.|The administrator has communicated and implemented clear systems for parents to feel heard during "Coffee with the Principal", a space used for casual conversation and culture building. During this time, parents are encouraged to talk about the positive things that are happening at BOCS and encouraged to participate in school events. In addition, the administrator has also systematized reoccurring meetings for the School Site Council, ELAC/DELAC, and parent meetings. All of these meetings are platforms used to include parents in the decision making of the school goals, especially to gain their insight and feedback for the LCAP. The implementation came from parent feedback from our YouthTruth survey where the majority (84%) of families indicated that they feel engaged with their school. An opportunity for improvement would be to increase opportunities for parents to learn how to advocate for their child(ren).|According to the YouthTruth survey delivered to our parents this year, parents indicated that "Families and teachers care about each other" and "Teachers and Students care about each other" based on 89% and 79% positive responses, respectively. When asked to rate the friendliness of the school environment, 65% responded positively. When asked to what degree the school is respectful of different races, ethnicities, genders, and backgrounds, 90% of parents responded positively. All communications are sent home using families' primary language. Office staff and administration provide language translation for families that require assistance in both decision-making committees as well as for general parent questions and concerns.|4|4|4|4|4|4|4|4|4|3|4|3|2019-10-28|Met|2019 37681896120901|Barona Indian Charter|3|We recognize the need to continue to reach out to families who do not frequently engage with the school. The staff is committed to continue to reach out in multiple new ways including class apps and social media to engage these families and share student progress or concerns.|BICS has historcally provided multiple opportunities for families to understand thier student's progress with multiple measures. Recent research strongly suggests that parent engagement and advocacy in the educational process can have a markedly positive impact on student achievement. We have began a relationship with the University of San Diego Extension that we hope will assist us to both improve our capacity to partner with families and directly assist families to understand their legal rights and better advocate for their students.|BICS prides itself for our strong connection with students and families. Our relatively small population lends us the opportunity to have many more positive interactions than would be possible on a large campus. Teachers and staff go out of their way to communicate with families in multiple ways. Regardless of the staffs efforts, a small percentage of families seem to be unengaged with the school. The staff continues to explore more ways to reach out to these families. More events such as celebrations, performances, and activities that promote volunteerism are being planned.|4|4|4|3|2|3|4|3|4|4|4|4|2019-10-14|Met|2019 36676110000000|Barstow Unified|3|Barstow Unified has experienced a high volume of new administrators to our district. In many cases, these administrators are new to the field of administration itself. In response to this, BUSD has partnered with San Bernardino County Superintendent of Schools to offer the California Credentialing Tier II clear credential program for each of the new administrators. This program will support our site administrators with many aspects of their job including working with school families to develop opportunities for input with decision making. BUSD also requires regularly scheduled school site councils and English learner advisory committees at every school site. This requirement is also monitored via the metrics in the goals of the BUSD LCAP. Each year, BUSD convenes a district level LCAP committee which includes all statute required groups as decision makers. An area of improvement that has been identified for BUSD is the need to formally engage families with a process to elicit input, generate ideas, and respond to needs. The partnership with SBCSS will support this endeavor and also give parents a true voice in decision-making.|Barstow Unified utilizes school site councils, English learner advisory committees, and other parent involvement programs to create an environment that fosters parent participation and connection to the school community. The BUSD LCAP also includes metrics that measure the consistency and frequency of these meetings on a yearly basis. Each site was able to meet the district expectation for this metric during the 18-19 school year. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families.|Barstow Unified School District is launching a Social Emotional Learning initiative in which all staff will be trained with new tools for supporting student emotional growth. As part of this training teachers will also learn new techniques for engaging families with SEL needs for students that can be explored and utilized in the home setting. The program will also incorporate a monitoring system that will allow school personnel to share data and information with families regarding topics of learning and student progress with social emotional learning. Improving the relationships that schools and the district office has with underrepresented families is paramount to student success. BUSD will partner with San Bernardino County Superintendent of Schools to develop and implement a parent program designed to engage parents and foster an environment for parent learning opportunities and access to school personnel and programs. This program will be implemented at various schools with the expectation that parents will take part. It is the district expectation that school leadership will champion this program so as to engage underrepresented families.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-22|Met|2019 20651850000000|Bass Lake Joint Union Elementary|3|School and District leadership continuously seeks input from stakeholders, including families, students, teachers, staff, advisory groups, and community members for decision making. Stakeholders are encouraged to participate in a variety of school and/or District surveys to provide leadership with valuable input on key issues, programs, strategic plans, and activities. District leadership utilizes school site councils, DELAC, PTAs/PTCs, district safety committee, district safety team, and other advisory panels to provide meaningful feedback and input during the LCAP development and update process throughout the school year. Each group is instrumental in that process and is provided the opportunity for review and approval of the LCAP prior to submission for Board review and approval each spring. This is considered a real strength of the District. Another area of strength is the manner in which families, teachers, principals, and district leaders work collaboratively in planning, designing, implementing and evaluating family engagement activities. These activities typically are sponsored by schools, ASB, or PTAs/PTCs. Examples of such activities include: Back to School Nights, family movie nights, family dances, spirit nights, fall festivals, pumpkin patches, Christmas tree lots, color fun runs, parent information nights, curriculum review nights, and more. All such activities are additional opportunities for families and community members to provide input to school and district leaders for decision making. The focus area for improvement in this section is in strategically engaging families of traditionally underrepresented students to actively participate in this process. Such families include those of English learners and students with exceptional needs. School and District leaders, along with leadership of advisory groups, will actively encourage such families to collaboratively engage in the decision making processes. Leaders will also investigate the utilization of new surveys and data collection tools due to declining parent participation over the past three years in the annual LCAP parent stakeholder surveys. The participation of all families is paramount in the decision making process.|District school sites provide opportunities for teachers, principals, and families a multitude of opportunities to meaningfully engage in partnerships to support student learning and development. Formal parent-teacher conferences are held twice per year, once in the fall and again in the spring, to allow parents and teachers the opportunity to discuss the development of students. The usage of Class DOJO has allowed for frequent communication between home and the classroom, too. Principals maintain open-door policies for all families, students, teachers, and staff. Principals provide weekly updates to all families via telephone calls and regularly via newsletters. While the District considers this an area of strength, the District's philosophy is that it is also a focus area for continuous improvement. The District will continually look for communication platforms that will allow for quick communication that leads to stronger partnerships between school personnel and families for improved student outcomes.|An area of emphasis in recent years has been in further developing the capacity of staff, not only with respect to skills and knowledge but also in regards to establishing and maintaining meaningful relationships with families of students. Principals reach out to families weekly at minimum to communicate information pertaining to their respective school site and activities. Teachers communicate regularly via Class DOJO, a communication platform that allows for instant feedback and dialogue pertaining to classroom activities, lessons, updates, and feedback. This is a definite area of strength for the District. Other strengths include maintaining school sites as welcoming environments for all families in the community. School grounds are maintained for safety and aesthetics alike. School offices are also maintained to serve all families who enter. Great emphasis is placed on providing exceptional customer service to all families who come onto school grounds. A focus area for improvement in the District is in effectively engaging a fast-growing student group and their families---English learners. The English learner student group continues to increase in number throughout the District. The District maintains an English learner liaison to assist students and their families. Additional services are provided as necessary. With the English learner population increasing annually, the need to continually engage this stakeholder group for meaningful inclusion is paramount. The same can be said for the families of students with exceptional needs. This, too, is an ever-increasing student group. The engagement of these traditionally underrepresented families is of utmost importance for the District. District personnel will continue to provide opportunities for families to participate in the educational programs provided by the District and will provide a variety of opportunities for engagement, including conferences, activities, events, school committees, PTAs/PTCs, and more. School sites and the District will conduct stakeholder surveys to gain valuable feedback from all families.|5|5|5|5|5|5|5|5|5|5|4|5|2019-10-09|Met|2019 19642950000000|Bassett Unified|3|BUSD conducts an annual training for all site administrators where the focus is to support administrators in effectively engaging families in advisory groups with decision making. Likewise, BUSD conducts an annual training for parent representatives of SSC, ELAC, DELAC, and DAC; although all parents are welcome, the training is specifically for parent representatives of groups listed. The focus of this training is to build capacity and support family members as they effectively engage in advisory groups and decision making. At the District level, parents vote for officers (President, Vice-President, and Secretary); these representatives, along with the support of District staff, lead/facilitate the DELAC and DAC meetings. There are several opportunities for families to provide input on policies and programs as the District and Sites regularly host parent meeting (DAC, DELAC, SSC, Title I, ELAC, Parent Academies, LCAP Parent meetings, and LCAP Roadshow meetings). BUSD parents participate in activities such as: advising the Board, providing input on Parent Involvement policy, parent survey, EL parent survey, LTEL/At-Risk LTEL meeting. Several suggestions have been implemented into practice, such as: LTEL parent meetings where students set goals, monitoring the progress of these meetings, EL parent meeting upon identification, and separating LCAP Stakeholder meetings so parents feel more comfortable expressing their ideas and/or concerns. A focus area for improvement is to increase and sustain the number of parents engaged, which includes families of underrepresented families (BUSD is 90% UPP).|BUSD is one of ten districts selected to participate in LACOE's Community Schools Initiative (CSI) whose purpose is to build equity for students by leveraging community resources to meet identified needs so students are prepared for college, career, and civic responsibilities. Some of the partners include: Dept. of Health Services, Dept. of Mental Health, Dept. of Public Health, and Dept. of Social Services. Also, a partnership with Margaret's Place is in its initial phase to serve students at Bassett High School. Additionally, BUSD has entered a partnership with Kaiser Permanente Hippocrates program to serve middle school students interested in pursuing a career as a medical doctor. BUSD continues to improve upon the following practices: a) Parent Nights - partnered with MFT to provide a series of parent meetings on parenting and family dynamics to support student learning b) Fully-implemented student goal-setting meetings with LTEL & At-Risk LTEL, parent, teacher, and Principal c) Participating in book-share with Site Administrators ("All Learning is Social-Emotional Learning" - Frey, Fisher, Smith) d) Certificated bargaining agreement includes a full day and four minimum days for parent conferences - to be appropriately implemented e) BUSD ensures parent participation in both the annual Parent Involvement Academy and CABE (Southern CA) The focus area for improvement for all families (including underrepresented families) is to increase sustained engagement and improved student outcomes; in particular, establishing structures and more frequent opportunities for student, parent, and teacher to discuss student learning, needs, and progress.|BUSD has made significant developments/progress in this area: a) Hired new Coordinator, Student Services b) Participating in book-share with Site Administrators ("All Learning is Social-Emotional Learning":, Frey, Fisher, Smith) c) Increased number of parents from school sites to attend Parent Involvement Academy d) District Translator - provides translation services at all District parent meetings, Board meetings, and various SPED documents e) Stipends for Bilingual/Biliterate employees to provide translation services at each Site f) Implemented parent suggestion to separate LCAP stakeholder meetings; parents/community member meetings will be held separate from staff meetings. Also, BUSD will continue with LCAP Roadshow - hosting a separate meeting at every site. The focus area of improvement for the District is to increase attendance / engagement of all parents - this includes underrepresented families (BUSD is 90% UPP). DAC, DELAC, Parent Academies, LCAP stakeholder meetings will continue to focus on strategies and methods to increase sustained parent engagement.|3|4|3|4|3|4|4|4|4|4|4|3|2019-10-22|Met|2019 01612590106906|Bay Area Technology|3|Our strength in this area is that all BayTech families have opportunities to provide feedback and input. We have very thorough annual parent surveys and our office is very open and accommodating to family members who come in person to discuss ideas and concerns, even when unannounced. Our small school community environment encourages open dialogue. Our hope for improvement is to increase the number of family members involved. As a community-based school with 90% of our student population within two miles of the school, we believe that we can increase the capacity for community partnerships through parent volunteers and group members. We recently added two BayTech parents to our school board, and they will be leading the charge in growing and developing our School Site Council and Parent Club. The number of parents who have expressed interest in these groups is already greater than normal, so we are confident that they will grow into successful outlets for parent involvement and ways for the staff to work with parents to improve our school.|BayTech has always offered two Parent Teacher Conferences each year, and this program is continuing. We are working to increase family involvement by offering evening time slots and allowing them to sign up for times that work for them. We have also increased communication home and families’ awareness of their students’ progress through the use of several new initiatives. First of all, we have adapted Aeries, which is more user-friendly than CoolSIS, which we used in the past. We plan to continue to work with families on how to use Aeries best. Our IT contract with Charter Tech is helping with this process, as parents can email the Help Desk for technical assistance. We have also created custom BayTech school planners for students to use, and we encourage families to check them regularly. Parents communication and involvement is also improving through our new Student/Parent Handbook, increased information online through Apptegy, teachers’ Google Classrooms, and our schoolwide i-Ready Reading and Math diagnostics. We are focusing on improving our parent involvement by empowering families to exercise their legal rights, take advantage of external social resources, and educate them more on how to support their students. Our Coordinator of Student Services is leading this initiative and is already working with families of students who have IEPs.|BayTech has made several improvements recently to increase the involvement of our families and our communication from school to home and vice versa. We implemented a new, easier to use website through Apptegy. This program makes it easier to have important information online, but it also streamlines the process of sending messages home through email, voice, and text message. Additionally, our new Director of External Relations has increased our social media usage and has found many new and creative ways to connect with families through various online networks both in English and Spanish. The school has also improved in-person connections with families. As always, we connect with parents daily with staff greeting families at drop-off in the morning. We have created new opportunities, too, including a food tasting over the summer to help select our food service company, thorough parent orientations before school started, and an improved Back to School Night event with food and prizes. Teachers are also increasing the number of phone calls home. They are expected to make at least two per week, though many make more. Many parents have expressed interest in joining the School Site Council, Parent Club, and the School Board. As these three groups continue to grow and improve, we expect parent involvement to increase, and we believe that the school will improve with a more direct input from the families.|2|2|2|3|2|2|3|1|2|1|2|1|2019-10-07|Met|2019 27102720124297|Bay View Academy|3|During this year, Bay View Academy has worked closely with both of our parent organizations, the Community Volunteer Organization and our English Language Advisory Committee to streamline communication to our community. We have taken steps such as holding new parent orientations and further implementing our opt-in texting service to clearly communicate with our community. In order to ensure that all stakeholders have been included in communications from the school, we have provided interpretation at parent events and have translated a key policy into Spanish. As identified by our English Language Advisory Committee, Bay View Academy has made strides in improving our communication with our Spanish-speaking families. Weekly classroom newsletters and important emails from Administration have all been translated into Spanish. Another way BVA has successfully hosting parent trainings and a variety of stakeholder feedback sessions throughout the year. We also partnered with community members and our ELAC to bring several cultural events to the school. Annual Measurable Outcomes indicate that while our community volunteer hours are on track to meet or exceed our amounts from last year, by setting our goal at a 10% increase, we were too optimistic in forecasting for this year. In addition, our 2017-18 projection of 8,780 hours was well over the actual number of hours of 7,088. Despite the lack of a significant increase in the number of volunteer hours, the percentage of Bay View Academy families that have completed their 30 hours of volunteer work has increased from last year’s percentage. While our goal of a 10% increase was not met, almost 20 more families have volunteered all 30 hours this year.|After analyzing our stakeholder feedback from parent and staff surveys, as well as from the ELAC and Community Volunteer Organization, we have identified the need for a comprehensive communication plan. Our goal with this plan is to streamline, standardize and improve communication between families and BVA. This plan will include information on academics, social emotional support, school events, and governance. (LCAP Goal 2, Action Step 1) In addition, our efforts this year to translate more communications into Spanish were well received by our English Language Advisory Committee. Due to this feedback, we have committed to taking further action with this service and for next year committed to translating our monthly newsletter, LCAP, and Behavior Support Policy into Spanish. (LCAP Goal 2, Action Step 2)|In order to ensure that all stakeholders have been included in communications from the school, we have provided interpretation at parent events and have translated a key policy into Spanish. As identified by our English Language Advisory Committee, Bay View Academy has made strides in improving our communication with our Spanish-speaking families. Weekly classroom newsletters and important emails from Administration have all been translated into Spanish. In addition, our efforts this year to translate more communications into Spanish were well received by our English Language Advisory Committee. Due to this feedback, we have committed to taking further action with this service and for next year committed to translating our monthly newsletter, LCAP, and Behavior Support Policy into Spanish. (LCAP Goal 2, Action Step 2)|5|5|5|5|4|5|5|5|5|5|5|5|2019-11-12|Met|2019 33769430132522|Baypoint Preparatory Academy|3|Parents and students are given the opportunity to participate in the planning process (ex: LCAP, Parent Engagement Policy) by attending BPA board meetings, PAC, ELAC meetings, and volunteering their time to help the school achieve its goals. In order to implement an effective means of outreach to families, including parents of limited English proficiency, the BPA Leadership sends translated notices of these meetings, provides language translators at parent meetings to the extent practicable, schedules meetings to enable families to share information about culture, background, children's talents and particular needs for the school. Moreover, during these meetings, families, and staff are provided with the most current student assessment, achievement results, and activities that support the school's mission and student learner outcomes. Additionally, each year, the LCAP parent committee unpacks the academic year goals, provides feedback on the overall effectiveness of the goals over the next three-years LCAP cycle. The process for evaluating the goals, assessing the needs, identifying services, and providing feedback, motivates all the parties involved to support the plan's implementation.|BPA Leadership annually educates staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the School. BPA has adopted the Parent and Family Engagement Policy in order to promote learning and provide a more positive learning experience for the students, parents, and staff. In order to ensure effective parental involvement and support, a partnership among the BPA Leadership, families, staff, and the community to improve student academic achievement, the school leadership: - publishes on its website, descriptions, and explanations of CCSS and policies - educates families on how to monitor their child's progress and work with instructional staff to improve the academic achievement of their children - holds monthly meetings to discuss how families can work with instructional staff to improve their child's academic achievement - trains parents how to monitor academic progress and tutor their children at home|The school's purpose is to provide a rigorous college-prep program to underserved student populations. Parent and community engagement is vital to the success of all students. To build stakeholder support, BPA reaches out to all parent and community support systems through established and growing in participation Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), and business community programs. Baypoint Leadership devises a timeline for parental involvement activities throughout the academic year. It provides the necessary technical assistance for planning and implementing effective parent involvement activities to improve student academic achievement and school performance. The instructional staff schedules meetings (in the morning or evenings) to enable families to share information about culture, background, children's talents, and particular needs for the school. The staff provides assistance to parents to the extent feasible and appropriate as parents may request. BPA Leadership seeks distinct input to establish how the school can provide the best possible opportunities for parents to be involved. Moreover, BPA expectation surveys are annually sent out to students, teachers, and parents to ensure that the BPA vision, mission, and schoolwide learner outcomes are representative of the needs of the students, families, community, and to seek information on what types of parental involvement programs in which parents would likely participate.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 37771720138099|Baypoint Preparatory Academy - San Diego|3|The school's purpose is to provide a rigorous, college-prep program to the underserved student populations. Parent and community engagement is vital to the success of all students. To build stakeholder support, BPA-SD reaches out to all parent and community support systems through the Parent Advisory Committee (PAC), and the English Learner Advisory Committee (ELAC) groups. Baypoint Leadership devises a timeline for parental involvement activities throughout the academic year. It provides the necessary technical assistance for planning and implementing effective parent involvement activities to improve student academic achievement and school performance. The instructional staff schedules meetings (in the morning or evenings) to enable families to share information about culture, background, children's talents, and particular needs for the school. The staff provides assistance to parents to the extent feasible and appropriate as parents may request. BPA-SD Leadership seeks input to establish how the school can provide the best possible opportunities for parents to be involved. Moreover, BPA-SD expectations surveys are annually sent out to students, staff, and parents to ensure that the BPA-SD vision, mission, and schoolwide learner outcomes are representative of the needs of the students, families, community, and to seek information on what types of parental involvement programs in which parents would likely participate.|BPA Leadership annually educates staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the School. BPA has adopted the Parent and Family Engagement Policy in order to promote learning and provide a more positive learning experience for the students, parents, and staff. In order to ensure effective parental involvement and support a partnership among the BPA Leadership, families, staff, and the community to improve student academic achievement, the school leadership: - publishes on its website, descriptions, and explanations of CCSS and policies - educates families on how to monitor their child's progress and work with instructional staff to improve the academic achievement of their children - holds meetings to discuss how families can work with instructional staff to improve their child's academic achievement - trains parents on how to monitor academic progress and tutor their children at home.|Parents and students are given the opportunity to participate in the planning process (ex: LCAP, Parent Engagement Policy) by attending BPA board meetings, PAC, ELAC meetings, and volunteering their time to help the school achieve its goals. In order to implement an effective means of outreach to the families including parents of limited English proficiency, the BPA Leadership sends translated notices of these meetings, provides language translators at parent meetings to the extent practicable, and schedules meetings to enable families to share information about culture, background, children's talents and particular needs for the school. Moreover, during these meetings, families, and staff are provided with the most current student assessment, achievement results, and activities that support the school's mission and student learner outcomes. Parents will have an opportunity to participate in BPA-SD’s LCAP parent committee where the group will unpack the academic year’s goals, and provide feedback on the overall effectiveness of the goals over the next three-years of the LCAP cycle. The process for evaluating the goals, assessing the needs, identifying services, and providing feedback, motivates all the parties involved to support the plan's implementation.|4|4|4|4|4|3|4|4|4|4|4|4|2019-10-28|Met|2019 41688580000000|Bayshore Elementary|3|The Bayshore Elementary School District recognizes the importance of parental involvement. We have incorporated parental involvement in our LCAP goal related to School Connectedness. The Assessment allowed the district to evaluate specific areas of improvement and develop next steps for improvement while working collaboratively with our PTO and an advocacy group, Faith in Action.|The Bayshore Elementary School District recognizes the importance of parental involvement. We have incorporated parental involvement in our LCAP goal related to School Connectedness. The Assessment allowed the district to evaluate specific areas of improvement and develop next steps for improvement while working collaboratively with our PTO.|The Bayshore Elementary School District recognizes the importance of parental involvement. We have incorporated parental involvement in our LCAP goal related to School Connectedness. The Assessment allowed the district to evaluate specific areas of improvement and develop next steps for improvement while working collaboratively with our PTO.|4|4|3|3|2|3|4|4|3|3|4|3|2019-10-08|Met|2019 39685930126094|be.tech|3|According to the Hannover Survey, Be.tech parents agree that Be.tech offers parents a say in the decision-making process at their school. Be.tech affords parents, students, teachers, and industry partners the opportunity to work together through advisory meetings as well as during student Exhibitions. Be.tech will focus on identifying areas to increase involvement of families in the decision making process.|Be.tech is at the full implementation level of implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. A measurement being used is parent/guardian participation at Be.tech’s Annual Seat At the Table. During this event students, parents, and teachers review and discuss each student’s Individual Learning Plan. Be.tech provides opportunities and materials that are linked to students academics as well as social emotional development and growth. Be.tech will focus on improving communication and creating more opportunities for parent engagement.|Be.tech is continuing to build successful relationships with all stakeholders in our community. Outcomes of surveys and attendance at events demonstrate that we are in full implementation of building trusting and respectful relationships with families, as well as, creating a welcoming environment for all families in the community. Be.tech will focus on improving communication and opportunities for participation with unrepresented families.|4|4|3|3|3|2|4|4|3|3|3|3|2019-10-08|Met|2019 36676370000000|Bear Valley Unified|3|BVUSD values the input of all stakeholders. Multiple decision making meetings were held with parents, including LCAP meetings and Educational Opportunity meetings. Administrators, Teachers, Staff, Parents (including parents of English Learners and parents of students with disabilities), Credentialed/Classified Staff Association Representatives, Child Welfare and foster youth representatives, and community members were in attendance at these meetings. All meeting announcements are sent via facebook, emails, dial outs, and posted on the district website. BVUSD also uses a district wide app to enhance communication. Additional opportunities for input were offered. In 2018-2019, discussions continued regarding the reconfiguration of Big Bear Middle School to a 6 - 8 campus. Six Educational Opportunity meetings were held with parents, students, community members, teachers, and administrators to discuss the needs/desires of parents and students for their educational experience. On the Family Involvement Survey, 87% of parents that responded agreed that their involvement in their child(ren)’s school was encouraged and 70% agreed that they had been invited to contribute to group discussions and that their input was valued. Areas of strength remain our open communication and welcoming of parent input. A challenge continues to be direct involvement of parents in decision making. To ameliorate these challenges, meetings are in the mornings and evenings, chromebooks are provided on site for parents to respond to surveys, and hard copies are available. Parent input aligns with LCAP Goal 1) Increase percentages of students who are on track to graduate college and career ready, specifically Actions and Services 1.17: Achievement Via Individual Determination (AVID) program added to BBHS with two sections this year and LCAP Goal 3) Increase engagement level of students, Actions and Services 3.4: offering CTE Cyber Security I and II at Big Bear High School. These programs were added as a result of parent input.|BVUSD offers multiple opportunities for partnerships with families to ensure positive students outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee, District English Learner Advisory Committee meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, Parents in Support of Academics and Bear Backers support students on all athletic teams. On Financial Aide night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education. BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In fall, Elementary and Middle School sites hold parent conferences to discuss academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership. The challenge of obtaining more parent involvement continues as many of our parents work outside the home and that many jobs in Big Bear are seasonal causing certain levels of transiency within local families. To continue to build these partnerships, many teachers have class syllabi and classroom information online, parents can access a parent portal in our student information system, and some teachers use online programs that communicate with parents online. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates.|The family/school connection is one which BVUSD believes to be vital to the success of our students. BVUSD developed a Family Involvement Survey for 2018-2019 to ascertain the level of welcome and safety felt at the sites by parents and their families, a component of relationship building. One hundred and three parents responded to the Family Involvement Survey. 82% of the parents responding agreed that the school was friendly environment for students, parents, and families and a safe place to learn. 88% agreed that culture and diversity was respected in the schools and 78% agreed that students are treated fairly and with respect. 86% agreed that they were informed about school events and 79% agreed that translation services were available at meetings/events. 69% agreed that they received information on how to help their child and 89% agreed that school communications were easy to understand. 76% agreed that they were given options on ways to be involved with the school. Only 36% are able to regularly attend these meetings, which continues to be a challenge. To address this challenge, meetings continue to be offered at different times, locations, and dates to work toward meeting the needs of all parents. As well, parents are encouraged to set up appointments with their child(ren)’s teachers if there are concerns or parents just need more information.|4|4|4|4|3|3|4|4|4|4|4|4|2019-10-02|Met|2019 15633390000000|Beardsley Elementary|3|BSD offers a number of opportunities for parents to participate in the decision making process. While we struggle to get participation, we continue to offer a variety of times to help meet the busy schedules of our stakeholders. Parent are encouraged and welcomed at the site level to attend and help with fun activities. This encourages parents to take the next step and volunteer on a committee at the school and district level.|BSD wants to build relationships and grow as educational partners. We currently offer Parent Project to help parents with supporting their children both academically and emotionally. We are in the Initial Implementation stage of housing a Parent Partnership Center at the District level. This will also help parents to connect with needed resources.|Beardsley School District works hard to build relationships with parents, families, and community members. We offer a number of activities so parents and community members can come together and interact with students and staff. We also offer classes to assist parents to learn English as a second language and obtain their GED. Parents are welcome on campus to share their expertise with students in areas where they excel.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 33669930000000|Beaumont Unified|3|Beaumont USD has a well-developed process in place for allowing community members to provide input into decisions affecting the schools and District. Every school has a Site Council that reviews data, evaluates the strengths and weaknesses of their programs and develops a Single Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decision-making regarding how money is spent to support their school. Additionally, schools may have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. Schools with over 30 English Learners have English Learner Advisory Committees (ELAC), while the district has a District English Learner Advisory Committee (DELAC). The Superintendent has a Parent Advisory Committee and the District has a Special Education Community Advisory Committee. These committees provide valuable input into how our programs can best serve the needs of our students. All of these groups provide direct input into how to support and strengthen our schools. Additionally, the Local Control and Accountability Plan (LCAP) is informed by parent feedback given at stakeholder input meetings held at all schools as well as by interactive surveys (Thought Exchange). These surveys allow stakeholders to rate the effectiveness of current practices and provide input regarding the next steps or new programs needed for the school district. LCAP action effectiveness was rated by participants. The survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula priority areas. Beaumont USD recognizes the need for building the capacity of and supporting principals and staff to effectively engage more of its underrepresented families. Areas to improve include providing parents with more informal opportunities at the school to provide input on school decisions.|Beaumont USD's Parent Engagement and Expanded Learning Program provides opportunities to educate families and students on the importance of "home, school, and community connections” to increase overall student behavior and academic achievement. The District is committed to deepening its work on parent engagement and community relationships through expanded parent engagement opportunities and rigorous after-school programs. This is done by encouraging families through mass communication to attend parent informational meetings to provide resources and strategies to support the social-emotional needs of their child and to make informed decisions to enroll their children in after-school expanded learning programs. Beaumont USD provides families multiple opportunities and resources to support student learning and development in the home. Examples of district-wide events include Parent English Learner Workshops, Parent Project, Loving Solutions, Bullying, Human Trafficking, and Drug and Gang Awareness. To make these events accessible to families, interpreters and childcare are provided. In addition, families are provided with information through Illuminate, Parent Square, websites, emails, and election resources/curriculum. The Family Engagement and Expanded Learning Coordinator and the annual Parent Notification Handbook support families’ understanding of their legal rights. Further information is given out at all IEP and 504 meetings and posted on the District and site websites.|The Beaumont Unified School District’s goal is to develop trusting relationships with our families. Parent and family engagement continues to be at the forefront of the work. Within the district’s Local Control Accountability Plan (LCAP) and each site’s School Plan for Student Achievement (SPSA), family engagement is a focus in action and funding. All school sites are providing more opportunities for families to be engaged through family nights, Saturday workshops, various school social events, and training opportunities. The district-wide implementation of Parent Square and Illuminate Parent Portal has continued to improve ongoing two-way communication. In addition to Parent Square and the Parent Portal, a variety of communication tools are used to ensure that all information is accessible to families.(Phone calls, emails, newsletters, social media, appointment, etc.) Translation services are provided to school sites with an increased need for different languages. Beaumont USD will continue to increase opportunities for family engagement by increasing communication with families with students who struggle the most academically and/or behaviorally, providing parents with more opportunities to participate in schools and more opportunities for cultural activities.|4|4|3|3|3|3|4|3|3|3|3|3|2019-10-22|Met|2019 19647336015986|Beckford Charter for Enriched Studies|3|Beckford Charter for Enriched Studies invites parents to participate in the school’s decision making process through the school’s charter governance council and Teacher/Parent Committees. Both the committees and council meets monthly to discuss and determine the school’s programs. These meeting are public and are provided to the parents and community through the following methods: printed monthly calendars, website updates, voicemails, transcripts of the voicemail on the website, flyers specific to events, and classroom teachers’ newsletters. The administrator also attends the monthly PTA meetings to provide updates on the school’s work, review the progress of the Charter Governance Council, and invite all parents to attend the next month’s meeting. An area of growth is to the use of communication tools such as the website and Connect Ed to provide a review of the progress of the council’s work for those unable to attend neither the council nor PTA meetings. School Experience Survey: I actively participate in my child’s education with this school. 93%|Beckford Charter for Enriched Studies builds partnerships for student outcomes through the parent community of the school through the Parent Community Rep, School Volunteer Program, School Site Council, Committees, the Charter Governance Council, and the Beckford PTA. Many of the 150 processed volunteers worked in classrooms to provide academic support in reading and math. Monthly sessions with parents included topics to support academic and behavioral success in school. The school funded certificated staff to provide targeted instruction in ELA and Mathematics and provide regular communication with the parents/guardians of the student receiving the intervention services. An area of growth is to provide teachers, administrators and staff with opportunities to expand short term intervention to students of underrepresented families. School Experience Survey: 1. I attend events at my child’s school, like parent-teacher conferences and school performances. 100% 2. The school informs me of volunteer opportunities. 94%|Briefly describe the LEA’s current strengths and progress in this area and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. * Beckford Charter for Enriched Studies builds relationships with the parent community of the school through the Parent Community Rep, School Volunteer Program, School Site Council, Committees, the Charter Governance Council, and the Beckford PTA. In 2018-2019, 150 volunteers were processed to work with the school in programs. The school administration works closely with the Beckford PTA to plan and hold events to build community relationships. School Site Council, and the Charter Governance Council meet regularly to engage the community on Federal and State policies and requirements. An area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of underrepresented families through use of communication tools to allow access and knowledge of events to working parents. School Experience Survey: 1. The school provides me with information (verbal and written) I can understand. 99% 2. The school informs me about school activities in different ways. 93%|4|4|4|4|5|5|5|4|5|5|5|5|2019-10-17|Met|2019 37684520128223|Bella Mente Montessori Academy|3|Bella Mente is in the initial implementation of a robust stakeholder feedback model. All stakeholders are currently invited to attend monthly Board of Director's meetings to provide feedback on policies and programs which affect our student population. All stakeholders are also invited to participate in the formation of the school's Local Control and Accountability Plan. Our stakeholders who embrace English as a second language are invited to be part of our English Learner Advisory Committee which is also our Cultural Education Committee. This committee meets once a month and presents at our Board of Director's meetings each month. The LEA Executive Director attends all ELAC committee meetings to represent the school and answer questions. Our ELAC committee meeting is run in Spanish and translated into English if needed. These groups review achievement results and suggest areas of need. The school is in the beginning stages of implementing a school site council which is run by the school Principal. All of these groups are opportunities for stakeholders to be involved in the decision making process.|Education requires families partner with their child's school to ensure success. The LEA believes a parent is the child's most important influence and educator. Therefore, we are always looking for ways to build the parent- school partnership. The LEA has employed two bilingual office staff members to ensure Spanish speaking parents are able to communicate with their teachers. In the past year, the school has required communication home be sent in both Spanish and English. The school calendar was changed to have days off and the end of academic quarter and semesters so teachers can meet with their student's guardians to discuss progress. The LEA would like to focus on the home aspect of education, recognizing the importance of families supporting their child's education.|In the winter of 2019, an online school climate survey was sent to all families. 85% of stakeholders who responded to our annual climate survey responded they feel comfortable talking to their child's teacher. 91% of respondents feel our teachers treat their child with respect, 85.7% feel they can approach their school principal and 84.4% feel they can approach their school assistant principal. For the LEA, this presented an opportunity to provide professional development for all staff on ways to create stronger relationships with families. Our LEA has a strong Parent Teacher Organization. A representative from our school administration is present at their monthly meeting to keep an open dialogue with families. In addition, the President of the Parent Teacher Organization meets with the LEA principal at regular intervals. This allows for open communication with the school administration about parent needs. 91% of stakeholders surveyed feel they are actively involved in their child's school which we believe shows our families feel we have created a welcoming environment. In the same survey, 70% of respondents feel the school communicates well with parents. In response, the LEA changed the way it communicates with families. It has increased its presence on social media with active Twitter, Facebook and Instagram accounts. The LEA has created a monthly newsletter which is available on Peach Jar. In addition, the LEA uses Bright Arrow's text messaging technology to send information to families on their mobile device. The LEA hopes to use Peach Jar and Bright Arrow to send school surveys for our stakeholders to answer. The goal is to develop numerous short one or two question surveys to increase the number of respondents.|3|3|3|3|3|3|3|3|3|3|3|3|2019-11-12|Met|2019 45698720000000|Bella Vista Elementary|3|We are a tight-knit community that supports families and the whole child. We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. Focus area: We will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails, and monthly newsletter to engage all families.|We pride ourselves in offering an exceptional program where all families are encouraged to participate. We go out of way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, and reading/math labs. An area of growth is math. We are spending additional collaboration time focusing on mathematics.|BVESD strengths are building a positive and collaborative culture that supports student, teacher and family success. An area for future growth is to encourage more parent participation in school events. After School Care is provided free of charge to all families. We have made a significant investment in Capturing Kids Hearts. This program encourages relationship building and understanding student social emotional needs.|5|5|4|5|5|5|4|4|4|4|4|4|2019-10-08|Met|2019 55723060000000|Belleview Elementary|3|1. Parent Club elects its officers annually and meets monthly. They collaborate, evaluate family engagement activities and both the school and district level. 2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan. 3. The School Board is very stable with the Board President having served for the past 8 years and the other members were all re-elected to their positions within the last two years. The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.|Belleview schedules RtI and SST meetings to support student learning. Administration, teachers and the parents meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, ATCAA and TUCCI services to assist staff, students and their families.|The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the positive responses provided in a series of LCAP Stakeholder surveys that are administered and analyzed on an annual basis. Examples are as follows: 1. Enrollment grew from 150 to 180 students in 2019-2020. With the closing of a charter school within the County, families had choices of returning to their home schools. Belleview was not in their attendance boundaries, but 30 families decided to enroll at Belleview due to our small size and overwhelmingly friendly and positive climate. 2. Teachers meet with parents regularly during conferences, Back-to-School Night/Open House, and various school events. RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. 3. There is an active Parent Club that has well-attended meetings monthly. They are responsible for coordinating school wide events and fundraising. 4. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. 5. Communication occurs regularly through an automated phone/email system that provides families with information as needed. Teachers also send home information in the form of newsletters, folders, etc. Belleview's population consists of approximately 50% low-socio-economically disadvantaged, 0% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There is not a need for translation, as all families are English speaking. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher and administration work together to plan regular meetings with the parents to support our at-risk youth.|4|4|4|5|4|4|5|5|5|5|5|5|2019-10-08|Met|2019 49706150000000|Bellevue Union|3|BUSD utilizes DELAC and LCAP stakeholder advisory meetings, as well as parent organizations to seek input for decision making.|Through our parent organizations, DELAC, LCAP stakeholder advisory meetings and parent teacher connections BUSD continues to build partnerships for student outcomes.|BUSD employs a parent liaison at each school site to support our school families to assist in building relationships in our community.|4|4|3|4|3|3|4|3|4|4|4|3|2019-10-15|Met|2019 40688096043194|Bellevue-Santa Fe Charter|3|BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication. BSFCS is working to encourage increased attendance and involvement of community members for both the Governing Board meetings and PTO by reaching out directly to underrepresented families.|BSFCS holds three conferences a year (goal setting, reflection, and student-led) that bring families and staff together. BSFCS also holds a morning assembly everyday to interact with families and foster community connection. Information is sent weekly by the office and teachers, and monthly by the principal. Information has been digitalized, personal contact is made, and hard copy is made available. BSFCS works to identify families who are underrepresented so that contact can be made to offer services and resources.|Climate Survey results show that stakeholders indicate that BSFCS stakeholders are satisfied with the education at BSFCS. Climate Survey results indicate that BSFCS is safe, teachers are highly qualified, and students are meeting or exceeding standards. BSFCS is working to utilize stakeholder input to update current practices. We are working to improve community connection and understanding of our design, pedagogical practices, budget, and legal obligations. BSFCS is reaching out to underrepresented families to provide information and seek input.|5|5|5|5|5|5|5|5|5|5|5|5|2019-06-11|Met|2019 19643030000000|Bellflower Unified|3|BUSD's current strength is with providing opportunities for families to provide input on policies and programs, and the area of focus is to help families understand their role in advisory groups.|BUSD's current strength is with providing information/resources to support student learning in the home, and the area of focus is to provide professional development for staff with regard to building partnerships with families.|BUSD's current strength is with creating welcoming environments, and the area of focus is to support staff with learning about families and their goals for their children.|3|2|4|3|2|3|4|2|3|2|3|3|2019-10-03|Met|2019 41688660000000|Belmont-Redwood Shores Elementary|3|Opportunities about, but it is difficult to understand the actual data regarding family engagement. While we have diverse participation, we don't disaggregate (or even collect) demographic data for parents to know who is present or missing from the group or parent participants.|BRSSD proactively reaches out to include families and provides information in multiple methods. Parents are invited to attend school events, information is sent via electronic formats (emails, fliers, webinars, screencasts), and parent outreach events are scheduled in East Palo Alto for our families who come from the Ravenswood community.|The LEA provides many opportunities for stakeholder involvement. This year, the LEA has provided implicit bias training for all certificated staff as a first step to increase cultural awareness and sensitivity so that we are proactively creating inclusive and welcoming school communities for all families.|4|4|3|3|3|3|3|3|4|4|4|3|2019-10-17|Met|2019 15633470000000|Belridge Elementary|3|The professional development data our stakeholder groups are using to provide/implement/evaluate/support our principal/superintendent, teachers, aide(s), engagement specialist, and support personnel is as follows: 1) The results of our California School Dashboard indicated a significant increase in the suspension rate of male Hispanic students. Therefore, after meeting with our groups, there was a general consensus to purchase and implement a robust PBIS (Positive Behavior Intervention Support) framework schoolwide. This program is under the supervision of Heather Robbins our PBIS instructor/coach. We meet with her face to face on a quarterly basis and have access to her through internet/phone on a weekly basis. We keep track of our progress using the Swiss 5.0 program. We share the results/successes/failures with our stakeholder groups on a weekly (staff) and monthly basis (board members)/(stakeholder group – family/community members.) By keeping students actively involved in their classrooms, we can maximize student learning. 2) Data from our local academic benchmark testing/CASSPP results/ELPAC results are used to evaluate professional development helped to alter long-term instructional behavior, learner performance improved, and to make sure goals identified through needs assessments have been met.) 3) By recruiting and employing qualified personnel we maximize student learning. 4) With careful examination of current data and ongoing consultation to provide support from outside coaches, Kern County Advisory Personnel, weekly staff meetings, monthly board meetings/monthly stakeholder meetings we can ensure continuous improvement. In addition, our district defines effective professional development as structured professional learning that results in changes in teacher practices and provides improvement in student learning outcomes. Our LEA partners with stakeholders from within our district (parents, students, certificated staff (2 teachers,) administration (1 principal/supt.,) 1 MOT, 1 administrative assistant, board members, parents, and community members to develop and implement a plan for the school to improve student outcomes. We found effective professional development incorporates the following elements: • Content focused • Incorporates active learning • Supports collaboration • Uses models of effective practice. • Provides coaching and expert support • Offers feedback and reflections • Is of sustained duration Throughout the year, teachers, administration, classified, and support personnel attend professional workshops. New and veteran teachers are provided support throughout their careers through the Kern County Teacher Induction program. Principal/Superintendent is provided support throughout his/her career through the Kern County Superintendent of Schools Office (District Advisor, Monthly meetings, Consultation from Advisory Committee.)|Our goal is to have well informed Stakeholders in continuing to advance our students in an ever evolving world. We desire to keep the lines of communication open through quarterly Parent/Student/Staff/Community Stakeholder Meetings/Activities. The professional development data our stakeholder groups are using to provide/implement/evaluate/support our principal/superintendent, teachers, aide(s), engagement specialist, and support personnel is as follows: 1) The results of our California School Dashboard indicated a significant increase in the suspension rate of male Hispanic students. Therefore, after meeting with our groups, there was a general consensus to purchase and implement a robust PBIS (Positive Behavior Intervention Support) framework schoolwide. This program is under the supervision of Heather Robbins our PBIS instructor/coach. We meet with her face to face on a quarterly basis and have access to her through internet/phone on a weekly basis. We keep track of our progress using the Swiss 5.0 program. We share the results/successes/failures with our stakeholder groups on a weekly (staff) and monthly basis (board members)/(stakeholder group – family/community members.) By keeping students actively involved in their classrooms, we can maximize student learning. 2) Data from our local academic benchmark testing/CASSPP results/ELPAC results are used to evaluate professional development helped to alter long-term instructional behavior, learner performance improved, and to make sure goals identified through needs assessments have been met.) 3) By recruiting and employing qualified personnel we maximize student learning. 4) With careful examination of current data and ongoing consultation to provide support from outside coaches, Kern County Advisory Personnel, weekly staff meetings, monthly board meetings/monthly stakeholder meetings we can ensure continuous improvement. In addition, our district defines effective professional development as structured professional learning that results in changes in teacher practices and provides improvement in student learning outcomes. Our LEA partners with stakeholders from within our district (parents, students, certificated staff (2 teachers,) administration (1 principal/supt.,) 1 MOT, 1 administrative assistant, board members, parents, and community members to develop and implement a plan for the school to improve student outcomes. We found effective professional development incorporates the following elements: • Content focused • Incorporates active learning • Supports collaboration • Uses models of effective practice. • Provides coaching and expert support • Offers feedback and reflections • Is of sustained duration|The LEA parent and family engagement policy was developed jointly with and agreed upon by all stakeholder groups during monthly stakeholder meetings with all stakeholders (staff, teachers, administration, parents, community members, students) involved. These meetings were held during board meetings, before/after school hours, noon hours, and before monthly evening community activities (Back to School Night, Reading Slumber Party, Family Math Night, Christmas Program, Cinco de Mayo, etc...) The district provided a translator at each meeting for our Spanish speaking stakeholders. We sent notes home announcing the meetings in English/Spanish, made reminder phone calls (in English and Spanish), and made home visits inviting our 17 families and additional community members. An additional temporary staff member who will be trained on best practices around parent and student engagement to build knowledge and put sustainable process in place to support the school community for the future will be hired using our Comprehensive Support and Improvement funds. This staff member along with Belridge staff, Kern County Superintendent of Schools Support Staff, and outside personnel hired by the district will provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, state and local academic assessments, and the requirements. (This assistance will be offered in English and Spanish.) Our District is comprised of 1 Administrator, 1 Administrative Assistant, 1 MOT, 2 Highly Qualified Educators, 1 Bilingual Aide, and 1 Temporary Full Time Engagement Specialist (Total of 7 staff members), Board Members, and a support staff from the Kern County Superintendent of Schools Office. Weekly Professional Development is provided to our 7 staff members, along with monthly professional development/training hosted by the KCSOS office. Due to our Comprehensive Support and Improvement funds, our staff will also be provided with out of district training workshops as well as having trainers brought into our district for week long training's during the summer months to educate staff with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Family Latino Literacy Project for Parents, Positive Behavior Interventions and Support school wide/community wide framework development, Student Engagement, Parent Engagement, Intervention, Parent participation opportunities, and Parent participation attendance/response to surveys, etc.) These opportunities will also be provided in the same manner for parents/family members with disabilities and parents/family members of migratory children.|5|5|4|4|4|5|5|4|4|4|5|5|2019-10-08|Met|2019 48705240000000|Benicia Unified|3|BUSD has made tremendous growth in this area. Input is solicited from families in many ways. Most recently BUSD has focused on increasing the comprehensiveness of advisory groups with our families. While we have the required DELAC, we are also partnering with our families of African American students. A small advisory group has been meeting for over a year. The plan for the 2019-20 school year is to turn this informal group into an official standing advisory group (AAPAC). The group will be working on creating systems for the group's functioning, likely to be similar to DELAC. Another area where BUSD has grown is in it's beginning work with families of students who have special needs. This work is just beginning in an informal manner through the development of a workshop targeted on student transitions. This topic was requested by the families. During each of these advisory groups, BUSD solicits feedback on what is working and what needs attention. That information informs our staff professional learning, program evaluations and Districtwide goals. Sites work closely with their ELAC groups, School Site Councils, and parent-teacher groups to help shape the work at each school site. In addition, site leaders and the Superintendent host forums and coffee chats to engage with families. BUSD will focus on continuing to outreach to underrepresented families through a variety of ways including personal calls, emails, and meetings. We will work on also creating short "video meeting" opportunities for parents to attend remotely or watch the recorded meeting.|BUSD has several parent groups that work in advisory capacities at the District Level. We have administrators and staff that also sit on these teams. Information and feedback obtained from these parent groups are shared with the administration and staff at all opportunities. DELAC has representation from each school site. These parents provide critical feedback on our programming and supports, for both students and families, that is working and needs improvement. One area for improvement that BUSD is working on is creating a networking opportunity for families of English Learners. These networks will help newly arrived families feel welcome, supported and knowledgable about how the school system functions. Our newly forming African American Parent Advisory Committee (AAPAC) will function similarly to DELAC. The parents in this open group have provided feedback that has been influential in helping us focus our work in staff professional learning around equity as well as being a sounding board to programs and activities we currently offer. This group has identified that very focused outreach and invitation to African American families is needed. They have identified the following areas for us to work on together: Engaging parents as partners Timely compassionate & true understanding type of communication and partnerships with families Ensuring curriculum that is relevant, inclusive and engaging Increase expectations for kids Support in closing the achievement/opportunity gap Get to know and “see” our kids for who they really are Support and focus on implicit bias and equity training Reflection on different standards for behavior that our kids are held to Increase African American teachers in BUSD Finally, BUSD is working with families of students with special needs to solicit feedback and workshop needs. Currently, a workshop on 'transitions' is being collaboratively planned between the District and families. Support for teachers and administrators in working with families happens in several ways. All staff are always encouraged ot attend the aforementioned parent advisory groups. By working side by side, embedded professional learning opportunities occur. The District has also offered many learning opportunities for workign with families in special education and through an equity lens. To support families at home, the DIstrict uses many online programs. Log in information is provided to families to access these resources. In addition, many teachers use Google Classroom and invite parents to become a member of that classroom. Parents can then see the work happening in the classrooms and support their children at home.|BUSD has several capacities for which parental input is solicited and this feedback is used to inform decision making. BUSD uses a District created parent survey tool that is sent to 100% of families. Questions on this survey tool probe areas such as instructional and extracurricular programs, communication, and health and safety. The survey is a blend of quantitative ranking as well as qualitative feedback about success areas and what needs attention. 83% of the respondents to the survey reported overall satisfaction with the District as a whole at 70% satisfaction or above. 67% of that rating being 80% satisfaction or above. In addition, BUSD invites parents to participate in our LCAP Parent Advisory Council, DELAC and a newly forming African American Parent Advisory Council. During these meetings, we review data, solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. The key findings from the survey related to promoting parental engagement and communication indicated strength in sending information in multiple formats while streamlining platforms for site-level communication. An area of improvement is communication from secondary teachers. Overall the survey indicated 75% satisfaction with parent engagement and communication as it relates to safe and welcoming schools. While overall academics were rated at 75% satisfaction, a need was identified in the feedback to find additional ways to challenge students who are meeting standards already. Parents also expressed interest in seeing more extracurricular activities at some of our sites. BUSD solicited input from parents about parent participation opportunities and workshops. Parents identified types of learning they would like and the District has offered parent workshops in these areas (college and career readiness, wellness and academic support were the primary response.) All of this information will inform our development of the District LCAP. In addition to surveys, BUSD has several open parent committees and advisory groups. We currently have a robust DELAC committee that meets multiple times per year. This group provides vital feedback on ways we can further engage and support our English learner families and students. We are launching an African American Parent Advisory Committee (AAPAC). Our data indicate that our achievement gap for our African American students is unacceptable. Once fully up and running the AAPAC will function similarly to a DELAC. Finally, we will be working closely with our families of students with special needs. In collaboration with these families, we are developing workshops based on their areas of need and concern.|4|4|3|4|4|4|4|4|5|5|4|4|2019-10-17|Met|2019 49706230000000|Bennett Valley Union Elementary|3|Strengths: All parents are surveyed annually and we get a great response rate from underrepresented families. ELAC membership on Site Council and ELAC decision-making committees. Parent involvement on committees from underrepresented families (Foundation and Parent Club). Parent involvement in classrooms from underrepresented families. Focus Area to improve the engagement of underrepresented families: To ensure that text and email communication can be read in the languages of all recipients. Recruitment of parents of underrepresented families on decision making committees|Strengths: Team collaboration to catch and remediate learning issues early and to communicate student needs, available programs, and student progress to parents; iTeam and Fast Lane intervention services Progress: We have increased our capacity to serve struggling students by augmenting our intervention teams, providing before and after school, and summer school support to students in collaboration with parents; adding child care slots to our current child care (a new child care building was added. Full implementation of an integrated preschool serving multi cultural general ed students and students with disabilities with a family component Focus Area to improve engagement of underrepresented families: Outreach and support for families; parent workshops and seminars, recruiting parents from underrepresented families for committee positions|Strengths: Welcoming community engagement culture, great and involved parent organizations (parent club, Foundation for the Arts, Site Council that includes ELAC members, ELAC, annual parent surveys and using survey information to improve relationships and family support Progress: Providing helpful parenting seminars addressing areas that parents deem necessary/desirable, having ELAC elect members to the site council, providing translation services, being respectful of diverse family cultures Improvement Planned: Additional outreach to culturally diverse families; providing ways parents can access information in their own languages|5|5|3|4|4|5|5|5|5|4|5|4|2019-10-16|Met|2019 01611430000000|Berkeley Unified|3|BUSD has a variety of opportunities for principals, teachers and the majority of families to participate in decision-making. These opportunities contain capacity building structures for stakeholders, intended to be spaces for collaboration and empowerment. A future focus will be the intentional outreach to families who are underrepresented, both for purposes of increasing general awareness of decision -making opportunities and the value and power of meaningful collaboration and input in decision making.|BUSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes. There is also an expectation (policies and programs) that teachers and administrators communicate and engage with parents and families. An area for focus would be in providing professional learning and support to principals to improve a school’s capacity to partner with families, with special attention made to supporting the engagement of underrepresented families.|The Office of Family Engagement and Equity offers district-wide support for families and is in its 8th year of school-based family engagement programs at six of the district’s elementary schools and for the past three years, at Berkeley High School. Priorities include: 1) Establishing links between home and school for academic success, 2) Improving behavioral supports for students by helping families build trusting relationships with school staff and students, and 3) Promoting attendance and access to community resources. As a focus area, BUSD has identified Parent Engagement as a major priority, as evidenced by an elevation of the position of Supervisor of OFEE to the Superintendent's Cabinet. Another focus area for improvement is the revision of the Parent Engagement Plan/ Parent Involvement Policy to reflect an analysis of current data and priorities and to improve the engagement of underrepresented families.|2|3|3|3|2|3|4|3|4|4|2|2|2019-11-06|Met|2019 43693770000000|Berryessa Union Elementary|3|Parents can participate in the Berryessa District Advisory Committee (BDAC) that meets five times each school year. During these meetings, parents hear information about what is happening in the district and can give suggestions/feedback to the presenters on their specific topic, especially on the district’s LCAP. Parents can also participate in our District English Language Advisory Committee (DELAC). Presentations are given on a variety of topics that include how our English Learners are doing on our state tests (SBAC). There is also time to ask questions and give feedback to the presenters. Phone calls made by the district’s interpreters to our EL parents are made a few days in advance to remind parents about the upcoming meetings.|Each school year, parents are given the opportunity to take our LCAP Parent Survey. The survey is administered through Panorama and sent out to parents in March of each school year. This past school year (2018 – 2019), parent participation for the survey was approximately 10%. This school year, our district would like to increase the number of parents participating in the survey. Our district translators will also help connect with parents in order for them to understand the importance to have their voice be heard by taking the survey.|Berryessa Union School District has a variety of programs that parents can participate in including our annual Transitional Kindergarten and Kindergarten Orientation Kickoff at the beginning of the school year and our annual Parent University. Parents of students who are English Learners can also participate in our District English Language Advisory Committee (DELAC). These events are hosted by the school district. School sites have many PTA events and other Parent Engagement sessions that at the school site. A focus area for this school year (2019 – 2020) would be to increase participation in our parent feedback for our district’s LCAP.|4|4|3|4|4|3|5|4|4|4|4|4|2019-10-08|Met|2019 19647330106872|Bert Corona Charter|3|The Charter School (BCCS) believes that parent involvement translates into increased student achievement and contributes to features of our innovative program. We believe that encouraging, honoring and respecting parent voice is only the beginning. At BCCS, we aim to forge a true partnership with parents, which involves providing the parents with meaningful leadership and decision-making opportunities. The main way in which we involve parents in decision-making for our school is through the School Advisory Council (SAC). The School Advisory Council includes elected representatives from each major stakeholder group at our school: students, teachers, other staff members, parents, and the school principal. The SAC team collaboratively develops our school’s Targeted Support and Improvement (ATSI) plan, which is a focused plan that describes what actions will have the greatest impact in increasing student achievement and building a positive school culture. The SAC team also discusses and deliberates and supports the development of all areas of school-parent involvement compliance: ELD, Title 1, ESSA, LCAP, etc. In order to most effectively develop the ATSI plan, the SAC team assesses the needs of our school, and determines what school policies, programs, and strategies are necessary to meet the needs of our students. The SAC team gathers parent feedback data that informs their decisions in a variety of ways including: · Monthly “Café con el Director” meetings which are conducted in a town hall setting. All parents are invited to ask any and all questions they may have about the academics, culture and climate, and/or operations of the school. This feedback is gathered and shared with the admin team as well as the SAC team so that it can be addressed directly or built into the ATSI plan · Classroom Walkthroughs with parents three to four times per year, during which parents visit every classroom at BCCS on a regular school day. Afterwards, parents discuss the bright spots and or areas of strength that they observe in the classrooms as well as the areas of concern or growth that they observe. The feedback is shared with the SAC team so that it can inform which areas of focus need to be included on the ATSI plan. · Semi-annual “Youth Truth” parent surveys, which allow us to gather detailed feedback from each parent regarding their perception and experiences regarding the academic program, the school culture, and the operational management of the school. This feedback is either acted directly upon by the admin team, or used by the SAC team to further focus and refine our ATSI plan. All of the Charter School's families are identified as underrepresented families.|In order to maximize participation, the Charter School has a strategic plan to implement effective parent and family engagement. The Charter School developed the parent and family engagement policy through stakeholder meetings that were held both formally and informally. BCCS educates certificated and classified staff with the assistance of parents in the value of parent and family engagement. BCCS consistently implements intentional formal and informal practices to reach out to, communicate with, and work with parents as equal partner leaders in order to build connections between families and the school. In addition to encouraging true parent leadership at BCCS, we also employ a variety of strategies, programs and workshops designed to keep parents as informed as possible. These include: · Semi-annual parent conferences during which time each parent meets individually with each of their child’s teachers. Parents are informed regarding their student’s academic success and challenges in each class as well as their behavior. We are proud to regularly have an average of 95% of our parents attend during each week of conferences · Frequent parent meetings in which school-wide policies, events, and information are shared. · Parents are also informed of critical school information through “Remind” text messages, informational parent letters, and bulletins that are sent home on a regular basis · Workshops are provided for parents that range from training parents on how to support their child in practicing college-ready skills (Graciela’s Dream) to how parents can support their child in utilizing technology at home to enhance their educational experience (School to Home) · A school web site along with school-sponsored social media accounts facilitate the dissemination of information on areas of specific interest to parents, including parent workshops.|The Charter School continually seeks opportunities to build our capacity in planning and implementing effective parental involvement activities to improve student performance. The Charter School conducts two annual parent surveys to evaluate our effectiveness and to provide meaningful consultation with our parents. We strive to remove barriers and obstacles in order to maximize greater participation. The following parent survey responses reflect the success of our partnership with parents at MORCS: · The school informs me about the academic services available to help my child (89.7% Agree or Strongly Agree) · he school offers me opportunities to participate in councils/parent organizations (93.7% Agree or Strongly Agree) · The school offers parent training when I can attend (84.4% Agree or Strongly Agree) · An administrator is always available when I would like to speak with them or if I need to discuss a concern (90.3% Agree or Strongly Agree) · I feel welcome to participate at this school (95.8% Agree or Strongly Agree) · My culture is respected at this school (99.4% Agree or Strongly Agree)|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 19647330132126|Bert Corona Charter High|3|The Charter School (BCCS) believes that parent involvement translates into increased student achievement and contributes to features of our innovative program. We believe that encouraging, honoring and respecting parent voice is only the beginning. At BCCS, we aim to forge a true partnership with parents, which involves providing the parents with meaningful leadership and decision-making opportunities. The main way in which we involve parents in decision-making for our school is through the School Advisory Council (SAC). The School Advisory Council includes elected representatives from each major stakeholder group at our school: students, teachers, other staff members, parents, and the school principal. The SAC team collaboratively develops our school’s Targeted Support and Improvement (ATSI) plan, which is a focused plan that describes what actions will have the greatest impact in increasing student achievement and building a positive school culture. The SAC team also discusses and deliberates and supports the development of all areas of school-parent involvement compliance: ELD, Title 1, ESSA, LCAP, etc. In order to most effectively develop the ATSI plan, the SAC team assesses the needs of our school, and determines what school policies, programs, and strategies are necessary to meet the needs of our students. The SAC team gathers parent feedback data that informs their decisions in a variety of ways including: · Monthly “Café con el Director” meetings which are conducted in a town hall setting. All parents are invited to ask any and all questions they may have about the academics, culture and climate, and/or operations of the school. This feedback is gathered and shared with the admin team as well as the SAC team so that it can be addressed directly or built into the ATSI plan · Classroom Walkthroughs with parents three to four times per year, during which parents visit every classroom at BCCS on a regular school day. Afterwards, parents discuss the bright spots and or areas of strength that they observe in the classrooms as well as the areas of concern or growth that they observe. The feedback is shared with the SAC team so that it can inform which areas of focus need to be included on the ATSI plan. · Semi-annual “Youth Truth” parent surveys, which allow us to gather detailed feedback from each parent regarding their perception and experiences regarding the academic program, the school culture, and the operational management of the school. This feedback is either acted directly upon by the admin team, or used by the SAC team to further focus and refine our ATSI plan. All of the Charter School's families are identified as underrepresented families.|In order to maximize participation, the Charter School has a strategic plan to implement effective parent and family engagement. The Charter School developed the parent and family engagement policy through stakeholder meetings that were held both formally and informally. BCCS educates certificated and classified staff with the assistance of parents in the value of parent and family engagement. BCCS consistently implements intentional formal and informal practices to reach out to, communicate with, and work with parents as equal partner leaders in order to build connections between families and the school. In addition to encouraging true parent leadership at BCCS, we also employ a variety of strategies, programs and workshops designed to keep parents as informed as possible. These include: · Semi-annual parent conferences during which time each parent meets individually with each of their child’s teachers. Parents are informed regarding their student’s academic success and challenges in each class as well as their behavior. We are proud to regularly have an average of 95% of our parents attend during each week of conferences · Frequent parent meetings in which school-wide policies, events, and information are shared. · Parents are also informed of critical school information through “Remind” text messages, informational parent letters, and bulletins that are sent home on a regular basis · Workshops are provided for parents that range from training parents on how to support their child in practicing college-ready skills (Graciela’s Dream) to how parents can support their child in utilizing technology at home to enhance their educational experience (School to Home) · A school web site along with school-sponsored social media accounts facilitate the dissemination of information on areas of specific interest to parents, including parent workshops.|The Charter School continually seeks opportunities to build our capacity in planning and implementing effective parental involvement activities to improve student performance. The Charter School conducts two annual parent surveys to evaluate our effectiveness and to provide meaningful consultation with our parents. We strive to remove barriers and obstacles in order to maximize greater participation. The following parent survey responses reflect the success of our partnership with parents at MORCS: · The school informs me about the academic services available to help my child (89.7% Agree or Strongly Agree) · he school offers me opportunities to participate in councils/parent organizations (93.7% Agree or Strongly Agree) · The school offers parent training when I can attend (84.4% Agree or Strongly Agree) · An administrator is always available when I would like to speak with them or if I need to discuss a concern (90.3% Agree or Strongly Agree) · I feel welcome to participate at this school (95.8% Agree or Strongly Agree) · My culture is respected at this school (99.4% Agree or Strongly Agree)|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 19643110000000|Beverly Hills Unified|3|BHUSD includes community and parent stakeholders in all large decisions from purchasing technology to supporting the social/emotional learning of our students. We have advisory programs, strong PTA chapters, and activity booster clubs. In addition, we have numerous parent engagement committees that assist with feedback on ELPAC, LCAP, Title I, and general school culture. We are working on streamlining some of the meetings to ensure the information is clear to all the numerous advisory committees we host.|BHUSD staff have been hosting individual goal setting meetings with our families to work on educational support at home. We have also engaged our community in numerous outreach programs from utilization of technology to social/emotional support for students. We are always continually looking at how we provide communication to our parents.|BHUSD provides numerous parent engagement activities (ranging from morning, afternoon and evening plus weekend events). Our parents provide us with valuable feedback on programming, instruction, while supporting our classrooms and extracurricular activities. We have been working on developing and implementing individual educational goals for every student with the collaboration of the teacher/ parent relationship. This will hold both the teacher and parent responsible for the student's learning.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 10620260000000|Big Creek Elementary|3|The LEA meets on a monthly basis with families and communicates with families on a daily and weekly basis on shared decision making that further impacts the education of students. The LEA will continue to focus on this area for improvement as shared decision making is paramount to increasing the academic performance of the school.|The LEA has identified as its core strength the improvement of engagement with families. The district continually communicates, through a variety of mediums, on how families can work collaboratively with the LEA to increase communication and ultimately, increase student achievement as it pertains to both formative and summative assessments.|The Big Creek Elementary School District, through a variety of mediums, engages families, including underrepresented families, on a weekly basis. The district and school communicate on engagement strategies, including academics and attendance, to promote home to school coherence. The district has identified and will focus on increasing attendance and communicating to families the importance of attending school on a daily basis.|5|5|5|5|4|4|5|5|4|5|4|5|2019-10-08|Met|2019 12626950000000|Big Lagoon Union Elementary|3|The school’s strengths are in inviting families and including all stakeholders in decision-making processes. The school’s area of focus for improvement is in building capacity within the staff in engaging families. Staff training in the advisory process will afford all families, including underrepresented families, equitable access to the decision-making process.|The school’s strengths are in supporting families to be involved in their students’ education through the communication of information regarding parent rights. The school will continue to develop systems that support teachers and provide training related to partnering with families. A systematic approach will afford all families, including underrepresented families, equitable access engaging in the school program.|The school’s strength is identified as creating a welcoming environment for families and for maintaining effective communication. The school’s efforts in creating these successes have included creating a welcoming school climate from the office to the classrooms. School staff know all families well and build strong relationships. School staff communicate in person, by text, phone, and email with families. The school maintains a website and social media platform to connect families with school events. The areas for improvement involve building capacity and trainings for staff. The school is working on the goal of implementing systems that will provide more seamless communication and take the burden off of individual staff members to create ways of communicating. A systematic approach will afford all families, including underrepresented families, equitable access to school services.|3|5|4|5|3|4|4|4|3|4|4|4|2019-10-08|Met|2019 55751840000000|Big Oak Flat-Groveland Unified|3|The district provides several opportunities throughout the year for families to engage in decision making and advisory groups. The CTE programs at the high schools, hold two advisory committee meetings each year and invite parents, students and community to provide input and direction on their programs. Site Council Meetings are held monthly, and these members oversee Title one funds, Wellness Policy, School Safety Plan and Parent Surveys. SIte Council Members include both classified and certificated staff, administration, parents, community members and students. Site Council Meetings are public meetings and are posted in advance, providing engagement for all families. Each site also has a Parent or Booster's Club, site administrators work with these clubs to plan and implement family engagement activities. An area of focus for improvement is providing more opportunities and increasing participation at the district level for family engagement. Even though there are many meetings and multiple surveys, the participation rate is low despite advertising these meetings in multiple ways.|Tenaya Elementary holds Parent-Teacher conference in the fall for all students. Additionally, staff at all sites communicate with progress reports, email, phone calls and through AERIES. The low staff to student ratio at the high school allow the teachers, administrator and crisis counselor to discuss any students of concern. Weekly staff meetings or professional development are held at each site on early release Fridays. Study Success Team meetings, 504s and IEPS, are held as needed or required. These meetings include teacher, administrator, parent, psychologist and counselor if needed. Parent Rights are presented at the start of each meeting to ensure the parent is able to understand and exercise their legal rights. The district is developing a new website which will include parent resources to assist in helping their child complete homework. An are of focus for the district is to hold regular parent education nights to provide families with information and resources to support student learning and development in the home. A bilingual teacher will be present at these parent education nights and materials will be available in Spanish to improve the engagement of underrepresented families.|Each site surveys parents yearly for the input on student and family engagement. Staff relationships with families is always rated very high. There are several opportunities for parents to participate in district wide decisions. There are multiple LCAP meetings and surveys as well as monthly Site Council Meetings at each site. Each Site Council includes at least two representatives from socio-economic disadvantaged families as they are the largest subgroup. The district has a small amount of English Language Learners, less than 5% district wide. Foster youth is also a very small population, but the the Foster Youth/Homeless Liaison is an advocate for their needs. There is very little ethnic diversity, and not many opportunities for staff to learn about different culture or languages.|5|4|3|4|4|3|4|4|4|3|4|3|2019-10-09|Met|2019 10101080119628|Big Picture Educational Academy|3|According to our Parent Satisfaction survey: 100% of parents at BPE are satisfied to very satisfied about the physical safety of their students on site. 100% of parents at BPE are satisfied to very satisfied that school staff responds to safety concerns in a timely manner. 99% of parents at BPE are satisfied to very satisfied with the school facilities and grounds. 84% of parents at BPE are satisfied to very satisfied with the amount of supervision on campus 88% of parents at BPE are satisfied to very satisfied with how information is given to parents. Our action steps moving forward will be to increase parent participation in school events, committees, and surveys. We will be looking into different trainings for our staff to help communicate with parents. We are also getting systems in place to inform our parents about changes to policies and systems and procedures that will allow them to take part in the decision making process.|We are currently strong in providing professional development to our staff. We have dedicated funds to this endeavor and we create a Professional Learning Plan with our teaching staff. Our action steps will be to continue to work on parent communication. We are looking into more programs and technologies that will make communicating with parents quicker and more complete. We will also look into providing more learning opportunities for our parents and families.|According to our Parent Satisfaction survey at the high school, 100% of our parents agree or strongly agree with: * Teachers communicate with parents about what students are expected to learn in class. * Parents feel welcome to participate in this school. * School staff treats parents with respect. * School staff takes parent concerns seriously. * School staff is helpful to parents. Our action steps moving forward will be to increase parent participation in school events, committees, and surveys. We will be looking into different activities and protocols to better communicate and include parental involvement.|5|5|5|4|5|4|5|4|4|3|3|3|2019-10-24|Met|2019 14632480000000|Big Pine Unified|3|We have a sustained effort to achieve 100% participation at Student Led Conferences. We have a high level of participation in family events. Parents and community members sit on our Board of Education, and serve on the District Advisory Council, the District Tribe Collaborative, and are invited to participate in focus groups during our school improvement cycles for LCAP, WASC and EL Implementation Review. Annually we survey staff, students and parents anonymously during our fall Student Led Conference week. Incentives for participation increase the rate of parents surveyed.|Student Led Conferences offer a unique and powerful venue for families to hear directly from their students about their progress, their goals, and what they need to do to improve their achievement. Student Success team meetings, frequent communication from teachers to parents, invitations to participate in field work with the class, are all examples of how we build partnerships. Family Nights include literacy, science, math and games.|The District experiences a high level of participation from all families, including underrepresented families, at Student Led Conferences, Back to School Nights, Celebrations of Learning and at student performance opportunities.|5|5|5|5|5|5|5|5|4|4|4|4|2019-10-07|Met|2019 47701850000000|Big Springs Union Elementary|3|Parents are able to nominate themselves and/or other parents in regards to joining either Site Council, LCAP advisory, Wellness Committee, and Parent Teacher Organization. The district makes the effort to recruit and retain highly qualified members.|At Big Springs Elementary - staff are given multiple opportunities or professional development throughout the year. There are multiple after instructional hour nights were staff and families can come together in both casual and formal settings. Weekly, teachers meet with administrators to develop events for students and their families. During any special education meetings - our resource team excels in empowering families about their legal rights and privileges.|All families were given the opportunity to fill out a survey on Parent Engagement and out of the 90 only 31 responded which is about 34% of our population. We surveyed 3 different areas which included: 1) the district values and encourages parent participation, 2) there are enough opportunities for parents to volunteer or attend special events, and 3) there are factors that inhibit parent involvement (if agree, they were to give a response why). In category 1 - 83% of families agreed or strongly agreed In category 2 - 80% of families agreed or strongly agreed In category 3 - 70% of families disagreed or strongly disagreed|4|4|4|3|3|3|4|3|4|4|4|4|2019-10-09|Met|2019 27751500118349|Big Sur Charter|3|Seeking parent input on decision making is part of building positive relationships. BSCS promotes PAC involvement and encourages all families to attend Board meeting so that the decision we make are informed, student centered decisions.|Providing support to parents is a built in component of our program. Parents receive feedback as to how to advocate for and educate their students through meetings with their teachers or through our Home Educator Learning Program. We work closely with families to ensure that students are engaging appropriately with the curriculum at home and at the learning center. Additional support is provided as needed.|The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate and take advantage of the open door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting parents as partners in learning.|5|5|5|5|5|5|5|5|5|5|4|4|2019-10-25|Met|2019 27751500000000|Big Sur Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 18640890000000|Big Valley Joint Unified|3|The District is fortunate to have a strong, dedicated Parent Teacher Organization, School Site Council, and Parent Advisory group. One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making. One new effort to increase parent participation in the Healthy Kids Survey will be to open the computer labs at both campuses to parents to complete the online survey. This will allow greater opportunity for parent input for families who do not have access to internet. The District will continue to reach out to parents through social media, robo calls, postings at local post offices, and mailings in Spanish to encourage participation in all of our committees.|The District offers Back-to-School night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available. Parent-teacher conferences are scheduled three times a year to discuss data, student progress and develop a plan for student support between the teacher and parent. The District utilizes a Student Study Team to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success. The district will look to continue the efforts of providing professional learning opportunities to our teachers, paraprofessionals, and administration in developing our capacity to partner with families.|The District encourages participation in school activities for all parents through the utilization of our bi-monthly newsletter, multiple Facebook pages, Blackboard mass telecommunication program, school website, and bulletin board postings at the local Post Offices and businesses. Monthly family events for students and parents are held to engage with the school programs and enjoy student athletics, classroom projects and FFA Movie nights. Included in these events: Back to School night, Homecoming, College Options parent engagement nights, Father/Daughter & Mother/Son Dance, Veteran’s Day performance, Winter Performance, Talent Show, Mister Brown Motivational family night, and the schoolwide Alumni fundraiser. The District also encourages parents to join the Big Valley Elementary Parent Club, Big Valley Booster Club, Big Valley Ag Boosters, School Board, and School Site Council meetings. An interpreter is currently utilized during our parent-teacher conferences, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress. Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information. Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications. The district provides Adult Education classes in diploma completion and Construction Skills.|2|2|1|3|2|2|3|1|2|1|2|1|2019-03-20|Met|2019 04614080000000|Biggs Unified|3|The district is a welcoming environment for all families and community members. The district is focus on ensuring students and parents of underrepresented groups are included in all communications, school activities and have a voice on all committees within the district|The focus area for the district is to help families understand the importance of school attendance. The county dose not have a SARB board. The district has hired a spanish speaking ELD coordinator to help communicate with spanish speaking families.|The district has a wonderful support relationship with the community. From parent groups to CTE advisory, the community attends school events and is a part of the decision to move the district forward.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-02|Met|2019 49708966085229|Binkley Elementary Charter|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 19647331931047|Birmingham Community Charter High|3|Birmingham Community Charter High School has made strong progress in the area of seeking input from parents in the decision-making process. Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups where teachers and other staff members build initiatives, create school policy and address the needs of all students. Some local indicators detailing our strengths and progress in this area are as follows: • Strong parent involvement on our School Site Council as evidenced by sign-in sheets • Strong English Learner parent involvement on our English Learner Advisory Committee as evidenced by our sign-in sheets • Strong parent involvement on our Board of Directors as evidenced by the minutes • Strong participation in Parent Teacher Student Association (PTSA) meetings as evidenced by sign-in sheets Birmingham Community Charter High School has identified providing opportunities for families, teachers and administrators to plan, implement and evaluate family engagement activities as an area of growth. Accordingly, our school has established a Parent and Family Engagement Team which meets monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making.|Birmingham Community Charter High School has made strong progress in the area of building partnerships with parents that will positively impact student outcomes. We offer parents a number of resources to support student learning in the home and a number of ways to monitor student progress. Some local indicators detailing our strengths and progress in this area are as follows: • Aeries Parent Portal: Parents can use this tool to monitor their child’s grades and attendance on a regular basis. • Nixle Alerts: Parents can sign up for the NIxle service to receive valuable information about school emergencies and other non-emergent news. • ConnectEd Messages: Parents receive phone and text messages regarding their child’s attendance, grade report mailings, tardy notices and important school notices and events. • One-to-One Chromebook Distribution: All students in grades 9-12 have their own Chromebook which can be taken home nightly for use on homework and other school-based assignments. • Free Wifi Hotspots: Students who do not have access to WiFi at home are provided with a WiFi Hotspot so that they can complete school assignments at home. • Grade Level Meetings: Parents are invited to grade level meetings concerning college and career opportunities, strategies to support student learning at home and recognition of student achievement. • Graduation Checks: Counselors perform individual graduation checks each semester which include parent participation and comment. Birmingham Community Charter High School has identified professional learning and support for staff and parents as an area of improvement. Using the self-reflection tool, it has come to our attention that we have not provided enough professional learning opportunities to our staff to improve their ability to partner more effectively with all families including underrepresented families. We also realize that we need to improve in our support of families to understand their legal rights and advocate for their children as needed. The need to understand and exercise legal rights is especially important for underrepresented and disadvantaged families. To begin to mitigate this issue, we are improving our Homeless Education Program and making a focused effort to provide the families of students experiencing homelessness with information about their rights and protections under federal law. Focusing on these areas of growth will help us to address Priority 3 and School Goal 3 (To create a positive school climate and increase parent involvement for student academic success).|Birmingham Community Charter High School has made strong progress in the area of building relationships with parents and families. Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide welcoming environments for all families. Some local indicators detailing our strengths and progress in this area are as follows: • Strong participation in Parent Teacher Student Association (PTSA) meetings as evidenced by sign-in sheets • Strong parent involvement in our School Site Council as evidenced by sign-in sheets • Strong English Learner parent involvement in our English Learner Advisory Committee as evidenced by our sign-in sheets • Strong parent involvement in our Board of Directors as evidenced by the minutes • Strong parent attendance at sporting events including football, basketball, baseball, water polo, wrestling, soccer and other sports • Strong parent participation in our Families Acting Toward Results (FACTOR) program with over 100 parent graduates • Strong attendance of parents/guardians at Back-to-School Night and Spring Open House as evidenced by photos and sign-in sheets • Administration of an increased number of parent surveys to determine how to best meet the needs of unduplicated and underrepresented families While we have made great progress in the areas of parent engagement and participation, this area remains a focus area for growth at our school. Additionally, we have identified another area of growth in developing the capacity of all of our staff to build relationships with families that include an understanding each family’s cultural background and language. Accordingly, we have implemented the following initiatives to increase the capacity of our staff in building meaningful relationships with families: • Establishment of a Parent and Family Engagement Team which meets monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making • Establishment of “College Knowledge” events (held for each grade level) which are attended by faculty and parents and involve opportunities for two-way communication between parents and staff • Teacher-driven and organized student recognition ceremonies which have been well-attended by parents and teachers as evidenced by the program and photos • Establishment of an annual Multi-Lingual Banquet celebrating diversity and multi-lingualism for English Learner and Immigrant families. The event is planned, organized and attended by counselors, teachers, administrators and families of English learners and immigrants. In the future, we plan to offer opportunities for staff members to learn about the languages, cultures and goals of underrepresented families and build the capacity of our staff to develop meaningful relationships with all families.|2|4|3|4|3|4|4|4|4|4|4|3|2019-10-26|Met|2019 14766870000000|Bishop Unified|3|Seeking Input in School/District Decision Maklng - results from our annual survey (N98) - show that a majority of parents agree (80 percent) that our school district encourages parent participation. This district maintains a number of school level advisory committees including ELAC, Site Councils, and other Parent Advisory Committees. Administrators meet regularly with the District English Language Learner Advisory Committee as well as the Indian Parent Advisory Council. Fall and Spring parent conferences are offered at the K-5 Level and Student-Led Conferences take place at the 6-8 school level. In addition, the school district offers the Aeries Parent Portal for parents that allows access to student grades, assignments, attendance and other important student measures. Parents are also encouraged to attend and participate in District Governing Board Meetings, the majority of our school board members are parents of students in the district and school board meetings include opportunities for students to be recognized for their outstanding achievements. The Bishop Unified School District has access and provides interpretation and translation services in Spanish to our Spanish speaking population. All important district and/or school level notifications, academic reports, and general information are provided in English and Spanish. A number of parent workshops are held yearly for parents that include topics on drug and alcohol prevention, college and career readiness, financial aid, family math and science nights, social media/cyber bullying, and other topics related to the social/emotional and academic growth of our students. We believe that the student populations that work with will be best served by creating a strong collaboration between our schools and parents. Similarly, by measuring translation/interpretation services we know that we are able to reach all parents|Staff in Bishop Unified are highly engaged with the community's needs. Additionally, due to our small town and geographical location, most staff have either been through our schools, have/had children in our schools or both. Engaging families will contribute to be our strength and improving student learning outcomes is our priority. We continue to analyze the needs for all students and families including those from underrepresented populations.|Parents in Bishop Unified are highly engaged and eager to participate in their child’s education in meaningful ways. Providing a variety of opportunities in different venues and formats to both learn about program components and provide input into the educational experience designed for their children supports their engagement level. Parent engagement enhances plans developed to guide the educational plan for students in both District Design 2022 and LCAP goals. We will improve our engagement of underrepresented families by providing more opportunities for these families to engage utilizing their unique group(s) (i.e. ELAC, DELAC, Indian Policies and Procedures Parent Advisory Committee) by presenting more information to gain input.|3|4|3|4|4|3|3|3|2|3|3|3|2019-11-15|Met|2019 29102980114314|Bitney Prep High|3|Bitney Prep has worked to foster participation and gain support from parents in shared decision making. Our school has an active Parent Council that works hard to fulfill its mission of supporting the school community and sponsoring fundraisers. Bitney's Parent Council also provides input and feedback to the school administration in a variety of areas including: food service, student activities, school marketing, and communication. Bitney’s Charter Council is also an important partner in strategic planning and decision making. In addition to its primary role in school governance, the Charter Council both monitors and provides input towards the Director’s goals. The Charter Council regularly hears from and provides feedback to school staff, the Parent Council, and Student Council. An important area of growth for Bitney in terms of seeking parent input and participating in shared decision making is the formation of a Bitney Advisory Group during the 2019/2020 school year. The purpose of this group, which will include parents, students, school staff, and community members, is to provide input and feedback to school leadership in the development and monitoring of Bitney’s LCAP. Additionally, the Community Advisory Group will provide input in the development and monitoring of Bitney’s WASC Action Plan.|Bitney Prep High School's philosophy of "Educating One Student at a Time" is closely aligned with the need to build strong relationships and establish clear lines of communication with families. To support our students and involve their parents, we have worked during the past year to both strengthen and make consistent use of the Student Study Team and 504 Plan processes at Bitney. We are also working closely with partner agencies in Nevada County to provide improved access for students to counseling services.|The staff at Bitney Prep High School has embraced the shared goal of strengthening communication between the school and all of our families. Our "Advisory Program" closely connects each student and their family with one of our teachers. This relationship lasts throughout the student's enrollment at Bitney and fully supports the goal of building consistent relationships with families. Another goal that we are working on is to consistently provide families with access to informational materials in a variety of areas that impact the health and safety of our students both during and after school.|4|4|3|4|4|4|4|4|4|3|3|3|2019-11-12|Met|2019 35674540000000|Bitterwater-Tully Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 45698800000000|Black Butte Union Elementary|3|Our staff worked closely to identify strengths and areas of growth. Our goal is to increase opportunities for parents to volunteer. The Principal/Superintendent and teachers reach out individually to underrepresented families. Home visits are frequent and a welcoming environment is provided for all. Parents indicated that communication needed to be strengthened. We will explore other ways to reach parents. We currently use emails, newsletters, home messenger calls, website updates, one on one home visits, parent conferences, Student Study Teams, family nights, community programs, sports, and notes homes.|We go at great lengths to work with underrepresented families. We make personal contacts with parents by making bus stop and home visits, phone calls home, text, and emails. We ensure we provide access to resources at school as many families do not have internet access or health insurance. We have a Family Wellness Center is located on our campus that offers family counseling, clothing, nutrition, WIC, exercise, and other health screenings. Partnerships with other community organizations continues to be strong. The Pine Needler Sewing Club, the medical center, Boy Scouts, Girl Scouts, 4 H, the Historical Society, the local Watershed organization, Alcoholics Anonymous, Town hall meetings and the local Theater Club are just some of the organization that use our building and that we partner with.|We have strong Positive Behavior Supports in place which include Social Emotional Learning, Trauma Informed Instruction, Restorative Practices and Capturing Kids Hearts. Attendance and communication are our areas of concern. We are making a concerted to effort to make personal contact with parents regarding academics and attendance. We kicked off the year by having a free barbecue and raffle for parents who attended a meeting with the superintendent regarding attendance.|5|5|5|4|5|4|5|5|4|4|4|5|2019-09-10|Met|2019 09737830000000|Black Oak Mine Unified|3|BOMUSD utilizes multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on it's webpage to LCAP and parents and students for each site contribute feedback through PTA and Booster meetings as well as our annual site LCAP surveys. Additionally, stakeholders (Parents, students, community members and staff) participated in the Differentiated Assistance process, Performance Indicator Review process, Facilities Master Planning process, electronic surveys, attended planning meetings, site meetings, and special board meetings to provide feedback on LCAP's features. This process identified a continued focus on academic achievement and chronic absenteeism through funding initiatives such as our Family and School Together (FAST) coordinator, to help sites connect their families with services designed to improve attendance and access.|BOMUSD's LCAP includes actions and services designed to support students' and their families social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness through facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, behavioral health contractors such as New Morning Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model- with a focus on the development of a Families and Schools Together (FAST) Coordinator Position to provide comprehensive district wide support with attendance and suspension issues for families at risk, Dental Services for families at risk at Georgetown School as well as HeadStart preschool and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.|BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including: Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start and more. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Remind and through our many family community events such as Passport to Success, Harvest Festivals, and Welcome Week.|4|4|4|4|3|4|3|4|4|3|4|4|2019-11-14|Met|2019 43693936046510|Blackford Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 15633540000000|Blake Elementary|3|Two parents from our school serve on the Board of Trustees. With our families being so close-knit, this enables them to bring any concerns or suggestions from the public or other parents before the Board to be discussed and acted upon as deemed necessary. Parents and other community members are encouraged to attend the open session Board Meetings to express any and all concerns, suggestions, or praises as well. We are investigating ways to implement a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.|Parent involvement in the classroom is highly encouraged. We have 2 parents that volunteer in the classroom on a weekly basis. Parents and teachers communicate daily upon drop off or pick up. Parent/Teacher conferences are held each quarter to discuss student progress, areas of strength, and areas for improvement. We are investigating ways to implement a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.|The school community is very close-knit with only 9 families in the school. Relationships between teachers and parents are fostered through consistent communication. We do not have a bus for transporting students, so parents are able to communicate with teachers on a daily basis at drop off in the morning or pick up in the afternoon. Further communication is sent home via fliers for reminders of important dates and events. Teachers will contact parents via telephone if needed. We are investigating ways to implement a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.|3|5|3|3|3|4|3|3|3|3|3|3|2019-10-09|Met|2019 42691120000000|Blochman Union Elementary|3|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members were encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. The district’s Board of Trustees encourages families, staff, and community members to attend the monthly board meetings. An analysis of parental involvement for 2018/2019 revealed that the district has been successful in engaging families in advisory groups and with decision making. The data is as follows: 1. School Site Council meetings and LCAP meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 75%. c. Analysis: Parents are participating in School Site Council meetings. 2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: 96% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. 3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: In an effort to reach more parents, we conducted the parent survey during the first trimester parent/teacher conferences. In a change from prior years, we used West Ed’s California School Parent Survey. Parents representing 60% of the student population returned surveys which is a slight decrease in participation over the prior year. Of those surveyed, 82% strongly agree and 14% agree that the school allows input and welcomes parents’ contributions. c. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiples areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues. 4. Teacher and principal observations indicated that school functions were well attended by parents. The district has made great progress in providing families, staff, and community members with opportunities to engage in school activities and the decision making process that affects the school. As with any program there is always room for improvement. The district will continue to work diligently to involve all stakeholders, including underrepresented families.|The Santa Barbara County Office of Education staff provided the following training for certificated staff: 1) Social studies - new curriculum and framework 2) ELA academic routines 3) Training on the Universal Design Learning (UDL) approach 4) Multi-Tiered System of Support (MTSS) priorities for academic support 5) Two days of one-on-one meetings with individual teachers. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone. As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.|Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2018/2019 revealed the following data: 1. School Site Council meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 75% through January 2019. c. Analysis: Parents are participating in School Site Council meetings. 2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: 96% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. 3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: In an effort to reach more parents, we conducted the parent survey during the first trimester parent/teacher conferences. In a change from prior years, we used West Ed’s California School Parent Survey. Parents representing 60% of the student population returned surveys which is a slight decrease in participation over the prior year. Of those surveyed, 82% strongly agree and 14% agree that the school allows input and welcomes parents’ contributions. c. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiples areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues. 4. Teacher and principal observations indicated that school functions were well attended by parents.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 12627030000000|Blue Lake Union Elementary|3|The District holds different stakeholder input meetings at the school sites through School Site Council, Board Meetings, LCAP input & planning, Playground Committee, Special Education Advisory Team as well as our PTO monthly meetings. The annual Stakeholder Survey is provided online and may also be obtained in print. We share information with parents via newsletters, the website and other written publication that include Common Core State Standards Resources for Parents and Guardian including links to information such as, https://www.cde.ca.gov/Re/cc/ccssresourcesparents.asp Using information provided in the Family Engagement Framework listed on the CDE website, and with the assistance of parents, the district devotes at least one hour of PD before the start of the year to educate teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. We also add Parent/Family Engagement to the staff meeting and School Site Council agendas to ensure there is effective Parent/Family engagement. The Family Engagement Policy is developed using a review and input by parents, administration, teachers, staff, and Board Members using survey responses, Site Council meeting, Back-to-School night, trimester conferences, Open House, and activity nights. It is a collaborative and agreed upon effort and will be distributed at Back-to-School night. Our school is currently updating all of our policies through CSBA. Staff and stakeholder made up of the superintendent-principal, teachers, paraprofessionals, parents, and community partnerships participate in the annual review of the Local Control Accountability Plan. Stakeholders review, CASSPP, CHKS, local assessments, and the California School Dashboard. They also participate in school surveys. The outcomes and recommendations from community engagement meetings, staff meetings, student outcomes, and surveys are used to develop the District's LCAP and professional development plan. Though we have a myriad of opportunities to provide input, we still have the same 30-40% of stakeholders. We are taking steps using phones call and face-to-face communication to increase overall parent involvement in the decision making process.|Blue Lake School uses a number of ways to inform families about student outcomes. We are continually working to provide families with opportunities to understand what their child is learning academically, socially, and emotionally. Parent - teacher conferences are scheduled after the first eight weeks of school, in the spring, and additional conferences are often scheduled to keep parents/caregivers informed. In addition to sending home information with CAASPP student assessment results, we share the information during the conferences and include website where parents can gain more information such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf Student Study Team (SST) meetings with parents are conducted throughout the school year to discuss specific needs of students. We accommodate parents’ disabilities by providing ADA compliant facilities and website. Although we do not have any migrant students, we have a practice of ensuring students and families feel welcome at our schools, receive information in their home language, are provided the opportunity to return to the classroom they started in if it's in the same school year and academic supports and materials. Staff are supported from HCOE through the EL Coordinator who is readily accessible if needed. The district also employs a Multi-tiered System of Supports. Special services staff (resource teachers, special day class teachers, reading specialist, speech therapists, school psychologists, English Learner teacher, and a Counselor) meet with administration and parents to review a variety of academic and/or social emotional data and information. The team determines needs and what types of supports best meet each student's needs.|Blue Lake Union Elementary School is a partnership of school, parents, businesses, and the community. Our mission is to prepare children for the future by establishing the knowledge and skills to achieve academic excellence, personal growth, and success with a safe and diverse environment. The District encourages and supports active parent/caregiver involvement in their child’s education. Parents are encouraged to volunteer in their child’s classroom, on field-trips, and during special events. Many parents, grandparents, and caregivers volunteer daily. Guests are also invited to schedule a visit to observe. Administrators are easily accessible to all stakeholders. Teachers use a notification system, email, telephone calls and face-to-face communication on an ongoing basis to keep families well-informed of their child’s academic, behavior, and social progress. Our TK – 4th grade classes send home a weekly newsletter and our 5th – 8th send newsletters home with weekly progress reports to keep families informed via email and paper copies. Our District websites, along with Facebook page post announcements of upcoming events as well as pictures of events that recently occurred. Annually, we survey parents and other stakeholders to determine the preferred method of communication so we can be sure we are meeting the families' needs. At the core of Blue Lake School is the foundation of family made-up of staff and stakeholders. We are doing an excellent job at getting to know families and reaching out to support each student and their families needs. We have monthly Lunch-on-the-Lawn engagement opportunities where families come to sit together in a picnic-style manner and learn about each other in an informal family-feel way. We are constantly looking a ways to improve connecting will all families, but especially underrepresented families. We have made an effort to schedule more face-to-face time with all families. We have also increased the number of evening events and have hired a full-time psychologist/counselor to help with communication for those families who are less involved or reluctant to become involved.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 54105460135459|Blue Oak Academy|3|SVA provides opportunities for parents to engage in rich collaboration through multiple family workshops and forums. Parents make up most of our school board members in which they are directly responsible for the development and revision of policies the impact the organization as a whole. The LEA will improve the engagement of underrepresented families through the recruitment of potential board members (parents) of our English Language Learner population.|The majority of parents stated they chose the BOA instructional program because of the following reasons: Hands on teaching and learning, gifted education for all model, and differentiation/student responsive learning objectives. 92% of parents stated BOA is a better educational option than their neighborhood school. 76% of parents state student expectations are high. 91% of parents state that staff create an environment that help students learn. 86% of parents state the school considers and supports the individual needs of students. 93% of parents state they are very comfortable talking to teachers about their children. 78% of parents believe the school is preparing their children for their next academic year. 92% of parents state their child receives appropriate academic support from their teacher. 62% of parents believe the school offers activities that match their students' interests. 98% of parents state their child feels safe at school. The parents of underrepresented families will be encouraged to participate in the parent survey in the future.|Last year, Blue Oak Academy used a local LCAP parent input survey in which 51 parents participated. The LCAP parent survey was aligned to meeting the goals outlined in BOA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to our LCAP goals and at least one question addresses each of the states identified priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. A focus area for improvement is the recruitment of more parents of ELLs to attend our parent workshops held in both the fall and the spring at BOA.|4|5|3|5|4|4|4|4|4|4|4|4|2019-09-19|Met|2019 04614246119523|Blue Oak Charter|3|Blue Oak Charter School includes parents in all levels fo decision making. This includes all advisorys and the Charter Council itself. Advisory Committees are developed to address specific concerns of the school and vary from year to year.|Blue Oaks Waldorf inspired program includes parents as an equal partner in the child's education and educational decision making. As such Blue Oak has strong parent representation through the Parent Council, Classroom Parents, volunteer programs and Charter Council membership. Blue Oak continues to work to increase engagement with low-income families, working parents, and minorities. Staff and faculty training is planned to focus on the strenghts and needs of individual parents and families to learn and implement strategies to better engage them. Additionally, a new communication tool which allows easier parent use has been implemented and is showing the beginnings better and easier communication.|Blue Oak has a strong parent community that is engaged. The Parent Council serves as an advisory to the Charter Council. Strategies to better develop this process are being reviewed. Parent engagement strategies based on individual family needs are being evaluated.|4|3|2|3|1|1|3|4|4|5|4|4|2019-06-18|Met|2019 15636280134312|Blue Ridge Academy|3|We provide regular professional development to staff and principals to build capacity in seeking meaningful input from families for decision making. Since our inception, our goal has been to involve parents in a manner that provides them with opportunities to participate in decision making authentically. For example, we consistently invite parents to join governance and advisory committees. All members of our governance and advisory groups share decision making authority as allowed by law. Further, we administer an annual parent survey to collect data from parents regarding their input into the school's decision-making policies and parent participation. We will continue to strive to improve strategies to increase parent participation and strategically reach out to seek input from all underrepresented groups in the school community.|We provide regular professional development to our staff focused on building authentic partnerships parents and guardians. Because our main curricular option is independent study, we believe that we excel in providing families with information and resources to support student learning and development in the home. We have developed a number of supports for families that help provide clarity regarding all grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides. We are working toward reducing the variety among these curricular documents to increase their usefulness across courses. We have also implemented protocols for teachers and staff to meet with families and students to discuss academic progress and the best options for support. For example, upon enrollment, Home School Teachers (HST) meet with families to select a course delivery system that best supports the way they want their children to learn and to create academic plans, including individual graduation plans (IGP). The HST meets regularly to monitor student academic progress. If a student is enrolled in high school, our high school success coordinator (HSSC) and/or counselor review the IGP and complete a final graduation check during the student’s senior year. Further, we consistently provide parents information to support them in understanding and exercising their legal rights and to advocate for their students. Most communication with parents and families is in their primary language. However, we are working diligently to make sure all forms and communications are transcribed.|We are a TK-12 public school offering families/students a variety of curriculum options, including an independent study option. We provide regular professional development to our staff focused on building trusting and meaningful relationships with parents. Together, we do our best to foster a welcoming environment for all families and encourage their participation in the formal education of their children as well as providing us feedback regarding all aspects of our school. Parents have ample opportunities to participate in school programs through surveys, parent workshops, monthly meetings with teachers, serving on governance committees, attending special events, engaging in fundraising events, joining parent organizations, and advisory committees. This effort is made even more impressive given the challenges inherent in the nature of a school designed to support homeschooling families through distance learning. Staff has participated in professional development in building respectful and trusting relationship with each family by learning about their strengths, cultures, and languages.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-21|Met|2019 47701930000000|Bogus Elementary|3|Every family has the opportunity to advise the school on past programs as well as provide input on future programs. A survey is sent out twice a year. The first is for families to advise on things they would like for the school to do during the year and the second is at the end of the year as a check in to see how they felt the school did. An area for improvement will be including families in the planning, designing, and implementation of programs.|Last year, Bogus Elementary held student lead report card conferences for grades 3-8. Families and students had very positive responses. A sign up was at the conferences for math night and reading night for families to receive guidance on helping students at home. There were no sign ups, so we will work to advertise that better this year.|Bogus Elementary's strengths in building relationships with families and community are the amount of parent involvement. 100% of families came to student lead conferences, 93% of parent survey responses indicated a positive outlook school connectedness and communication, and family participation rate in fundraisers and field trips was 95%. Areas for improvement will include families having more of a voice in goals for their children at school. Bogus Elementary has developed a new system for parents to state concerns that is being put into action this year.|4|4|3|3|3|2|4|1|4|4|4|2|2019-09-10|Met|2019 21653000000000|Bolinas-Stinson Union|3|In the Bolinas-Stinson School District shared decision making is a defining part of the culture. At nearly every level input from stakeholders is sought and considered and included in decision making. In many cases including hiring, programing , curriculum etc. decisions are shared. Improvement is certainly possible through continued outreach to underrepresented groups.|The LEA has implemented systemic practices intended to facilitate building partnerships with families to support student outcomes. Replacing the A-F grading scale has provided families with an understanding of what standards are being taught and their child’s progress toward those standards. That provides a critical frame of reference for parents and students so that they can engage with staff in an effort to improve individual outcomes. The school has recently developed a multiple measure document for each student so that affective elements of the student’s progress as well as academic concerns are framed and can be discussed with all the adults who support the student’s leaning. The practice of student-led parent conferences is being fully implemented in 2019-2020, supporting student self-assessment which is critical to learning. (Visible Learning Effect Size=1.33 Hattie) The school can improve its capacity in this area by providing more parent education opportunities and by systematizing and normalizing practices that require students and parents to consider and discuss learning goals and steps in student progress.|The school has made substantial progress in building trusting relationships with families over the past few years. The following features and practices demonstrate the LEA’s strengths in this area: Hiring practices that take into account a new employees belief in the importance of developing strong relationships with students and families, monthly parent input coffees hosted by the principal including summary reports to the governing board, open office hours for any community member with the superintendent, regular parent surveys prior to board or administrative decision making. The required focus area for improvement is to dedicate staff time in reaching out to underrepresented families particularly in homes where English is not the first language. Although attendance at event and input from underrepresented families is a regular feature of the school, more robust participation is desired.|4|4|3|4|4|3|3|2|5|4|3|4|2019-10-08|Met|2019 19643290000000|Bonita Unified|3|Bonita Unified School District has strategically incorporated stakeholders into their decision making processes. As evidence, during 2018-19 Bonita Unified School District took feedback from stakeholders from surveys and open forums requesting additional resources be allocated to mental health service on all campuses. As a result, for the 2019-20 school year, 8 additional mental health counselors were added to the District team. This change allows for all 13 BUSD school sites to now have access to mental health services to support their sites. Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners.|Bonita Unified School District offers its families a variety of opportunities to better support their students. The District hosts a Parent Partnership Academy to provide resources to parents to better support their students. This event has been expanded from a focus on Special Education to include opportunities for all parents. Topics include reading intervention, understanding your students' grade book, assistive technology, supporting students with anxiety, and many more parenting topics. Elementary schools offer family reading nights and STEM nights to connect families with the content students are engaging in. Additionally, middle schools offer a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meeting for parents, as well as, college preparedness evenings. Bonita USD has expanded partnerships with San Antonio Regional Occupation Program and Mount San Antonio College to promote opportunities for students in Career Technical Education. Two of the metrics we use to evaluate the parent and family satisfaction on the ability to offer input to our district are collected on the California School Parent Survey. The 2018-19 results were: - 82% of parent respondents marked Strongly Agree / Agree with the statement, “School allows input and welcomes parents’ contributions.” - 62% of parent respondents marked Strongly Agree / Agree with the statement, “School Actively seeks the input of parents before making important decisions.”|Strong relationships with families are evidenced by active PTAs, the high frequency of volunteers, and significant participation in school events. Bonita USD continuously looks to engage in communication with families. In the 2018-19 school year, the District engaged in a process to choose a new communication system to better support our families. Bonita USD will continue to leverage the District English Learner Advisory Committee to facilitate communication with the families of English Learners. Bonita USD uses the California School Parent Survey to survey parents annually. Two of the metrics from the 2018-19 survey that reflect the successful engagement with families are: - 85% of parent respondents marked Strongly Agree / Agree with the statement, “Parents feel welcome to participate at this school.” - 80% of parent respondents marked Yes indicating that they had attended a school or class event.|4|4|3|4|4|4|5|5|5|5|3|4|2019-10-02|Met|2019 44697320000000|Bonny Doon Union Elementary|3|BDUESD developed its parent and family engagement policy with its Board of Trustees in open session. The Board and district developed a draft policy, which was brought to the public for feedback. After feedback, the policy was refined accordingly and brought for approval. This policy, like all policies, is shared with the community through our web page, family handbook, and newsletters. The BDUESD assists our student and family understanding of the CA State Standards, local and state assessments, and monitoring of progress in a variety of ways. Our annual back to school night is a showcase of our school's standards-aligned curriculum, and school-wide performance on assessments (as demonstrated on the CA Dashboard). During the school year, we host academic information nights to share how our standards-aligned curriculum is being delivered in the classroom (math nights, reading nights, NGSS nights,...). Parent-Teacher-Student conferences are held two times during the year to discuss individual student progress towards mastery of the standards, The annual open house is a demonstration of student work and their mastery of standards over the course of the school year. All of these opportunities support parent understanding. Teachers engage as a professional learning community with the superintendent/principal to monitor student progress throughout the year. As a small, rural, single-school district, BDUESD teachers and administrator take time at our PLCs to discuss parent engagement in the educational process. During our PLCs, we make certain to include time to discuss school and community supports for families as a means of enhancing our partnership with parents. BDUESD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable and/or necessary accommodations to parents and family members, including but not limited to translation services, interpreters, and print materials. As appropriate and needed, special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. We continue to build out our webpage and social media presence as tools to further engage our families, especially our underrepresented families who may have difficulty attending school events due to family schedules.|BDUESD promotes parent and family engagement and continuously seeks the input of all stakeholder groups, especially parents through a variety of means. As a small (160 students), single-school district, we work hard to engage our parents and families through different approaches. Our community engagement includes groups such as our Parents' Club (PTO) and Site Council. E-newsletters are distributed monthly by the superintendent/principal, articles in the local newspaper are published each month to engage our broader community (those who live in our attendance area, but do not have students attending), we use social media to engage and interact with parents and families with frequency. A comprehensive parent survey is conducted on an annual basis. The school's messaging system is also regularly used to provide specific information to parents. Our district website provides a wealth of information for parents and community members and email addresses and phone numbers made available to contact staff members directly. Each year, parent-teacher conferences are held for all TK-6 students. We host several family oriented events including new family orientations, back-to-school nights, open house nights, fall/spring festivals and family reading, science and math nights. BDUESD parents are encouraged and many volunteer or visit classrooms on a regular basis.|Key stakeholders were involved in the following activities: review of student attendance and discipline data from our Student Information System, student performance data from the CAASPP and from local assessments, parent survey data (past and current),student survey data, and program review in multiple settings: Board Meetings, Faculty meetings, and School Site Council Meetings. BDUESD continued to feature an open and inclusive LCAP development process. This year, we added four community input forums as a means to further invite our community into the LCAP review and development process. These forums were held at different times to allow the maximum number of community members to access them (at drop off, before pick-up, after school, and evening. In addition, all parents/guardians were given the opportunity to complete a comprehensive online school survey during the months of April and May 2019 aligned to the LCAP goals which asked for input on the educational program offered by Bonny Doon School. Fifty-four parents/guardians completed the survey, which is similar to 2017/2108. Every student in grades K - 6 took a survey as well. Parent and student survey results informed the LCAP team revisions and updates. In the fall, all families in the school will have the opportunity to review the results of both the parent and student school surveys. We strongly believe in sharing this information with families so that we can work together as a whole community to monitor progress, work on improvements, and celebrate successes. We continue to explore ways to engage parents with the district/school. This year, we launched a new webpage, which will serve as a single-stop for all important information about the school and events. We will begin creating teacher webpages that will share specific information to the community about their student's classroom.|5|5|4|5|5|5|5|5|5|5|5|4|2019-10-17|Met|2019 37768510000000|Bonsall Unified|3|Strengths relate to affording parents the opportunity to give input through the school site council committee, along with parent input to the LCAP goals and actions. Areas of Improvement relates to seeking more input from families and community members for underrepresented groups to improve in the areas identified within the district's Differentiated Assistance plan.|Strengths relate to each school ensuring we hold evening events to educate parents on each teacher's and the school plan to improve learning for all students, in addition to programs and resources available for all families. Area of Improvement relates to improve student and parent education on student populations that need improvement with attendance and behavior intervention.|Strengths relate to continuing to develop a welcoming and collaborative environment with parents and community members. Area of Improvement relates to development of each site's ELAC and the district DELAC committees to support English language learners.|4|4|3|4|3|4|4|4|4|4|3|4|2019-10-09|Met|2019 37679830000000|Borrego Springs Unified|3|The LCAP process has added tremendously to bring all groups together.|Partial implementation|As a small community Borrego has been able to develop strong communication with parents, families and community members.|5|5|5|3|5|3|4|3|4|4|3|4|2019-10-16|Met|2019 34674396033799|Bowling Green Elementary|3|Bowling Green Elementary School has a variety of opportunities for parents to provide input and be directly involved with the decision making processes of the school. Budget decisions are made in Steering Committee for each small learning community. This committee includes staff, parents, and community members. Additionally, parents of English learners are asked to provide recommendations to Steering through the English Learner Advisory Committee.|Teachers at Bowling Green engage regularly with parents around the progress of their student. At parent conferences, student work is shared and that work is discussed in the context of the grade-level expectations. Common grade-level assessments and expectations are shared at parent meetings. As we move forward, we are looking to add opportunities (e.g., family math night) for parents to learn practical ways to support their children's education at home.|Bowling Green Elementary Charter School has a long history of strong family and community relationships. Within each small learning community, there are strategies in place to maintain healthy relationships. Teachers and families engage in home visits, community celebration events, and regular conferences. As the demographic of our community changes, we are looking to adapt our relationship building strategies to meet the needs of the community. Currently we see a strong sense of belonging with most demographic groups. We are giving particular attention to building relationships with a younger and more tech savvy group of parents. In order to engage with this demographic, we are adding various digital modes of communication including Facebook, Instagram, and ClassDojo.|4|4|4|4|3|3|4|3|4|4|4|4|2019-10-07|Met|2019 31667616031009|Bowman Charter|3|Ackerman Charter School District (ACSD) has multiple opportunities for families to participate and have input on their child(ren)’s education. Our parent organizations (Parent Teacher Organization; PTO, Bowman Education Foundation; BEF), our parent committees LCAP committee (formerly School Site Council) are just a few. On each of these groups both district/site administration and teacher representatives are present to facilitate a forum of listening and conversation. Interpreters are available for any of these opportunities, which is intended to encourage all families participation. As mentioned in the “Building Relationships” section of the Priority 3: our focus for improvement in this area is to continue to encourage participation from all student groups. As with many schools, even though communication is sent to all families, and attendance is encouraged, we find that the same groups of parents, or specific parents are attending the majority of these meetings. We are looking to expand opportunities, provide child care, and look for times that are convenient for working parents.|Ackerman Charter School District (ACSD) works collaboratively with students and their families to positively impact the academic achievement of all students. Staff is easily accessible to all students and parents/guardians via email or voicemail. Teachers are encouraged to communicate often and regularly regarding student progress using these modalities. Our new parent portal available through Aeries offers parents and students an opportunity to monitor student achievement, access their student’s information, attendance and CAASPP scores. Teachers use Google Classroom to communicate with students and parents/guardians on assignments and resources that will support him/her. Teachers and parents have access to the Student Success Team meeting (SST) process designed to identify areas of concern for a child and resources that are available to help support. This process also actively encourages families to take an active role in providing strong support at home. An area of focus for improvement in this area is to better communicate the data provided by the interventions/accommodations that have been put into place, and what next options may be.|Ackerman Charter School District is a small one-school district that has been serving the once Bowman community, now North Auburn community since 1895. As such, we take great pride in building relationships with our families. Many of our families have multiple students that attend from grades TK-8. Over this time span, our staff and families invest much time supporting their children in a variety of ways including participating in the large groups such as the Parent-Teacher Organization, Bowman Education Foundation, and Local Control Accountability Plan Committee down to the small groups like the Art Docent Program, classroom volunteers, and High 5 program that supports our Occupational Therapy program with young Kindergarteners develop small motor skills. We communicate regularly and often with families via email, text, Facebook, and our school marquee. Annually, we hold many events that are open to our community including Back to School Nights, Open House, Literacy and Math Family Nights, Fine Art Performances, Veteran’s Day Assembly, and many sporting events. ACSD’s area of focus for improvement is to raise the attendance of these events. As with many schools, even though these and other events are open to all, we find that the same groups of parents, or specific parents are attending the majority of these events. Our goal is to increase attendance for all student groups.|5|5|5|5|5|5|5|5|4|4|4|4|2019-10-16|Met|2019 27659790000000|Bradley Union Elementary|3|Narrative boxes 1 and 2 encapsulate the District's progress in this area.|Due to the small size at Bradley School parent involvement has not typically been an area of concern, and the district has not had to place as large a focus on encouraging it, as many larger school districts. However, the number of working families at Bradley School has increased substantially in the past 5 years, and therefore the District is working on more effective ways to improve parent involvement in the educational process.|Bradley USD has created multiple pathways for parents to interact with the school site, from the lowest to the highest technical aptitude. Parent survey's, staff participation at every Parent's Club meeting, twice yearly Town Hall Meetings, Monthly Newsletters, email, password protected website portal, and text based Remind systems are all in place to keep communication open with families and the community.|4|4|3|4|3|3|2|3|3|2|2|3|2019-11-05|Met|2019 13630730000000|Brawley Elementary|3|BESD works diligently to engage all stakeholders in decision making. We have continued to grow our LCAP, DELAC and MPAC Committees. We believe that parents and teachers know their students best. Our LCAP Committee includes parents, classified staff, certificated staff, administrators and Board members. An area that needs improvement is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A struggle that we continue to have is engaging various underrepresented parent groups. We will continue to vary our outreach strategy to engage more parents to serve as student advocates.|During this process, we found that our stakeholders come from different perspectives. While families may be thankful for the resources they are provided, staff members feel that we still have room for improvement. In our district, the Migrant/EL program has had many opportunities for parent and students to come together for learning activities. We provide childcare for parents so that they can engage fully. In addition, BESD holds an annual parent fair in which agencies are invited to present to parents. While the parent conferences are scheduled annually and we tend to have a good turnout, students are not generally involved in the conference and goal setting is not the priority. We will continue to utilize staff to make personal phone calls to parents inviting them to meetings. We will continue providing childcare and snacks for those coming directly from work. Our next step will be to survey our stakeholders to determine specific needs for fully engaging as partners in improving student outcomes.|While BESD parents reported a rating of 4-Full Implementation on questions 1-4; other stakeholders felt that we were at the initial implementation phase in the following areas: developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families and supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As a district, we are successful in reaching our families of English Learners. We will continue to utilize Student Service Mentors, Child Welfare and Attendance Clerks and our SARB officer to reach out to our parents of foster youth and homeless students. In addition, we will create a plan for professional development that includes working with staff to develop relationships with families, as well as to learn about family strengths, cultures, languages and goals for their children.|3|4|3|4|3|4|3|3|4|4|4|3|2019-10-22|Met|2019 13630810000000|Brawley Union High|3|The district has active parent groups at all of its schools. The various parent groups represented at the schools and district are School Site Councils, English Learner Advisory Committees, and District English Learner Advisory Committee. Other opportunities provided to parents to provide input and convey concern are at the school's coffee with a principal once a month. Parents learn about relevant topics to their children and campus and are provided a casual, comfortable forum to provide suggestions and ask questions. These meetings are held in the morning as the district wants to provide multiple opportunities for input at different times of the day so as to accommodate as many parents as possible. An area of focus for the LEA would be to provide opportunities for all stakeholders to work together to plan, implement and evaluated family engagement activities at school and district levels. The district will try to improve upon the engagement of underrepresented families by surveying them to ask what obstacles or hesitations they face when attending school meetings and activities. The LEA will take this data and accommodate these families to best of its capacity.|Building partnerships for student success is still relatively new to the district. Over the last couple of years, the LEA has recognized the importance of building partnerships to increase parental engagement at a school, which can promote student success as measured by grades, attendance, attitudes toward school, motivation, and graduation rates. The district's area of focus is to ensure all staff are trained in how to effectively partner with families to reach one common goal; the success of its students. As we identify ways to maximize our impact, we look to and support research and data analyses to inform our approach. The district makes a conscious effort to ensure underrepresented families are informed of meetings and events through various modes of communication, they have transportation and childcare. Through these methods, the LEA continues to revise and improve its approach to building partnerships with families.|The stakeholders who provided input in this priority recognize the LEA is trying to build relationships between staff, families and community members. The district has taken a great interest in relationship building and has provided and will continue to provide professional development in this area. The district will continue to convey a welcoming atmosphere where parents feel comfortable participating in and attending school functions. One area of focus for the LEA is for its schools to continue to progress in creating welcoming environments for all families. The LEA actively ensures that underrepresented families are informed of activities and events through various modes of communication to ensure that they are notified. The district's goal is to increase parent involvement and attendance at all of its schools' activities.|3|3|3|3|3|4|3|3|3|4|3|3|2019-10-09|Met|2019 30664490000000|Brea-Olinda Unified|3|Seeking input for Decision Making: BOUSD has been successful in our efforts to improve engagement of our underrepresented families and increase opportunities for parent input. Parent outreach and relationship-building has been a focal point in district trainings and targeted support. Principals regularly check in with underrepresented families via both formal and informal meetings/interactions. Parents are encouraged to serve on advisory committees and provide feedback at the conclusion of every Parent Information event.|Building Partnerships for Student Outcomes: BOUSD has been intentional in creating a culture that places specific focus on developing meaningful relationships with our underrepresented families. Through frequent conversations and communication between site and district leadership and parents from this student group, we have broadened the scope of our outreach efforts and have also made sure that all Parent Involvement/Parent Information offerings occur at times that are conducive for parents and offer childcare. Our site leadership has placed focus on knowing who our underrepresented students are by name, in order to make authentic personal connections and encourage engagement from their families.|Building relationships: In BOUSD, relationship-building is central in our work to ensure a world-class learning experience for all students. Teachers and administrators regularly interface with and create opportunities to engage our community in meaningful dialogue, learning opportunities and celebrations. District employees have been provided with communication tools and practices that encourage the feedback and partnership that is mission-critical in our work to provide a learning community that reflects, supports and honors the cultural, social, familial and linguistic diversity of our students and their families.|5|5|5|4|4|4|5|5|4|4|4|5|2019-10-14|Met|2019 07616550000000|Brentwood Union Elementary|3|BUSD has some strong systems for seeking and gathering parent and family input. An area of growth would be to continue to improve upon data collection from families in evaluating us in this area.|BUSD has a strong history of building positive partnerships with parents and families. An area of growth would be to continue to provide professional learning for teachers and site admin on ways to strengthen the school’s capacity to partner with families.|BUSD maintains strong relationships with parents and families. BUSD has set goals for improving 2-way communication and understanding and valuing family’s strengths cultures and languages.|5|5|4|4|4|4|4|4|4|4|4|3|2019-10-23|Met|2019 05615560000000|Bret Harte Union High|3|All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making. The District will survey parents to determine alternate times to meet.|The District continues to provide access to information in a variety of formats. We encourage our staff to communicate with parents/guardians via email, telephone, and use of the student portal. The District accepts the responsibility of ensuring all parents understand their rights and appropriate ways to advocate for their student. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making.|The District continues to solicit input from all stakeholders in a collaborative manner. Our focus is to place families and students first. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-07|Met|2019 43694506047229|Bridges Academy|3|Bridges Academy utilized results from the 2018-19 Family LCAP Survey, which had 30 responses to support our self-assessment of seeking input for decision-making. 94 % of families responded favorably to the district taking parents opinions into consideration and 67% of families responded favorably to having participated in school activities other than conferences or IEPs and required meetings at least twice in the past year. FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC) , the Superintendent’s Parent Advisory Committee (SPAC) , Special Education Workshop and the Citizens’ Bond Oversight Committee. At Bridges Academy, we implement the required School Site Council and the English Learner Advisory Committee. In addition, Bridges offers principal chats during the morning and the evening in order to provide the most opportunity for parents to ask questions, voice concerns, receiving information and express needs to the site principal. The DELAC and ELAC are especially important in the development of the LCAP. Community Forums are held in the spring to invite all parents to help prioritize needs and develop budgetary priorities. Although FMSD staff provides a number of opportunities for parent decision-making by accommodating parents in holding evening meetings, providing interpretation, translation and childcare, staff is committed to researching meaningful ways to improve in this area. Bridges Academy in collaboration with the District has identified the following areas to focus on for improvement: 1. Building the capacity of staff to effectively engage families in advisory groups by providing training in culturally responsive ways to connect families to school. 2. Develop a family engagement plan that outlines key strategies for improving parent interest in becoming more involved in school activities and motivating parents to take on leadership roles. This includes professional development for school principals. 3. Provide opportunities for involved parents to participate in community organizing efforts that support schools. This includes engaging parents in leadership development training.|Bridges Academy utilized results from the 2018-2019 Family LCAP Survey, which had 40 responses to support our self-assessment of building partnerships for student outcomes. 67% of families responded favorably to having participated in school activities other than conferences or IEPs and required meetings at least twice in the past year (12 percentage points lower than the previous year), 90% responded favorably to FMSD offering parent engagement workshops that help them become involved with their children’s education and support their school work. and 64% responded favorably to participating in parent engagement workshops at their children’s school ( decrease of 12 percentage points from previous year.) Bridges Academy has identified the following areas to focus on for improvement: 1. Providing professional learning and support to teachers to improve our capacity to partner with families. 2. Supporting families to understand and exercise their legal rights and advocate for their own children. 3. Provide parent education opportunities. Bridges offers parent education engagement programs such as Computer Literacy and safety,Positive Parenting Program, and College and Career Night. The Family Engagement Model is a framework we are interested in using as a foundation.|Bridges Academy utilized results from the 2018-2019 Family LCAP Survey, which had 40 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2018-2019 LCAP Family Survey Data, 93% of families responded favorably to feeling welcome to volunteer and become involved in school activities. 100% of families responded favorably to the office staff being helpful, and 88 % of families responded favorably to school and home communication being positive and open. Bridges Academy utilized results from the 2018-2019 School Staff LCAP Survey, which had 30 responses to support our self-assessment of building trusting relationships with families. 100% of staff responded favorably to parents being welcomed at their school/district and 86 % of staff responded favorably to being able to meet the cultural needs of their students. Bridges Academy has identified the following areas to focus on for improvement: 1. Supporting staff to learn about each family’s strengths, cultures, languages, and goals of their students. 2. Developing multiple opportunities for Bridges to engage in 2-way communication between families and educators using language that is understandable and accessible to families. At Bridges we communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families at our site. Throughout the school year, we celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Hispanic Heritage Month, Moon Festivals, etc.).|4|4|3|4|2|4|4|3|3|3|4|3|2019-10-22|Met|2019 56105610121756|BRIDGES Charter|3|Bridges Charter School gathers parent feedback and stakeholder input in a variety of ways. We provide an end of year family survey that is used to drive decisions in our Local Control and Accountability Plan. Further, Bridges Administrators lead monthly coffee chats with parents with different areas of focus related to our Charter such as math achievement, parent participation, whole child learning, etc. Parents also serve on our board committees for Academic Excellence, Finance, School Culture, Safety, and Governance. One area that we are focusing on growing is ensuring that parents who provide feedback, attend meetings, and participate on committees are representative of the diverse demographic of our students. In an effort to offer more meaningful opportunities for diverse plan to implement new parent-led committees for multi-lingual families and for families who have students with disabilities.|Family partnership is a key philosophical underpinning of Bridges Charter School, and we support teachers in developing healthy partnerships with parents. One of our strengths as a school is offering many opportunities for parents to be involved at the school level. We also offer parent education opportunities that are focused on helping parents develop important parenting skills. We have implemented Parent Square as a mode to communicate with families to enhance community engagement. Through this platform, teachers and administration can communicate with multi-lingual families in their home language. This year, Bridges Charter School will monitor subgroups of volunteer participation based upon student demographics; should we find that families in at-risk subgroups (Hispanic, SED, EL) are not proportionally represented, our plan is to intentionally recruit these families into school committees and other opportunities for stake-holder engagement. We also plan to implement parent-led committees with the objective of engaging multi-lingual families, and families who have students with disabilities.|Bridges Charter School is committed to building relationships with students and student families in support of the healthy development of children. Before school begins, teachers gather information about students and their families, they offer summer orientations for families, and we hold parent teacher conferences. All teachers also implement regular home-school communication at least on a weekly basis. Bridges Charter School seeks to have a diverse representation of families in areas of school leadership, volunteering, and parent involvement. One area that we are focusing on improving is increasing the diversity of parents and guardians who volunteer in leadership roles and who participate in stakeholder feedback sessions that guide decisions made at the school.|5|5|5|5|5|4|4|4|4|5|4|4|2019-10-14|Met|2019 12627290000000|Bridgeville Elementary|3|The Community Resource Center is located on the school campus. This enables parents to meet with school staff regularly and provides opportunities to collect input and include community members in decision making meetings. Teachers who live in Bridgeville also can interact with community members on an on-going basis and gather opinions which are shared at school planning meetings.|Due to small class sizes, teachers are able to personally communicate with families on a regular basis. Information about student progress on state standards and assessments are routinely explained at all parent/teacher conferences and at IEP meetings.|Bridgeville is a small, remote single-school district. There are no English learners enrolled in the district. The majority of staff reside in the district and are actively involved with community events and very aware of characteristics and needs of families in the area. A general obligation bond survey was recently completed and indicated an A+ approval rating to support school improvements and modernization. This reflects the community's appreciation for the school district. The district has recently updated its website in order to improve communication and make school information more accessible.|5|5|5|5|4|5|4|5|4|4|4|4|2019-10-08|Met|2019 56724470000000|Briggs Elementary|3|The Briggs District School is making some progress in the area of Seeking Input for Decision Making. At the most attended events, such as open houses, parents are given information and encouraged to join advisory groups. Notice of these meetings are posted in the monthly newsletters, on marquees, websites and Q Communication. Attendance by families for these groups and meetings are low. To seek input from families, the district has tried various types of surveys including paper and online with varying results. Incentives to return surveys have been offered along with school personnel being available to assist parents with questions regarding these surveys. The district recognizes the need to reach and seek input for our underrepresented families in the school community as an on-going focus area for improvement. The district plans to take advantage of the most attended events, such as parent conferences, to seek input on the types of family engagement activities the parents are interested in to support home to school connection.|The Briggs School District’s LCAP goal #3 “Improve parent engagement” is making progress towards building partnerships with families for student outcomes. Teachers are provided support and on-going training to implement family nights with an emphasis on how parents can work with their children at home. At the elementary school, a translated monthly newsletter is sent home with ideas and activities families can do together which are focused on reading, writing, math and science. Open school to home communication regarding student learning and development is encouraged through Q Communication, informal and formal parent conferences and IEP meetings. A focus area the district would like to improve on is providing more support to families to better understand and exercise their legal rights. Families of students with disabilities are informed of their rights during the start of every IEP meeting. The district sees a need to provide more education to parents and families regarding student rights and annual notifications.|Briggs School District has several strengths when it comes to building relationships with parents and families. We recognize that 40% of our families speak Spanish as their primary language. Teachers are trained annually on how to find families home language in the Q student information system which helps in getting to know their families and their language needs. Translators are provided for open houses, family nights and parent conferences. All printed materials, such as newsletters, flyers and calendars are also translated. The district specifically made sure the adopted curriculum for English Language Arts and Mathematics included school to home connections, such as newsletters, that were translated. In addition, the district utilizes Q Communication which translates calls, texts and emails between the district, schools, teachers and parents. Staff was trained on how to use the system to promote 2-way communication with families in the language that is understandable to them. Parents were also provided an overview on how to use the Q Communication system at grade level open houses and workshops at the middle school. We recognize in our rural school district the need to provide on-going transportation for parent conferences, night events, and incidences when families aren’t able to transport students to and from school during the school day. During night events and meetings, childcare is also provided to our families. A focus area the district would like to improve in is getting more families involved in partnership activities that include decision-making for the district, such as School Site Council, DELAC and Parent Faculty Organization. In addition, the district will focus on continuing to provide assistance to families in navigating the online resources such as Parent Connect and Q Communication. This includes providing laptops in the school offices for families to access with support.|4|4|3|5|4|4|3|2|2|2|3|2|2019-10-09|Met|2019 19647330112508|Bright Star Secondary Charter Academy|3|Every year Bright Star Secondary Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals. One area where we’re continuing to work on is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Bright Star Secondary Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 48%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we have been working to increase participation is attendance at our Educational seminars which last year was at 46%. Nevertheless, our families feel supported as evident by survey respondents saying that 78% of families feel “confident in their ability to support their child’s learning at home” and 84% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Bright Star Secondary Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 80% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 82% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 72% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 86% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 41688740000000|Brisbane Elementary|3|Parents/guardians, extended family members, and community members are included in all levels of decision-making in the District. The superintendent and principals encourage participation on various committees and communicate their willingness to listen to new ideas and thoughtful critiques.|The District offers several opportunities each year for parents/guardians to support student outcomes. These include family science nights, family literacy nights, family math nights, as well as student study teams, parent meetings, and weekly emails from principals linking families to local events and resources. The District ensures that all families have access to information that supports student success.|The Brisbane School District enjoys an active PTO and an active volunteer core representing almost one-half of current District families. In addition to the district-wide PTO, each school has its own PTO officers that work with school staff to promote and build the partnership between the school and home. Parents/guardians and community members are thoughtfully engaged in all aspects of campus activities. BSD celebrates having so many cultures and home languages represented among our small student body. Unfortunately, this sometimes means that we are not able to find enough translators for school activities. This is a focus area for improvement across the District.|4|4|3|4|3|2|4|3|3|3|3|4|2019-10-16|Met|2019 41690216044739|Brittan Acres Elementary|3|SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Part 2 of 3: A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Panorama Strategic Plan survey was completed by 151 Staff and 150 Teachers who identified the following needs: 1) More time to collaborate with colleagues (53% report that staff have sufficient collaboration time, an increase of 2%) 2) Staff morale needs a boost (61% of teachers replied favorably that school morale is positive at their school, a decrease of 2%) 3) Improved means to learn from the evaluation process, and more frequent feedback on goals (49% of teachers responded favorably that they learn more than "some" from the evaluation process, a decrease of 2%) 4) A need for further professional development on integrating technology into teaching practices (45% of teachers responded favorable to this question, a decrease of 2%) The 2019 Panorama Strategic Plan survey was completed by 1864 students who identified the following needs: 1) Too many students report being disconnected from their own learning, and and report that homework it is not meaningful and supportive, especially in 7th and 8th grade (51% of students in grades 3-8 responded favorably to the following statement: "I find the things I learn in school interesting, a decrease of 2%; 60% of students in grades 3-8 responded favorably to the meaningful homework question, a decrease of 2%) 2) Desire for increased tinkering/building/maker experiences, and learning opportunities that are of interest to them (60% of students responded favorably that they have opportunities to make/build things at school) 3) Improved cleanliness of school (56% of students responded favorably that their school is clean and well maintained, a decrease of 1%) 4) Improved school climate, especially at the middle school level (34%, 36% and 36% of grade 6-8 students responded favorably to the prompt "Students treat each other with respect at school") As a result of this data and other data compiled through stakeholder engagement, and to further address the needs of underrepresented families, the District has begun work in restorative practices, equity and implicit bias. This work has begun first in middle school, and will expand to K-5 in the coming calendar year. Additionally, K-3 Site principals led PD for teachers regarding the transition to a Fall goal setting conference model. As a result, all schools moved to a Fall goal setting conference model for 2019-20, with conferences occurring in early October rather than at the end of the first trimester. This allows families to express their ideas for academic and socio-emotional goals, rather than hearing about their child's progress after it is complete.|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: The District is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To that end, the District website was rebuilt in 2018 so that it would continue as a primary source of communication to parents and community. Overall, the district is committed to ensuring that all parents can access information in order to support their child's learning. A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Strategic Plan survey of families reveals that communication remained 82% favorable. Parents also identified school newsletters as a preferred source of information, second only to face-to-face communications with staff. Another important note regarding the Spring 2019 Strategic Plan Survey is the significant increase in the number of families participating in the survey. Overall, 48.5% (2,745 responses) of families participated in the survey compared to just 21% in 2018. The survey results identified the following needs: 1) Parents still desire appropriate and meaningful homework policy and want more information about how at-home learning supports their child's personalized learning goals (favorable responses decreased 1% to 68% this year) 2) Continued desire for high expectations (rigor) for students (favorable responses decreased 3% to 52% this year) 3) Improved communication from staff on how their student is performing academically, and what their child needs to learn in order to demonstrate success at each grade level (although this area increased 2%, only 68% of parents responded favorably) 4) Continued Work is needed in Staff helping Students to Learn to Resolve Conflicts (74%, decreased 2%), and Staff Sensitivity to Issues Regarding Race, Gender, Sexual Orientation and Disabilities (76%, Decreased 3%)|4|4|3|3|3|4|4|3|4|4|3|3|2019-10-24|Met|2019 51713570000000|Brittan Elementary|3|Brittan School District offers a variety of programs and support to families specifically for English learners, low income students and foster youth. The district also offers services and programs based on the needs of families.The district gives surveys and collects input from students, staff, community, and parent stakeholders to develop a plan serves that meet the needs of all students of the schools. Implementation of best practices not only have an impact on the learning environment and the climate of the school as a whole but will also have a significant impact on the targeted subgroups and families.|Brittan School District offers a variety of programs and support to families specifically for English learners, low income students and foster youth. The district also offers services and programs based on the needs of families.The district gives surveys and collects input from students, staff, community, and parent stakeholders to develop a plan serves that meet the needs of all students of the schools. Implementation of best practices not only have an impact on the learning environment and the climate of the school as a whole but will also have a significant impact on the targeted subgroups and families.|The yearly school survey addresses Parent Engagement, as a school district we support and encourage parents and school staff working together to support and improve the learning, development, and health of all of our students. Communication with parents is essential and we do this with teacher websites, monthly newsletters, email and phone calls. We have an open door policy and welcome parents on campus. Brittan has an active Parent’s Club and Site Council.|5|4|4|4|4|4|4|4|3|3|3|3|2019-10-08|Met|2019 51713650000000|Browns Elementary|3|BESD parents are encouraged to participate in opportunities to provide input through participation in the parents’ club organization, and through attendance of monthly board meetings where policies and procedures are discussed and determined. Teachers and staff members are dedicated to creating open lines of communication and value parent feedback and participation. Creating a positive school culture where all students and families are represented and valued is a priority among the BESD|BESD is dedicated to providing open-communication with parents to ensure student success. Students have access to special programs as needed for supplemental educational needs. SSTs are implemented when teachers and parents feel necessary to offer additional support for student growth and achievement. Mid-trimester progress reports are sent home to track student growth and progress and continue open-communication between school and home. Parents are encouraged to meet and discuss student progression and achievement at parent-teacher conferences. BESD is committed to clear lines of communications through phone contact, parent meetings and digital resources|Browns Elementary School District is committed to creating a positive learning environment for all stakeholders. BESD is dedicated to engaging parents and stakeholders in the decision-making process. Diverse approaches have been implemented to encourage outreach and create connections between families and the district (Back to School Night, Parents’ Club Meetings and sponsored activities, STEM Family Night, and Open House). Forming these relationships and encouraging participation leads to greater overall involvement. Additionally, parents and stakeholders are able to engage and provided meaningful feedback through attendance of monthly board meetings. Additionally, parents have the opportunity to participate in the California Healthy Kids Survey to respond to a variety of areas – this survey functions as a helpful tool to evaluate parental perceptions of school participation and allows BESD to evaluate and modify practices to encourage positive interaction and participations between the district and all stakeholders.|5|5|4|5|4|4|5|4|3|3|3|3|2019-10-08|Met|2019 09618380000000|Buckeye Union Elementary|3|A strength of the district is providing advisory committee venues to parents for budget, LCAP, and wellness. As we anticipate entering a more challenging financial environment in future years, increasing outreach for input will be important.|Parents, teachers, and administrators are consistently engaging around student outcomes through a variety venues including student success teams, Individualized Education plans, and parent teacher conferences.|The District provides many opportunities at the site and district level in order for families to engage with our school system. As the community becomes more culturally diverse, the need to support staff in learning about cultural and linguistic backgrounds of students.|5|5|4|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 09618380137919|Buckeye Union Mandarin Immersion Charter|3|It is strength of the site that we seek input for decision making through a variety forms including Site Council, PTO, Budget Advisory, LCAP, LCFF, ELAC, etc.|The site provides considerable focus and support for building partnerships for student outcomes. Communication with families is frequent. We welcome parent input.|Based on parent surveys the site has built strong and sustainable relationships with families. We will maintain our focus on this moving forward.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 42691380000000|Buellton Union Elementary|3|BUSD has a strong DELAC which brings in the families of English Learners through community celebration and educational events.|The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. We are partnered with People Helping People to provide counseling and aid to families in need. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.|The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC, and volunteering in the classrooms and special events. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. This is our third year of implementation and the feedback has been very positive from the community.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 30664560000000|Buena Park Elementary|3|The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as lead implementation of District initiatives. The District uses Joyce Epstein’s Framework of Six Types of Involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For Decision Making, the schools and District encourage parents and community members to take part in local decisions or provide input in the decision-making process. In our LCAP Parent Survey, 68.1% of parents feel they have a say in decision making at their children’s school. 39.6% of parents feel they have a say in decision making at the district level. Parents are encouraged to take part in our English Learner Advisory Committee (ELAC and District ELAC) is to provide a forum for parents to give advice to our principals, Superintendent and the District Governing Board concerning programs for English Learners (ELs). Parents also participate in each school’s school site council made up of teachers, parents, and classified employees. Each school site council work with the principal to develop, review and evaluate school improvement programs and school budgets. Parent involvement will ensure that all families are represented. The Buena Park School District used the LCAP Parent Survey because the questions aligned with our LCAP goals and actions and the responses collected from parents guided the development of the LCAP. Every spring, District staff presents the Annual Parent Involvement Report to the Governing Board.|The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as lead implementation of District initiatives. The District uses Joyce Epstein’s Framework of Six Types of Involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For Learning at Home, the school and District offer parent-teacher conferences, parent meetings, and community activities. In our LCAP Parent Survey, 37.5% of junior high parents reported they were Satisfied or Very Satisfied that STEM nights help them understand what their children are learning in school. 75% of parents reported they were Satisfied or Very Satisfied with assistance understanding tests, courses, and report cards. To increase our families' awareness and understanding of all programs and opportunities that are offered at all schools, the District has increased the amount of information about each of our Signature programs for each school. Through increased communication, all students and families are being informed of all Signature programs, tests, and report cards. The District has also implemented a new communication tool that allows the schools to digitally deliver report cards securely to all families. The Buena Park School District used the LCAP Parent Survey because the questions aligned with our LCAP goals and actions and the responses collected from parents guided the development of the LCAP. Every spring, District staff presents the Annual Parent Involvement Report to the Governing Board.|The Buena Park School District believes in partnering and engaging with parents to provide students with a high-quality education that is responsive to students’ needs. As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as lead implementation of District initiatives. The District uses Joyce Epstein’s Framework of Six Types of Involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with Community. For Parenting, the District and schools provide training and workshops for parents on various topics. In our LCAP Parent Survey, 60.8% of parents reported they were Satisfied or Very Satisfied with the availability of parent education opportunities. The District is expanding its family outreach program to provide a centralized family resource center to further engage our underrepresented families. For Communicating, our Schools and District translate correspondences into Spanish and Korean. In our LCAP Parent Survey, 93.5% of parents reported they were Satisfied or Very Satisfied with receiving documents and communications from the school in their preferred language(s). Also, 84% of parents reported that there is someone at the school they can easily talk to in their preferred language(s). For Volunteering, parents are provided opportunities to volunteer. In our LCAP Parent Survey, 86.7% of parents reported they were Satisfied or Very Satisfied that the school informs them of ways they can be involved at school. The District has expanded our communication efforts by implementing a more robust communication tool that encapsulates all stakeholders within the District. This tool allows parents and the community to communicate more efficiently with their school and with the District. The Buena Park School District used the LCAP Parent Survey because the questions aligned with our LCAP goals and actions and the responses collected from parents guided the development of the LCAP. Every spring, District staff presents the Annual Parent Involvement Report to the Governing Board.|4|4|5|4|4|4|4|4|5|5|5|5|2019-10-28|Met|2019 54718290000000|Buena Vista Elementary|3|While Buena Vista offers opportunities to parents to participate in advisory groups such as School Site Council (SSC) and District English Learner Advisory Committee (DELAC), we feel that we can continue to grow these opportunities. Our area of improvement would be in evaluation of our activities and to create a sustainable process of all stakeholder involvement in planning.|We have begun the process of providing educational opportunities to our families. This has been very well received by those who have participated. We hope to expand and increase participation. We are just in the beginning stages of knowing how to teach parents how to advocate for their own and other students.|Buena Vista's strength is a welcoming "family" atmosphere. We welcome and encourage parents to our campus. One area that is a target for growth is continuing to develop methods of two-way communication between families and educators. While we feel that our staff is very accessible to our families, we would like to incorporate some new methods of communication, using technology and informational type meetings as suggested by parents. We have begun this process. We have implemented teaching meetings such as "Math Homework", "Internet Safety", "The Dangers of Vaping" and others. We will continue these efforts as requested by parents.|4|4|4|3|3|3|3|1|3|3|3|3|2019-10-09|Met|2019 43104390106534|Bullis Charter|3|In order to seek input from parents and guardians in school and district decision making, BCS administered a survey through Panorama Education to parents in May, 2019. 415 K-8 parents completed the survey. Results from the survey indicated that 98% of the parents either strongly agree or agree that they share responsibility for their child’s achievement by working together with teachers and administrators. 90% of parents/guardians strongly agree or agree they are well-informed about what is going on at BCS, and 80% of parents/guardians strongly agree or agree that they are familiar with the strategic plan.|In order to seek input from parents and guardians in school and district decision making, BCS administered a survey through Panorama Education to parents in May, 2019. 415 K-8 parents completed the survey. Results from the survey indicated that 94% of parents strongly agree or agree that BCS offers ways to be involved in their student’s education. 81% of parents strongly agree or agree that our teachers help them understand what their child needs to be successful at his/her grade. Additionally, 76% of parents strongly agree or agree that they are well informed about the progress their child is making in his/her classes.|In order to seek input from parents and guardians in school and district decision making, BCS administered a survey through Panorama Education to parents in May, 2019. 415 K-8 parents completed the survey. The results indicated the following: 92% of parents/guardians strongly agree or agree that BCS has a positive and motivating culture/atmosphere, and 88% of parents strongly agree or agree that BCS is a caring and nurturing place. Additionally, 89% of parents/guardians strongly agree or agree that they feel welcome and accepted at the school.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-05|Met|2019 19643370000000|Burbank Unified|3|The District has done an excellent job of ensuring that parents are part of all advisory groups and master plan development committees and work groups. It has not done as well in recruiting parents from underrepresented groups. As part of its systems and processes for plan development, the district will intensify its efforts to engage these parents in future endeavors by communicating with them directly instead of as part of a larger group and by making sure that all of our materials make provision for multiple languages. In Burbank that means reaching out to our Latinx and Armenian communities for their participation.|An area in which the District is showing growth is in providing workshops for parents in how to work with the support materials, including the parent portals that accompany the new textbooks in English language Arts and Math. The District also provides workshops on how to understand the State Dashboard and the CAASPP scores. An area of weakness for the district in this area is in providing legal rights and information to all students, beyond the yearly handbook information. The district has done a good job of educating special education parents and English Learner parents about their rights , but not necessarily to all parents in the district.|The Burbank Unified School District has great participation from the parent community in its work to provide educational opportunities to all students. At the district level, parents assist in the textbook adoption process, in numerous committes (DELAC, LCAP, Mental Health & Wellness) and in all of the master plan development. They are also regular members of hiring panels for both district and site level personnel. At the site level parents are even more involved in school site committees, PTA and as volunteers. In terms of areas to improve, the district has a need to increase the number and diversity of participants. The district has started to intensify its efforts to bring in parents from underrepresented groups by offering translation and babysitting for parents at all district meetings. The district ofice staff has also made it a point to attend school site level meetings to directly engage with parents.|3|3|2|3|2|3|3|3|4|3|3|2|2019-10-17|Met|2019 41688820000000|Burlingame Elementary|3|Burlingame School District firmly believes in educating the whole child. The Whole Child in BSD means academic, behavioral and social-emotional supports for all students preschool-eighth grade. During the 2018-2019 school year, the Burlingame School District initiated the Latinx Family Network to have targets supports to our Hispanic and Spanish speaking families in the areas of academic, behavioral and social-emotional. The Burlingame School District continues to have targeted outreach for our Socioeconimcally disadvantaged students by direct supports from our counseling and administrative departments. SEDAC, our Special Education District Advisory Committee also has targeted supports for students and families with IEPs or 504s.|Burlingame School District firmly believes in educating the whole child. The Whole Child in BSD means academic, behavioral and social-emotional supports for all students preschool-eighth grade. During the 2018-2019 school year, the Burlingame School District initiated the Latinx Family Network to have targets supports to our Hispanic and Spanish speaking families in the areas of academic, behavioral and social-emotional. The Burlingame School District continues to have targeted outreach for our Socioeconimcally disadvantaged students by direct supports from our counseling and administrative departments. SEDAC, our Special Education District Advisory Committee also has targeted supports for students and families with IEPs or 504s.|Burlingame School District firmly believes in educating the whole child. The Whole Child in BSD means academic, behavioral and social-emotional supports for all students preschool-eighth grade. During the 2018-2019 school year, the Burlingame School District initiated the Latinx Family Network to have targets supports to our Hispanic and Spanish speaking families in the areas of academic, behavioral and social-emotional. The Burlingame School District continues to have targeted outreach for our Socioeconimcally disadvantaged students by direct supports from our counseling and administrative departments. SEDAC, our Special Education District Advisory Committee also has targeted supports for students and families with IEPs or 504s.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-22|Met|2019 53716620000000|Burnt Ranch Elementary|3|Burnt Ranch ESD is a one-school district with approximately 90 students, five classroom teachers, four part-time specialists and one administrator. This small size allows for much staff and parent communication and family involvement in both advisory groups and with decision making. Over 60% of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.|BRESD provides time for the staff to meet collaboratively and strategize how to best support families in areas of academics, attendance and social-emotional needs. Throughout the year, staff members attend trainings and/or conferences on these topics. Teachers meet with parents at least twice per year in formal parent conferences, and as often as weekly in many cases to provide families with information and resources to support student learning at home and to discuss student progress and ways to work together to improve student outcomes. The district will work to engage underrepresented families by doing more outreach and making more personalized contact. This may include home visits, invitations to participate in special activities or fieldtrips or by offering parent classes or family nights.|Families and community members are encouraged to attend all school functions, including Back to School Night, assemblies, student and guest performances, Open House, and sporting events. Stakeholders were surveyed to gather input regarding decision making, school culture, course offerings, school to home communication, and parent participation and are linked to LCFF priorities and LCAP goals. Results are used to guide the LEA forward. Committees with a variety of stakeholders as members (PTO, Site Council and Parent Advisory Council, Indian Education, Grade-level parent/student groups, ASES Advisory) meet throughout the year to seek input, promote parental participation, and foster positive relationships. A focus area for improvement is to increase participation and engagement with parents and families of our lower performing students and students identified as homeless. Staff will target modes of communication that are most effective with these families, including personal invitations and/or encouragement to participate, to increase involvement.|4|4|3|4|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 10620420000000|Burrel Union Elementary|3|It is all about continually finding ways to gather input from all stakeholders to better understand what is working, or not! All our parent advisory committees include teaching and support staff along with parents. Committee members are elected by our families and staff peers through the use of ballots. Administrator makes personal phone calls and invites to parents to all advisory meetings and school events. Our Back-to-School event is conducted bilingually and includes a review of our LCAP and provides opportunities for parent input through questions and surveys. LCAP community meetings are held several times a year to gather parent, community and staff input. All School Board meetings provide time for public input. All advisory committee meeting agendas/minutes are posted on our website. Coffee Hour with Administration is held monthly to provide additional input opportunities. Our PTC meets monthly and provides bilingual support and opportunities for parent input on events. Teacher, student and parent surveys are provided several times a year to gather input on culture, programs, policies and activities. This year our focus is to continue to develop ways to gather input. We will be creating parent evaluations for our Family Nights, Coffee Hours, PTC meetings and/or other events. Evaluations will be bilingual and distributed at meetings/events.|All administration, teaching, office and support staff are provided with on-going training and professional learning opportunities to build and improve parent partnerships to improve student outcomes in academics and behaviors. This year teaching staff was encouraged to make weekly parent phone calls in order to create open communication and get to know their student’s family. We have a new Parent Portal to better communicate to our parents the academic needs with the results of state tests and progress/completion of class assignments, homework and current grades. We provide bilingual progress reports at least four times a year. This year we added an additional report three times a year to include information on student progress towards the mastery of content standards. The majority of our students are English learners and may not have the support at home in order to complete homework. Our AfterSchool Program provides extra-curricular activities, homework assistance and/or academic intervention for our children. Currently, more than 90% of our children attend the AfterSchool Program. Administration holds monthly Coffee Hours to provide parent input as well as training on topics such as helping with homework, reading with children and social-emotional learning. Our teachers hold Parent/Teacher conferences three times a year as well as on-going when necessary. We are continuing to develop a multi-tier system for academic and behavior student support (MTSS). Our MTSS team consists of our Administrator, Psychologist, Clinician, Intervention and Resource Specialist. We meet weekly to discuss student needs and to develop support plans with teachers and parents. All meetings are conducted in English and Spanish to provide parent input opportunities and developed plans are provided in both languages for parent understanding. All plans include student, school and parent input and involvement. Parent and student rights are shared and distributed at these meetings in both languages. This year our focus is intervention, academic and behavior. Teachers have implemented Social-Emotional learning curriculum in all classrooms to include mindfulness lessons. We have developed a school-wide intervention block to provide academic intervention and enrichment opportunities for students. Teachers meet in weekly PLCs to discuss student academic/behavior needs and progress. All scheduled weekly staff meetings will focus on teacher development and training in the areas of academic and behavior. Several Parent Nights are scheduled utilizing our bilingual Administrator, Teachers, Psychologist and Clinician in order to provide parent training and education opportunities focusing on academic and behavioral student needs including helping with homework.|As a small rural school district, Burrel Union's teaching staff experiences a high rate of turnover. This year, four of our ten teachers, are considered interns or beginning teachers. We provide time for grade level PLCs and staff meetings/trainings weekly, on-site induction coaches and regularly scheduled administrator meetings to provide support. As a staff, we are always looking for new ways to improve trust and to build relationships with our families, in particular our unduplicated student families, exceptional needs student families and underrepresented student families. In order to better understand our community, at the start of every year our staff is provided with five institute days during which we provide professional development in the areas of positive discipline, communication skills and strategies to build relationships with students and families. Yearly, we take all staff on a bus ride to get to know our student home environments. Teachers hold one-on-one Student goal setting conferences as needed and we hold Parent Teacher conferences three times a year with bilingual support if needed. We hold all SSTs, IEPs and PTC meetings with the support of bilingual staff, agendas and offer translated paperwork. All agendas for our SSC/ELAC/DELAC are in both English and Spanish. Our school is a Gold Level PBIS (positive discipline) school which uses expectations for behavior, restorative practices and good behavior incentives to build stronger student/staff relationships. This year, our AfterSchool program was extended to a later time and staff was increased. We also have a new updated parent portal that was introduced to our staff and families at the beginning of the school year, parents are provided with on-going training by our teachers during conferences. All teachers, administration, office and support staff are friendly and most are bilingual. All paper information and phone call parent messages are sent home in two languages, most are recorded using our Administrator's pleasant voice. When student absences occur, parents are contacted within the day by our bilingual automatic system or our bilingual registrar. All staff is encouraged to make parent calls weekly and as needed in order to stay connected to our parents. We offer many opportunities throughout the year for family engagement including our PTC events, Back to School and Open House, Family Nights, and AfterSchool Program events. Our focus area this year is to develop better ways to communicate with our parents and families using monthly teacher/parent call logs, occasional home visits, use of social media and our new parent portal.|5|5|4|4|5|3|5|5|5|4|3|3|2019-10-01|Met|2019 54718370000000|Burton Elementary|3|An area of strength for the district in this area would be in regards to seeking input on policies and programs. The district holds 4 districtwide parent LCAP meetings. This is in addition to the numerous events at the school sites where parents can come and provide input and in addition to the content specific events/forums the district holds at the district level (Bullying forum, Math Nights, etc). In addition to these events the district also collects information from parents in regards to this area by conducting surveys. This allows all parents to participate even if they are unable to make the actual meeting and allows for us as the District to collect the maximum amount of data on how our stakeholders would like to see the district move forward. An area of growth for the district is in regards to ensuring our school site advisory groups are not only engaged but also that they are active and more than simply a compliance group. We have begun to make this shift but still struggle in getting high participation rates from our families. This will be an area of focus in not only the upcoming year but in future years as well.|The district has created several opportunities throughout the year for parents and families to interact with each other in regards to discuss student progress. One of these ways in through the use of parent conferences for students in the fall. This is done for both elementary and middle school students. These meetings allow for teachers and parents to interact with each and discuss specifics in regards to their child rather than generic information. Through these meetings families are better to understand a student's needs and what support they can provide at home to help the student succeed. An area of growth for the district would be in regards to building capacity within our staff to improve home school connections. This is an area that we will be working on in the future to make sure that our sites have the capacity to create events and opportunities for parents to engage in the school environment to make sure their student is successful. This capacity building within staff will allow us to reach underrepresented families better by working to find ways to get them engaged where they would not have been able to in the past.|The district's strength would be in the area of creating welcoming environments for all families. This is an area that the district has heavily invested in to ensure that students and families are welcomed to the campuses. The area that the district can improve on is in regards to family's strengths and cultures. While the district has begun to hold more events that allow for these to shine and come through. We believe that this is an area we can continue to grow. The way that the District will be addressing this is to not only hold additional events surrounding families' cultures but also ensure that staff are trained from an asset-based viewpoint when it comes to the cultures that represent our families. Additionally, the district will be placing a focus on ensuring that families from underrepresented groups are included when the district holds events and meetings.|4|4|2|4|2|4|4|3|3|4|5|4|2019-10-21|Met|2019 04100410000000|Butte County Office of Education|3|The LEA supports with site council training, including making training accessible to parents serving on the council. In addition, the LEA supports principals with identifying ways to further engage stakeholders in authentic decision-making that supports student achievement and overall well-being. BCOE schools are small learning communities. Administrators, teachers and support staff at each site reach out to parents to invite them to be a part of training and the decision making process, including SSC and LCAP. Because BCOE schools serve high-risk youth, staff also reach out to community partners to seek their participation. Underrepresented families are personally invited to participate in the local decision-making process, either by survey, or by serving on a school site council. LEA administration reviews policy requirements and drafts the required language of these documents for site administrators. Site administrators work with stakeholder groups to add site specific language and the Site Council provides feedback and approves the documents for distribution. Policy is distributed as an Appendix to the Site Handbook each fall. The LEA ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand, by utilizing bilingual staff to translate documents and/or meetings. The LEA also supports sites with identifying two-way communication systems to ensure parents have access to school communications and can reply, as needed. All buildings are ADA compliant and the LEA is working on 508 compliance for websites. The LEA provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members. As requested, special accommodations are made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.|Butte COE schools use a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. Butte COE schools follow BCOE Superintendent Policy for parent and family engagement. Parent and family engagement policy is reviewed, and stakeholder feedback received, at school site council meetings to identify roadblocks and develop strategies/solutions for implementation in non-traditional school programs. LEA strategies include: Invitation of underrepresented families to participate in Parenting Partners modules (some sites) LEA Policy Distribution to Parents and Family Members of Participating Children Materials and Training to Help Parents to Work with Their Children to Improve Achievement|Butte COE schools uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. The LEA supports staff with access to and training for Aeries Parent Portal. This allows staff to engage parents so they are able to work with their children to improve achievement. The LEA supports with stakeholder review of state and local data during site council meetings. Stakeholder feedback is elicited. The LEA employs a .1 FTE Coordinator to provide direct parent engagement technical assistance and training to staff. The coordinator supports with strategies and topics for parent engagement events. With LEA technical assistance, BCOE schools implement site level family engagement plans. Plans are designed to guide parents in supporting student success and improve communication with families, which in turn reduces barriers, and increase participation by parents in school planning and improvement.|4|3|4|4|4|4|4|3|4|4|4|3|2019-10-14|Met|2019 47736840000000|Butte Valley Unified|3|Strength: We have many family engagement activities at the school sites. We have sports, a Christmas program, VAPA plays, a haunted house and trunk-or-treat at Halloween, parent nights for seniors, sport awards, trimester award assemblies, back-to-school night, open house, FFA activities, an art show, STEM show, and many other individual class activities that incorporate family engagement. Focus Area of Improvement: We need to get more parents to participate in advisory and decision-making groups.|Strengths: We hold parent conferences for all elementary students and for high school students who have D's and F's. Also, parents can hold a parent/teacher conference anytime they have a concern, questions, or want to talk about their child's progress. In our weekly Bulldog News, parents and community members are updated on events happening at the school, as well as, tips for parents working with their students at home. Focus Area for Improvement: We need to create more opportunities for professional learning for our parents, whether it is at the school site or sending materials home to support them with their child's learning. Sending information home will improve the engagement of our underrepresented families, because they typically will not show up to professional learning at the school site.|Strengths: Our bilingual employees interpret for our Hispanic families at parent conferences, meeting, phone calls, etc. We also send home notes, power announcements through the phone, and our Bulldog News in Spanish. Our elementary school has fundraisers for our Associated Student Body (ASB) that incorporates the Hispanic culture in our area. All parents are encouraged to volunteer in their child's classroom, help with fundraising, and/or other activities. We also have our School Site Council, LCAP Advisory Committee, DELAC and ELAC Committees, and/or Sports Booster Club they can participate in. Area for Improvement: Our biggest challenge is staff turnover. We have four new teachers and one vacant position. In a small rural school, this makes building trusting relationship with our parents in these grade levels difficult. New teachers have to start from square one, and often times are compared to the previous teacher. We have veteran teachers working with new staff to help promote building relationships with students, parents, and community.|3|4|3|4|1|2|3|1|4|3|3|3|2019-10-16|Met|2019 54755230114348|Butterfield Charter|3|The LEA provides routine training of Administrators and teachers on parent involvement. However, there is still a lack of participation on a large scale.|Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), Blackboard calls, Remind texts, and scheduled parent information events to assist parents in how to support their independent learners at home.|Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern.|4|4|4|4|3|2|3|2|4|4|3|3|2019-10-24|Met|2019 47702010000000|Butteville Union Elementary|3|Our area of strength is that we provide ample opportunities for families to engage and provide input into decision making. Our area of focus is to get the staff better trained to solicit participation of parents on advisory committees. In the upcoming year, we will attempt to increase parent participation in advisory groups and school activities by creating parent liaisons in each classroom.|Our area of strength is meeting with families and students to discuss student progress and working together improve student academic and social achievement. An area for focus for improvement is to provide families with information and resources to support student learning and development at home. This will be accomplished by sending additional instructional materials, information regarding extra support for students academic performance.|Our areas of strength are creating welcoming environments and involving all families. Areas to work on would be improving learning about family strengths and cultures. We will improve engagement of underrepresented families by inviting them to come speak to classes and conduct personal outreach to increase their involvement.|5|5|4|5|5|5|5|5|3|5|5|4|2019-10-08|Met|2019 15633700000000|Buttonwillow Union Elementary|3|Based on parent survey results (92% of respondents identified a student in an unduplicated group) 87% agreed the school/district gave parents opportunities to provide input into programs. DELAC/SSC membership meets parent requirements for membership and input into the LCAP, Federal Addendum, and other required plans. Goal 3, Action 3 of the LCAP provides funding for a parent position that assists in planning family/school activities.|Based on parent survey results, 92% agreed that the teachers communicated with them, 98% agreed that the school invited them to attend school events (92% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 97% believe that the school/district value parents as important partners in the students education, 89% agree that they are provided adequate training to promote parental involvement and student learning at home, 97% agree that teachers actively seek parental input into decisions that affect students education. The district will continue to provide opportunities and training for staff in the area of building partnerships with parents and families, as outlined in the Buttonwillow School LCAP, Goal 3.|Goal 3 Actual from the Annual Update of the 19-20 Buttonwillow School LCAP Parent survey results (92% of respondents identified a student in an unduplicated group) show that 80% of families attended 1 or more family nights. (Increase of 4%) Sign-in sheets for all school/family events show approximately the same number of families in attendance as the previous year. Survey results show that 37% of parents volunteered in their child's classroom (same as last year) Opportunities were provided for parents to attend 10 field trips including college visits, grade level trips, and reward trips. Approximately 8 parents participated with each trip.(Increased by average of 3 parents) 4 Family nights, 6 days of parents conferences, LCAP Taco Night, Back-to-School, and Open House were offered to all families. In addition to the activities listed above, parental participation for unduplicated pupils is promoted by offering meetings at a variety of times and all notifications/invitations/meetings were available in English and Spanish through oral translators and written translations. Parents of students with exceptional needs were given the opportunity to provide input at the LCAP Taco Night and through the parent survey, no specific feedback was received from these parents. We continue to provide opportunities for parents to participate with the school in helping our students attain the skills necessary to be successful beyond our school. Our goal is to continue to find additional ways to increase parent participation in these activities.|5|5|5|4|4|5|5|4|5|5|5|4|2019-10-14|Met|2019 07616630000000|Byron Union Elementary|3|Byron Union Elementary School District has started Parent Academies at all three schools. Parents have an option to attend of the of the academies. The goal is to empower and train parents to be more involved with their children's school. The LCAP will also provide an opportunity for families to provide input/ideas for goals and objectives across our district.|Byron Union Elementary School District has started Parent Academies at all three schools. Parents have an option to attend of the of the academies. Our goal is to reach out to subgroup families to better inform and collaborate with them.|Byron Union Elementary School District has started Parent Academies at all three schools. Parents have an option to attend of the of the academies. District, along with parents, have started a district climate committee which is made of parents, board members, superintendent, teachers, and classified employees. We also have coffee with the Superintendent, 4 times a year. There is also DELAC that collaborates with English Language Learners families.|3|2|3|3|3|4|4|1|3|2|3|3|2019-10-24|Met|2019 37680490132506|Cabrillo Point Academy|3|Our staff has created a strong foundation for positive and responsive relationships with parents/guardians. While our Family and Parent Engagement Policy was developed collaboratively with parents/guardians, we seek to involve them in a more meaningful way that influences our instructional focus. For example, parents serve on our Local Control and Accountability Plan committee and contribute to the development/refinement of actions/services. However, like most school districts, we continue to look for ways to improve our strategies and success reaching out to and receiving input from all underrepresented groups in the school community.|We offer multiple educational programs and encourage parents to customize their child's learning experience. Many of our parents choose an independent study program while others select online courses, blended models of online coursework with some direct instruction, project-based courses, and in-person courses. To increase parent and student support, we have developed a number of supports for families that help provide clarity regarding all grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready. We are working to increase the variety of curricular support resources and to make sure all forms and communications are transcribed.|We offer an independent study program with a variety of educational platforms to support individual learning styles. We consistently meet to discuss and review the effectiveness of our strategies focused on building trusting and meaningful relationships with parents despite the challenges inherent in the nature of a school designed to support independent study program approaches. For example, we provide ample opportunities to participate in school programs through surveys, parent workshops, monthly meetings with teachers, serving on governance committees, attending special events, engaging in fundraising events, joining parent organizations, and advisory committees. Like all schools and districts, we continuously strive to improve our capacity to learn more about each family’s strengths, cultures, and languages.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 41688900000000|Cabrillo Unified|3|Cabrillo Unified School District has demonstrated strengths and growth towards seeking input from stakeholders to support decision making. Each school site currently has a full time community liaisons to support the principal in effectively engaging families in advisory groups and with decision making. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community which supports collaborative decision making. An area of improvement would be to increase parent involvement from our underrepresented groups of families. This includes families of English Learners, Low Socio Economic, Foster Youth, Homeless, and Student With Disabilities. We have hired a Family Engagement, Early Childhood, and Special Projects Supervisor to support in the outreach efforts to underrepresented families. We will also engage in an email/text drive, using our Student Information System, which will provide our families with increased communication of events and resources provided to the families in our district.|Cabrillo Unified School District has demonstrated strengths and growth towards building partnerships for student outcomes. At the site level, teachers are engaged with data meetings using a Response To Intervention/Instruction Pyramid in order to support students with academic and social interventions. As part of our Multi Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-3rd grade. We utilize local assessment measures, not limited to Fountas and Pinnell, Acadience, Brigance in order to determine. The data meetings also include review of our English Learner students, including reviewing data to support our reclassification process and interventions for our English Learners. These processes are communicated at parent teacher conferences, 1;1 meetings with parents, PTO meetings, Tea and talks, DELAC/ELAC meetings. An area of improvement is to define and develop a process for progress monitoring of after-school, summer school and home based interventions as well as provide further coaching regarding techniques, strategies and planning for designated and integrated ELD.|Cabrillo Unified School District has demonstrated growth and multiple strengths in the area of Parent Engagement. We have structured training, both at the site and district level, around building on the Parent Engagement pillar of Multi Tiered System of Support (MTSS). For the 2019-2020 school year, we have systematically engaged in district wide training around MTSS, in particular, parent engagement and cultural competence. Our leadership team has been involved by visiting sites, attending parent meetings, and local parent organizations (Ex: ELAC/DELAC, PTO). All documents are translated in Spanish to ensure there is access in the 2nd largest language represented in our district. At our school sites, newsletters are being created by students and staff which are being accessed by our families. We are also providing information to families more frequently than the typical student progress and report card periods. Community Liaisons at every site are being trained to provide families with support and resources to improve their child's academic and social success. An area of improvement is to increase new communication channels, including email and text message updates to families.|3|4|3|4|3|3|4|3|3|2|3|3|2019-10-10|Met|2019 37679910000000|Cajon Valley Union|3|Parent engagement is increasing both at the central and site levels. As parents begin to engage in collaboration and feedback. We need to seek multiple opportunities/ways for engaging in two-way communication as an area of future focus. Premeeting information including general overviews and vocabulary would assist families in deeper engagement during decision-making meetings.|Professional development for certificated and classified staff was survey strength in helping to build partnerships between staff and families. This work is supported by our community liaisons through the Home Visit and Family Teacher Team training. We will look to expand these professional learning opportunities to more sites in 2019/20120.|The primary method for engaging parents for detailed feedback about programs and satisfaction is the Gallup Parent Survey. Spring 2019 was our inaugural year of the survey and complements our previous implementation of the Gallup Student and Staff surveys. This survey includes 12 research-based questions, based on a 5 point scale, related to parent engagement in schools and is offered in English, Spanish and Arabic translations. One hundred percent of parents were given the opportunity to participate in the survey, and all grade levels (TK-8) were represented in the results. This survey was implemented to provide a feedback opportunity to include additional parents outside of our traditional advisory groups, such as, School Site Council, ELAC, DELAC, and LCAP committees. Beyond Gallup, a local survey was conducted related to parent engagement. This survey was given to liaisons, certificated advisory members and administrative staff. Both surveys provide information that guides district decision making and program modifications. Our local assessment showed strong evidence in our ability to build positive relationships with parents to improve student outcomes. We believe this directly related to the expansion of our Family Teacher Teams. CVUSD is reimaging parent conferences through Family Teacher Teams. This program offers parents an opportunity to share their goals and dreams for their students while learning home activities that will support their student progress in a specific learning area based on individual data points. Parents share their goals and learn alongside one another during these meetings. This program has expanded to six elementary sites since 2018.|4|4|4|3|4|4|4|3|4|3|3|4|2019-10-22|Met|2019 19647336016240|Calabash Charter Academy|3|Calabash Charter Academy invites parents to participate in the school’s decision making process through the school’s charter governance council. The council meets monthly to discuss and determine the school’s programs. These meeting are public and are provided to the parents and community through the following methods: printed monthly calendars, website updates, voicemails, transcripts of the voicemail on the website, flyers specific to events, and classroom teachers’ newsletters. The administrator also attends the monthly PTO meetings to provide updates on the school’s work, review the progress of the Charter Governance Council, and invite all parents to attend the next month’s meeting. An area of growth is to the use of communication tools such as the website and Connect Ed to provide a review of the progress of the council’s work for those unable to attend neither the council nor PTO meetings.|Calabash Charter Academy engages parents/guardians in a variety of ways by promoting participation in District, Instructional Complex,and school -wide programs.100% of our teachers and administrators participate in professional development opportunities presented by our district's Parent Engagement Unit. Calabash realizes that parents are an integral part of the success of students. We have exciting parent workshops that include topics of great interest to our parents. Some of the topics include, health and nutrition, emotional wellness of children and families and how to deal with stress. We also offer instructional topics like hands on science, A-G graduation requirements, transition to middle school, GATE and the identification process, attendance, School Report Card presentation, SBAC information and how to access PASSPORT. We are also targeting parent workshops for Family Literacy, Family Math and Family Science Nights so families can meet and develop important relationships early in their children's school years and feel connected to the Calabash community. Parents are also an integral part of our Governance Council, as our policy and decision making group. Parents attend our safety and positive behavior, curriculum and communications committees, where they voice opinions and engage in valuable dialogue. Calabash's Governance Council consists of 10 members, which reflect all stakeholders from our school community. There are five parent members and five staff members including the principal, coordinator, a classified employee, and three certificated teachers including the UTLA Chapter Chair. Most members sit on committees to the council and share their reports at council meetings. Every month, standing agenda items include reports from Curriculum, Safety, and Technology committees. Parents, administration, other staff, and teachers from all grade levels sit on advisory committees so information can be shared and taken back to other stakeholders. Although Calabash did not need to form an English Language Advisory Council, we kept our English Learner Parents and Governance Council well informed with District and State compliance matters as well as reclassification results.|Calabash Charter Academy believes in efficient communication with parents. 97% of parents surveyed reported that the school informs parents about school activities in a timely manner and in different ways. 98% of parents reported that the school encourages them to participate in organized parent groups. 100% of parents reported that the teachers treat them with respect.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 05100580000000|Calaveras County Office of Education|3|Due to the nature of the programs, it can be challenging to engage parents. Students are often placed in the programs du to negative circumstances, and relationships with 'school' are already strained. Students do not remain in the programs for extended periods of time, which can make creating relationships with families difficult. Families are given multiple opportunities to attend events on campus. There is an open door policy and families are invited to visit classrooms and events ongoing. Families at the Oakendell campus have accessibility based on court orders. Improved engagement in underrepresented families will occur by continuing to offer a variety of opportunites to particpate.|Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with a variety of needs. These partnerships include the referring school or school of residence. All parties are involved in the process of developing a ‘return path’ for students in order for them to successfully re-enroll in their comprehensive school. There is communication between all stakeholders on a regular basis. As it applies to some students, communication could improve with county agencies such as probation. More frequent communication with probation and outside agencies could be beneficial.|Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers if appropriate, and staff, takes place on a regular basis using a variety of platforms including text, email, in-person and phone calls. Communication takes place with foster youth liaisons and staff as well. There are very few EL students, but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged, so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families including parenting classes. The Community Advisory Committee through the Special Education Local Plan Area is active and every parent is advised of their meetings at student IEP meetings. Regular positive communication could occur on a more frequent basis, currently it is taking place about once a month. Staff will work to improve this type of communication to three times a month.|4|3|4|4|4|3|4|4|2|2|2|3|2019-10-28|Met|2019 05615640000000|Calaveras Unified|3|As a district, we have a fundamental belief that working with students and families is instrumental in the success of our students. With other priorities in school improvement, creating strategic opportunities for families to engage in effective planning meetings continues to be a challenge. We continue to meet with families on LCAP priorities annually at every district school site. Our middle school puts on family STEM nights 3-4 times per year where students are presenting their learning to about 40-50 families. Two of our schools hold a parent education night annually providing information on topics from the CA Dashboard to specific instructional programs. This is work that we need to develop to include all of our school sites.|CUSD communication with parents and families includes: site presentations at Family Nights (inclusive of Back to School Nights, Open Houses, Parent/Teacher meetings, School Site Council meetings and parent education nights) focus on district initiatives, access to learning, and parent rights to advocate for their students and all students. There is a belief amongst staff, district and site administration, that work in this area is important as we help families and students improve their overall access to learning opportunities.|As an LEA, we believe that we are continuing to be strategic in the development and implementation of building trusting and respectful relationships with all families. We are in our second tier phase of Positive Behavior Intervention supports, . We currently have one active English Learner Advisory Committee and a District English Learner Advisory Committee. Several site and district administrators as well as a number or our Educational Specialist teachers have completed Alternative Dispute Resolution training in order to ensure collaboration with parents of students with disabilities. Families are engaged at the site and district level through School Site Councils, Parent/Teacher Organizations and music and athletic booster clubs. We have identified the need to increase the implementation of this work with fidelity throughout the district.|3|3|2|3|2|2|3|4|2|2|2|1|2019-10-22|Met|2019 13630990000000|Calexico Unified|3|CUSD Principals highly encourage parents to participate in school related activities and have a voice through the School Site Council and English Language Advisory Committees. They also encourage their participation in our DELAC and Migrant PAC. On our CA Parent Survey 95 percent of the parents agreed or strongly agreed that the school encourages them to be active partners with the school in educating their child. Though in our local survey, 84.1% of parents strongly agreed or agreed that they are invited to help plan family involvement activities. One area we need to continue to work on increasing building the capacity of and supporting more family members to effectively engage in advisory groups and decision-making. Through our parent trainings, parent institute, and LCAP Parent and Community Forums we will continue to build capacity and encourage our parents to be active participants in advisory groups. CUSD will continue to develop LCAP goals, actions and services to increase parent involvement and leverage parent involvement to directly support student learning.|Through our district wide professional development, principal meetings, staff meetings and outside trainings, CUSD has highly encouraged staff and administration to partner with families in order to partner with families. 97 percent of our parents indicated in the CA parent survey they agree and strongly agree that parents feel welcome to participate at their school and 96% agreed the school allows input and welcomes parents' contributions. One area we need to continue improving on is on providing families with information and resources to support student learning and development in the home. As part of our districtwide parent trainings, we will provide parents with AVID strategies that may be used to support their children at home. In addition, we will continue to provide our parent institute and provide multiple resources for parents to support their children academically and socially.|This survey was filled at the district level utilizing data from both the CA Parent Survey administered on February 2019 and CUSD Local Survey administered on September 2019. CUSD has been improving on 2-way communication between families. All communication goes out in English and Spanish. Recently we changed our district wide communication tool to a new tool, Remind. We are able to reach more families via text messaging. 93.7% of parents indicated in our local parent survey they strongly agreed or agreed that when the school communicates with them, it is easy for them to read or understand. We continue to engage families through parent trainings, school assemblies, School Site Council, DELAC, Migrant PAC, District Safety Committee and eight parent and community LCAP Forums. We encourage parent participation and as a result parents feel more welcomed. One area we need to improve on is developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. During our districtwide professional development, we plan on including trainings on how to create trusting and respectful relationships with families.|4|4|4|5|5|4|4|4|4|3|4|4|2019-10-24|Met|2019 49753586052369|Cali Calmecac Language Academy|3|CCLA has monthly Governing Council and ELAC meetings, both of which help inform school-based decision making, as well as family engagement activities. Our PTA is very active and partners with our advisory committees and staff on a regular basis. Annual surveys are sent home to all families in Spanish and in English, as well as day time/evening meeting space for parents to come to the school for assistance in completing surveys.|Due to the fact that the majority of our families come from underrepresented subgroups, CCLA is very aware and engaged in ensuring strong partnerships between school and home in order to better student outcomes. We have bi-annual parent/teacher conferences focusing on students having difficulty in academic subjects. At our middle school level, teachers are revamping their conferences for the 2019-2020 school year to have parent and student workshops focused on building skills and habits which promote academic success. Our Back to School Night for the middle school was also re-designed to take place before students started classes to ensure that parents had the opportunity to meet all teachers, recieve syllabi and class expectations and to become familiarized with the campus. Our school highly encourages 12 hours of volunteer service at the school, per family, per year. This helps parents, students and staff work together and support student success as well as the mission/vision of the school. As mentioned above, a focus for the 2019-2020 school year is to offer more consistent evening workshops for parents throughout the year with the goal of teaching academic skill development that parents can use with their students.|CCLA boasts a unique environment based on cultural and language appreciation/development, family and staff engagement/partnership and consistent communication with parents. We hold monthly Coffee with the Principals and ELAC and Governing Council meetings; all of which illicit open communication between home and school. We hold a variety of parent information nights throughout the year, offer parenting classes, and provide multiple and consistent opportunities for parents to volunteer at our school. Our PTA is very strong and hosts a variety of activities where staff, parents, and students interact on a regular basis (i.e. teacher appreciation events, Move A Thon, Be Smart Campaign). Since the majority of our students/families are from underrepresented populations we pride ourselves on the fact that we have such open and consistent communication in both Spanish and English. A focus area of improvement will be to provide more academic informational/instructional meetings/conferences for our parents as well as improve our resource sections for math, ELA on our website for parents to refer to.|5|5|5|5|4|4|4|5|5|5|5|5|2019-10-15|Met|2019 07100740129528|Caliber: Beta Academy|3|Caliber: Beta Academy seeks family feedback frequently and deeply around program shifts, budget, facilities, and strategy. We need to do more to obtain family feedback on family engagement itself. 94% of families feel satisfied with how Caliber communicates with them. 85% feel satisfied with the opportunity to have input on school-based decisions. We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal #4 re: partnering with families) and present this information to our board during that process.|While we have taken steps to provide families with instructional materials to support learning at home, we do not have a comprehensive or regular practice across all content areas at this time. Additionally, we are currently working to iterate our student-led conference protocols to increase the impact of this practice. We have done several trainings for parents on their rights including a training by the ACLU and by our SPED department.|Caliber: Beta Academy is committed to partnership with families and increasing their engagement on campus. While all staff value family partnership, some still struggle with providing meaningful pathways to engage families. We are currently working to move past community events, such as Fall and Spring Festivals, and to deep and authentic collaboration through student-led conferences, collaborative problem solving structures, and regular, frequent programming.|3|4|4|3|3|3|3|4|4|4|4|3|2019-06-04|Met|2019 48705810134262|Caliber: ChangeMakers Academy|3|The LEA seeks family feedback frequently and deeply around program shifts, budget, facilities, and strategy. We need to do more to obtain family feedback on family engagement itself. 94% of families feel satisfied with how Caliber communicates with them. We measure progress on this Priority in our LCAP annual update process each spring (see LCAP goal #4 re: partnering with families) and present this information to our board during that process.|While we have taken steps to provide families with instructional materials to support learning at home, we do not have a comprehensive or regular practice across all content areas at this time. Additionally, we are currently working to iterate our student-led conference protocols in MIddle School to increase the impact of this practice. We have done several trainings for families in both SEL and math this year.|The LEA is committed to partnership with families and increasing their engagement on campus. While all staff value family partnership, some still struggle with providing meaningful pathways to engage families. We are currently working to move past community events, such as Fall and Spring Festivals, and to deep and authentic collaboration through student-led conferences, collaborative problem solving structures, and regular, frequent programming.|4|4|4|3|3|3|3|4|4|4|4|3|2019-06-04|Met|2019 15633880000000|Caliente Union Elementary|3|CUSD does a positive job in keeping parents informed and up-to-date with decisions. The governing board is comprised of community members and families. As a result, key decisions take into consideration the needs and voices of broader community. As a next step, advisory groups that represent all family groups will meet with the school's leadership team to provide two-way feedback prior to decisions being made, and prior to policies presented to the governing board.|CUSD schedules events that help create a pathway to connect with families. Back-to-School night and parent-teacher conferences help engage all families; when families face certain communication barriers we work with the families to help them overcome these challenges. For example, CUSD facilitates home visits and CUSD makes alternative meeting arrangments and provides accomodations for those that require them. An area for improvement is parental decision making. It is important for all CUSD families, including those underrepresented, take part in school-wide decision making.|Parents are solicited to join PTC and SSC. PTC plans annual scheduled events such as: Fall festival, Veteran's Day Thanksgiving Feast, Santa's Secret Shop, Christmas Program, Outdoor Rec. Day, Talent Show Whiz Kids, Walk-A-Thon, and Science Share Day. Parental and community volunteers are encouraged to help out in the classrooms, read to students, etc... Parents attend bi-yearly parent conference meetings to encourage, and communicate with parents, forming partnerships. Monthly newsletters are sent out with school menus and calendar dates.|4|4|4|4|2|3|4|4|2|2|2|2|2019-10-01|Met|2019 37680490136747|California Academy of Sports Science|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 10623800136754|California Academy of Sports Science Fresno|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330133884|California Collegiate Charter|3|California Collegiate Charter School provides families a multitude of venues to provide input in school decision-making that includes: School Site Council (SSC), English Language Advisory Committee (ELAC), annual parent survey, and the development and annual update of the school’s LCAP. The Family Student Coordinator communicates with families to seek input in decision-making. A focus area for improvement is to continue to build the capacity of and support family member to effectively engage in SSC, ELAC, and decision-making.|California Collegiate Charter School consistently strives to build partnerships with families that support student outcomes as outlined in the school’s LCAP Goal #3. Agendas are disseminated to all students, where they record their daily homework assignments which parents review and sign daily. Additionally, our school hosts monthly schoolwide events including Cafecitos, Parent Education Nights, Parent Conference Weeks, and Back-to-School Barbecue. A focus area or improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|At California Collegiate Charter School building relationships with families is a core belief, and outlined in our school’s LCAP Goal #3, partnering with families to improve student outcomes. Our staff engages in two-way communication with families using Class Dojo, Parent Square, and Deans List, to also provide daily and weekly updates on their child’s progress. Our teachers also focus on calling families on a weekly basis to provide positive feedback. Interpreter services are provided for all schoolwide events and upon request. A focus area for improvement is to continue to host parent events and provide a welcoming environment for all families in the community.|3|3|3|3|3|3|3|3|3|2|3|2|2019-10-30|Met|2019 39686500125849|California Connections Academy @ Ripon|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. . Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 42750100138891|California Connections Academy Central Coast|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. . Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 44754320139410|California Connections Academy Monterey Bay|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. . Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 17640550129601|California Connections Academy North Bay|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. . Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 30664640106765|California Connections Academy Southern California|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 54718030112458|California Connections Academy@Central|3|The charters of each of the schools and the updated bylaws of the non-profit corporation California Online Public Schools (CalOPS) state that the Board of Directors should attempt to include a representative who is a current or former parent. The parental perspective is considered extremely valuable during decision making by the Board. With the merger of the governing boards into one corporation board, the single unified board is now larger than the previous boards. This has helped to expand the role of parents on the board. The current composition of the Board of Directors includes two members who are former parents and one representative who is a current parent, out of a total of seven board members. This is an improvement from the previous composition, but is due primarily due to the merging of the three boards into one board. If any one of the parent representatives leaves the Board for any reason, the Board will attempt to recruit another parent to fill the vacancy. In addition, the Board will make efforts to recruit parents who can help represent families of low income, English Language Learners and Special Education students.|The school has formed a School Advisory Committee which includes representation from all stakeholders, including parents. Meetings are held three times a year. Topics include such things as LCAP, Title I programs, ELL programs, WASC accreditation, etc. For at least one of the meetings each year, all parents/guardians in the school are invited to attend. The school administration attempts to recruit parents from various grade levels and backgrounds for the Committee. In the past year, parent involvement in the Committee has improved, however, the school still faces several significant challenges. One of these is the turnover rate from year to year, so that parents who volunteer one year may not still be at the school the following year. Another is the fact that there is not a physical campus to promote parent-school interaction. While parents have a very high level of interaction with the teachers and a very high level of understanding of the day to day operations of the school program, they are not as inclined to volunteer for these planning meetings. Attendance at the “all parent” annual meeting has been historically very low despite multiple efforts to advertise and promote the meeting. This trend was reversed in 2018 with over 300 parents in attendance. The “all parent” meeting for 2019 will be taking place on October 24. To track progress in this area for future reporting, the status of how many parents are active on the School Advisory Committee, how many return the following year, and how many attend the “all parent” meeting will be reported. In addition, the various efforts to recruit and retain parents on this Committee will be tracked. . Additional efforts to recruit parents who represent families of low income, English Language Learners and Special Education students will be made.|Participation in School Events Field trips and other school events provide opportunities for parent participation and engagement. These events build relationships, promote a positive school culture, allow face to face social interactions and networking, and build strong connections between home and school. The annual parent satisfaction survey includes several questions regarding these events. This survey is sent to all families, including underrepresented families. The school monitors the response to these questions and compares results each year to look for improvement. Three prompts were reviewed and analyzed in order to evaluate progress in this area: 1. Did you and your child attend an event sponsored by the school this year? 2. Rate the overall quality of the events you attended this year. 3. The program provides opportunities for interaction with other families (agree/disagree). When comparing results between 2017-18 and 2018-19, the results for each question were as follows: 1. Increase in positive response by 1.0% 2. Increase in the ratings of excellent and good by 7.4 % 3. Increase in the ratings of strongly agree and agree by 5.0% The organization has reversed the trend from the prior year, showing an increase in all three areas. The efforts of the school administration, the Family Engagement Team, and School Events Team have proven to have a positive impact in this area. Parental Attendance Logs One important requirement in the school program is that parents must mark their student’s attendance daily in the online attendance log. The school has found over the years that engagement of parents in this process decreases as students get older. Many parents of high school students do not fill in the attendance log on a regular basis. Evidence has shown that if the parent is logging in regularly to mark attendance, he or she is also better able to monitor the student’s progress, stay connected with the school, support the student, etc. The school is making ongoing efforts to improve in this area, including training for teachers, training and support for parents, increased communication to parents and improved policies. During 2018-19 the schools implemented a “homeroom” model in high school, where one high school teacher monitors attendance for a small group of students. This model is proving very successful and has been continued for 2019-20. Additional school wide efforts are being made during 2019-20 to communicate and support parents in marking attendance. If families better understand the expectations of the school regarding student attendance and the amount of work that must be completed, students will be more successful. In order to continue to monitor progress in this area, the school administration is tracking data on the actual rates that attendance is completed by parent across the different grade level bands. Data available now is for overall attendance rates by grade span.|4|5|3|4|4|5|5|4|3|4|3|4|2019-10-22|Met|2019 53105380125633|California Heritage Youthbuild Academy II|3|A large group of CHYBA’s students are over age 18 or are emancipated and parent/guardian involvement in their education has been minimal. Therefore, it is sometimes difficult to engage these students' parents. Nonetheless, CHYBA has a goal of increasing the support of family members so they can become effectively engaged in advisory groups or in giving input on policies and programs. Additionally, our students often have other community agencies that are involved with their progress and success, so we actively seek these additional student support advocates to become actively involved in advisory groups and decision making. CHYBA also places additional emphasis on surveying students directly regarding a variety of topics and a 'Youth Policy Committee' makes recommendations for policy decisions that are often implemented and always considered seriously. Key findings indicate that CHYBA students and parents feel involved and heard on school site decision and students in their career pathway placements feel like they have an important part in decision-making. CHYBA aims to increase opportunities for student voice and leadership, as well as incorporating methods for gathering more parent/guardian and community member input from those individuals who have a vested interest in the success of CHYBA students. The focus area of improvement is to increase parent engagement by 15% during the current school year. This engagement includes seeking significant input for decision making on school policies and practices. Survey questions will continue to be written to align with our LCAP goals in order to gather appropriate feedback from parents and stakeholders on our progress and recommendations for improvement.|CHYBA has made considerable progress in providing professional learning and supporting staff members to improve our capacity to partner with families. Because CHYBA enrolls students who are “Opportunity Youth” some parent have felt previously ostracized from the school system and have also struggled to interact positively with their child. CHYBA also enrolls students who are parents themselves. Fifteen percent of our students are in foster care, and another significant group of students is involved with community agencies. From the time of enrollment, we deliberately work to include parents and other stakeholders in the plan for success for their students. Parents have often struggled to interact positively with the school and with their child, so setting up positive communication is the first step. Our Case Manager is part of the enrollment intake appointment and looks at the needs of the family, to offer a variety of resources that may be needed. A focus area for improvement continues to be working with all of our students’ parents and stakeholders, including underrepresented families, to strengthen our partnership with them to enhance all aspects of their student’s life. We are implementing more parent nights and expanding our advisory committees to try to engage more parents. We do individual student reporting at the end of each 6-week block that includes connecting with parents/stakeholders on progress and plans for the next block. Advisors make frequent contact to report positive progress and improvement needed. Community mentors support students and try to engage the student and family with activities at the school and in the community. The Case Manager assists parents and students with basic needs and is increasing the offering of parenting classes as the need arises.|Restorative Practices, ACEs, Trauma-Informed Care, Triple P Parenting, Parent Square, Advisory groups|3|2|2|2|2|1|3|2|2|2|2|3|2019-09-10|Met|2019 33672070101170|California Military Institute|3|Overall areas of success: CMI has implemented the Parent Engagement Leadership Institute (PELI) a curriculum that has been developed based upon the Six Types of Parent Involvement and the Action Teams for Partnerships. This curriculum is a ten module training including the topics of Parent Engagement: Keys to Student Success, Positive Parenting in Public Education, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community, and Action Teams for Partnerships. CMI has an Action Team for Partnership (ATP) that identifies school goals and develops an action plan addressing specific needs. A focus for PELI this year is to train new members and continue to increase parent engagement through communication, collaboration and professional development of all stakeholders. The previous ATP data will also be analyzed and a new goal, based on the previous goal, will be adjusted.|Overall areas of success: PELI’s goal for the year has been to increase school-home communication by decreasing uniform infractions and increasing positive behaviors. Site-wide positive interventions have been implemented and continue to be the focus for improving student outcomes. Minor behavior interventions have been implemented with an emphasis on increasing parent-teacher communication. Opportunities for student engagement and attendance to California Cadet Corp (CACC) activities throughout the year has increased. CMI has partnered with local agencies to provide support to families regarding their legal rights. Honor roll and attendance awards, assemblies, and incentives have increased. A focus for improvement is to continue to increase parent-teacher communication for proactive measures pertaining to academics and behaviors. Another focus is to increase family awareness of bullying, drugs, social media trends, and other topics that are impacting student outcomes.|The overall implementation of the actions and services was successful and we were able to implement each one. Listed below are areas of success and areas for improvement related to the overall implementation of the actions and services to achieve the articulated goal. Overall areas of success: - Teachers were provided release time to collaborate with and support partnerships between teachers and parents. - Multiple parent education nights were provided this year covering a range of topics. - PELI and AAPAC continue to be vibrant parent groups on campus hosting several events each year. - Parent university consultants were not available this year. - CMI did contract with a local advertising firm and professional signs were displayed on electronic billboards - This year we increased our partnership with and appreciation of parents through a number of events resulting in a 20% increase of parent participation which is the highest in the district. - Blackboard connect was purchased to maintain communication with parents and community.|4|4|3|4|3|4|3|3|4|4|3|3|2019-10-16|Met|2019 34674390111757|California Montessori Project - Capitol Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|Parents play an active role in the California Montessori Project. CMP welcomes families to participate in a variety of ways for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with the Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of the students. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage the underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|CMP encourages cultivating trusting and respectful relationships among all stakeholders. The core values of kindness and mutual respect are embedded in the Montessori curriculum and are role modeled in all communications. The administration and staff strategically plan activities and events to build community and foster relationship building. The administrative office teams and the classroom teachers are provided opportunities for professional development to create nurturing and welcoming environments. The Montessori principles related to grace and courtesy are nurtured in these environments, and all staff members are encouraged to greet students and their families, participate in active listening skills, and engage in direct communication. Students and their families are provided a variety of cultural experiences in the school setting and families are encouraged to share their unique cultural traditions to extend classroom lessons and enhance school events and activities. The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 34673140111732|California Montessori Project - Elk Grove Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration, has a well-established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input, and an active Parent, Teacher, Family Community (PTFC) group responsible for the planning and implementation of campus family engagement events and fundraisers. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|Parents play an active role in the California Montessori Project. CMP welcomes families to participate in a variety of ways for the purpose of supporting their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with the Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of the students. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage the underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators and breakfast.|CMP encourages cultivating trusting and respectful relationships among all stakeholders. The core values of kindness and mutual respect are embedded in the Montessori curriculum and are role modeled in all communications. The administration and staff strategically plan activities and events to build community and foster relationship building. The administrative office teams and the classroom teachers are provided opportunities for professional development to create nurturing and welcoming environments. The Montessori principles related to grace and courtesy are nurtured in these environments, and all staff members are encouraged to greet students and their families, participate in active listening skills, and engage in direct communication. Students and their families are provided a variety of cultural experiences in the school setting and families are encouraged to share their unique cultural traditions to extend classroom lessons and enhance school events and activities. The CMP-Elk Grove community encourages direct communication through regular parent-student-teacher conferences, Harvest festival, family dances, family movie nights, fundraisers, etc. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.|4|4|4|4|5|5|5|4|5|5|5|5|2019-10-14|Met|2019 34674470112169|California Montessori Project-San Juan Campuses|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|Parents play an active role in the California Montessori Project CMP welcomes families to participate in a variety of ways for the purpose of participating in their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with the Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of the students. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage the underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|CMP encourages cultivating trusting and respectful relationships among all stakeholders. The core values of kindness and mutual respect are embedded in the Montessori curriculum and are role modeled in all communications. The administration and staff strategically plan activities and events to build community and foster relationship building. The administrative office teams and the classroom teachers are provided opportunities for professional development to create nurturing and welcoming environments. The Montessori principles related to grace and courtesy are nurtured in these environments, and all staff members are encouraged to greet students and their families, participate in active listening skills, and engage in direct communication. Students and their families are provided a variety of cultural experiences in the school setting and families are encouraged to share their unique cultural traditions to extend classroom lessons and enhance school events and activities. The CMP community encourages direct communication through regular parent-student-teacher conferences. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.|5|5|4|5|4|3|5|5|5|4|5|5|2019-10-14|Met|2019 09618380111724|California Montessori Project-Shingle Springs Campus|3|The California Montessori Project (CMP) seeks to improve and promote stakeholder involvement and collaboration through various pathways. The CMP Network Governing Board consists of a broad cross-section of professionals with the skills necessary to appropriately oversee the operation of the organization. There are up to 14 seats on the Governing Board, including up to 4 elected Parent Representatives. For parents and/or guardians and caregivers at the campus level, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet. CMP administration will continue to discuss how engagement can be improved which could include targeted outreach and community events. CMP continuously seeks input from various groups of stakeholders, especially as it relates to the LCAP process. LCAP meetings are held at each school, where stakeholder groups are encouraged to provide input as a guide to develop goals that apply to the CMP network as well as the individual school sites. Based on this input, the school budget is developed. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.|Parents play an active role in the California Montessori Project. CMP welcomes families to participate in a variety of ways for the purpose of supporting their child’s educational experience and campus community. A variety of service opportunities exist and include: working in the classroom with the Montessori staff, providing office help, chaperoning field trips, and serving on campus committees to enhance the learning community. There are opportunities for work to be done at home and/or outside of school hours for working parents as well. Preparing classroom materials, adopting a classroom pet or plant during school closures, parent education nights, fundraising, school events, and campus beautification days provide enough additional opportunities to assure a comfortable level of participation. CMP is grateful for the contribution volunteers make on behalf of the school and in the lives of all of the students. CMP has placed focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meeting and Parent/Teacher Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present. To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for families who prefer to not receive electronic communications. CMP seeks to engage the underrepresented families by first being present and visible in the community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, breakfast, etc.|CMP-Shingle Springs has a very stable population of staff, students and parents, which lends to the ability to cultivate trusting and respectful relationships. The core values of kindness and mutual respect are embedded in the Montessori curriculum and are role modeled in all communications. The administration and staff strategically plan activities and events to build community and foster relationship building. The administrative office teams and the classroom teachers are provided opportunities for professional development to create nurturing and welcoming environments. The Montessori principles related to grace and courtesy are nurtured in these environments, and all staff members are encouraged to greet students and their families, participate in active listening skills, and engage in direct communication. Students and their families are provided a variety of cultural experiences in the school setting and families are encouraged to share their unique cultural traditions to extend classroom lessons and enhance school events and activities. The CMP-Shingle Springs community encourages direct communication through regular parent-student-teacher conferences, Watch Me Work Nights, Principal’s Cafes, etc. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders. CMP continues to strive for excellence in collaborating with the students and parents and looks forward to developing plans for sharing lesson information, additional field trip details, and contemporary parenting topics in a proactive manner to engage the parents in the pre-lesson delivery.|5|5|5|5|4|5|5|4|4|4|4|4|2019-10-14|Met|2019 37754160132472|California Pacific Charter - San Diego|3|The school currently has parent and teacher advisory groups that meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year to seek input from all families and closely monitors the correspondence with underrepresented families and their participation in input surveys. To provide opportunities for all family engagement and input, as requested, translation, transportation and access to wifi is provided.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our family's. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 49707220139048|California Pacific Charter - Sonoma|3|The school currently has teacher advisory groups that meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year to seek input from all families. To improve the engagement of underrepresented families we monitor the outgoing correspondence and sharing of surveys to ensure that all families are reached. We monitor the participation, and continue to identify how we can improve the engagement of underrepresented families. And, as requested, we provide translation services, transportation, and wifi access.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our family's. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 51714150132761|California Prep Sutter 8-12|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 51714150132753|California Prep Sutter K-7|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19644690134858|California School of the Arts - San Gabriel Valley|3|The California School of the Arts-San Gabriel Valley feels that building capacity for families to have input into decision making is a strength. We have a number of structures, formal and informal in place to seek family's input in school-wide decision making. Four times a year, we hold Parent Advisory Group meetings, which are designed to give family's the opportunity to provide input, ask questions, put forth issues and concerns, and discuss school-wide decisions. Each one of our conservatory arts programs has a Parent Advisory Council, which meets regularly throughout the year to discuss issues relating to arts education. Additionally, CSArts-SGV administration meets informally with various groups of parents and guardians throughout the year to solicit feedback and gain input into school-wide decisions. Finally, our end-of-year surveys allow parents to offer a tremendous amount of feedback on the state of academic and arts instruction, college and career counseling, mission and vision and special education access.|In the 2019-2020 school year, our third year as a school, the administrative staff is working to assure that all communications to constituents are available in their home language. Additionally, our end-of-year surveys for the 2018-2019 school year indicated that families wanted improved communication from teachers regarding students' daily and weekly progress in both academic and arts classes. We are working with our academic and arts teaching staff to improve this communication.|California School of the Arts-San Gabriel Valley's strength lies in creating trusting relationships with staff, students and families and creating a welcoming environment for all. We dedicate time in the first two weeks of school to introduce our students and families to the mission and core values of our school and ensure these values are understood and agreed upon. Through the use of various tools, survey data, parent meetings, meetings with various student groups, we ensure through the year that we are continuing to support relationships with students and families and learn about our stakeholders cultures, languages, and goals. We are constantly striving to improve our communication with families to ensure that our language is understandable and accessible to all stakeholders. We are currently bringing this outcome to sustainability over the 2019-2020 school year, by ensuring access to all school communications in the languages that our families use.|5|5|5|4|5|4|5|5|5|5|5|5|2019-10-15|Met|2019 36678920134247|California STEAM San Bernardino|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 42750100134866|California STEAM Santa Barbara|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49707220136465|California STEAM Sonoma II|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 10623800138354|California Vanguard Academy - Fresno|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19650940112706|California Virtual Academy @ Los Angeles|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-03|Met|2019 37684036120893|California Virtual Academy @ San Diego|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-05|Met|2019 39686270127191|California Virtual Academy @ San Joaquin|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-11|Met|2019 49707970107284|California Virtual Academy @ Sonoma|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-12|Met|2019 10623310137661|California Virtual Academy at Fresno|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-03|Met|2019 16638750112698|California Virtual Academy at Kings|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-04|Met|2019 15636280137687|California Virtual Academy at Maricopa|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-03|Met|2019 51714150129007|California Virtual Academy at Sutter|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-04|Met|2019 41689160112284|California Virtual Academy San Mateo|3|Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation Survey questions and methods are selected to be appropriate for the virtual school setting and are aligned with LCAP goals and actions. Results of the 18-19 fall survey were considered when creating the LCAP actions, SPSA, and parent engagement opportunities. The spring 2019 survey results indicated: • Overall Satisfaction 86% • Feel Supported by Teacher 91% • Satisfied with Online Classes 82% • Satisfied with Social Opportunities 56% • Satisfied with Peer Collaboration Opportunities 63% • School Preparation 59% In response, we are increasing the outings and in-person events offered to students, including monthly all-school outing days, service-learning projects, clubs and in-person celebrations for students who meet engagement criteria. Parents also provide feedback and direction to the school through the school site council. The school has also revised its onboarding procedures to be more supportive of new students and has added additional support staff to help onboard families. Parents and students are invited to provide input on the LCAP on a quarterly basis. Summary: The LEA will continue to administer a local survey to parents/guardians in at least one grade within each grade span (K-5, 6-8, 9-12). This survey will measure parental participation in decision making, opportunities for parental participation, and the impact of such participation on school-based decisions. The CAVA has systematically messaged the importance of providing input and feedback, and how it is used by the school to make improvements. Additionally, the CAVA messages specifically those families who did not provide feedback to ask them what barriers to participate in future surveys. The CAVA has seen significant improvement in the number of families participating in feedback opportunities in 2018-19. CAVA hosts a variety of parent and student input sessions throughout the year. Through the WASC and LCAP processes, all stakeholders are asked to provide input on procedures, programs, and policies.|An area of strength for the LEA is building partnerships with families for student success. As an independent study charter school, a parent's role in education is of the utmost importance. Teachers regularly conference with families on student progress and expectations, and systems are in place to allow parents insight into student grades and activity. Engagement and attendance support teams are in place to ensure students are engaged in school by educating parents on expectations and how to stay involved in the daily schooling of their students. CAVA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at CAVA is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To support growth in this area, CAVA is adjusting staff support structures and implementing professional learning modules.|CAVA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous instruction. Monthly connection calls allow teachers to get to know each student's goals, personality and needs. Additionally, the school is building relationships through community outings, clubs, and learning coach support sessions. Throughout the year, administrators host online Parent/Student input sessions. In addition, CAVA has utilized a team of support staff to continue to support engagement of underrepresented families through our Family Academic Support Team structure. This is in addition to our document translation and interpreting services. An area of improvement for CAVA is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP. CAVA has increased efforts to involve parents from all grade spans, students, and staff in the planning process through regular surveys and planning meetings. Through various improvement programs, the school community evaluates data and provides feedback to administration on programs and resources. The school provides translation services and primary language documents to families.|4|4|5|5|5|5|5|5|4|4|4|4|2019-06-07|Met|2019 13631070000000|Calipatria Unified|3|Calipatria USD successfully administered and summarized the responses for parent engagement. The input from school stakeholders indicated very strong and favorable support to the district’s parent engagement activities and involvement. The results from the 2018-2019 LCAP surveys also reflect similar agreement with parent engagement opportunities. CUSD will report this indicator for parent engagement as Met. The district will seek to expand the use of the survey with all district and site committees as well as focused group events.|Calipatria Unified has made significant strides to promote the building of partnerships for student outcomes. Collaboration with local community agencies as well as district and site resource staff has aided in the increased ability to create partnerships. Even with recent administration changes the district has still moved forward to implement strategies to promote engagement. Nonetheless, parents and stakeholders are supportive of the districts future outlook.|Calipatria Unified has refocused efforts throughout the district and school sites to improve our relationship with our stakeholders. Parents report on surveys and in both formal and informal communications that there are slight differences across the district. Stakeholders report a language barrier is a big challenge for 2-way communication. However increased access to technology tools has provided translation support as well as electronic invites and reminders. Parents reports positive relationships with staff.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 28662410000000|Calistoga Joint Unified|3|During the 2018-19 school year, the District utilized a local survey to seek input from families regarding the Local Control Accountability Plan (LCAP) goals and actions. The number of respondents was very low so schools will be exploring additional ways to increase the response rate. Principals solicited additional feedback regarding school programs at the School Site Council and District English Language Advisory Committee meetings. Parents also helped develop district and school parent engagement policies that were adopted by the Board of Trustees in October 2020.|Calistoga Elementary School and Calistoga Junior/Senior High School hold traditional "Back to School Night" and "Open House" events each year. Both schools have fully functioning and compliant School Site Councils (SSC). Attendance at the District English Language Advisory Committee (DELAC) meetings has increased and officers are now taking a more active leadership role. Calistoga Elementary School has a Parent Teacher Organization (PTO) and also offers monthly family engagement meetings, which focus on specific topics that are determined by parents. The will be offering the Parent Institute for Quality Education (PIQE) seminar in March 2020 to further increase the engagement of our underrepresented families.|Our staff has developed trusting relationships with the majority of our district’s families and both schools offer welcoming environments to visitors. The UpValley Family Center provides coffee each Thursday morning at Calistoga Elementary School to increase parent engagement and familiarity with the school site. The Calistoga Junior/Senior High School Principal has begun the practice of holding informal "Coffee with the Principal" meetings each month to build positive relationships with parents. The district-wide implementation of Aeries Communication has greatly improved communication between Spanish speaking families and the school. Translations services have been increased to allow access to all parent engagement activities. The district and school websites also have a translation feature and accessibility for persons with disabilities. Staff will be provided training on Culturally Responsive Teaching in spring 2020 to build upon the cultural assets that our students and their families bring to their education.|3|4|2|4|3|3|2|3|3|3|2|2|2019-10-07|Met|2019 19647336016265|Calvert Charter for Enriched Studies|3|Through a renewed emphasis on the committees that report to our Leadership (Governance) council and greater participation in School Site Council and ELAC, we plan on increasing the opportunities for providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.|Calvert Charter has very strong programs providing professional learning and support to teachers. In addition to professional development sessions led by the principal covering District initiatives (Dyslexia awareness, Culturally and Linguistically Responsive Pedagogy), our teacher are trained by special education professionals, by our EL coordinator on English Language Development, by UCLA instructors on Cognitively Guided Instruction in math, and we are part of the Innovate Ed cadre in order to study data and refine our practice to meet student needs. Using parent conferences, workshops and other opportunities to connect with our familes we plan to work even more closely with our families toward our common goal of making our students successful with both academics and in maintaining positive relationships with others.|Calvert Charter for Enriched Studies has a welcoming environment that greets our families. Through multiple opportunities for parent involvement, including volunteering in the classroom and for special events, parent workshops, Coffee with the Principal, our three advisory committees (SSC, ELAC and Leadership (Governance), our staff is reaching out to our families in many ways. We need to continue to support our staff as we learn more about each family's strengths, cultures, languages, and goals for their children.|2|3|2|1|4|3|3|1|1|2|2|2|2019-10-31|Met|2019 56725460115105|Camarillo Academy of Progressive Education|3|CAPE has five focus groups that meet weekly: curriculum, instruction, school culture, governing (meets monthly), and assessment. Parents are invited to any focus group meeting, monthly chatter time, monthly PTSO meetings and monthly governing board meetings. CAPE seeks input from all stake holders in developing the LCAP.|CAPE has parent teacher conferences in the calendar twice per year. In addition, CAPE teachers hold office hours each Friday to meet with parents. Administration has an open door policy to meet with parents and students regarding academic progress. Teachers in the middle school and high school use an online grading system with parental and student access so parents and students can view grades throughout the trimester. CAPE also have an SST (School Study Team) that meets once a month to brainstorm ideas for student academic support and/ or behavioral support. As CAPE moved from an RTI model to an MTSS model, we briefly altered the SST process for the 2018-209 school year. Looking at student data, it was determined that the SST process would return for the 2019-2020 school year.|CAPE works with all stakeholders to create a positive community. Administration meets monthly with parent stakeholders at an informal chatter time, PTSO meetings and governing board meetings. The CAPE community has family fitness fun events, family night out dinners, family movies dates, adult dinner dances and family craft nights. For the upcoming school year, CAPE plans on using the parent app, Parent Square, to communicate with all families about upcoming events and how they can participate. By moving to one simple platform, CAPE hopes that more parents will know of upcoming events with enough lead time to calendar the event and participate.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-23|Met|2019 43693850000000|Cambrian|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, pour Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Although none of our over 40 language groups meet the 15% threshold required for translation, event fliers for families of English learners are mailed home in several different languages.|CSD LCAP Community survey had 781 respondents, a steady increase of respondents over the last 3 years. The district used the Annual LCAP Community Survey to assess parents’ involvement with their children’s school life. Based on the survey, - 86% of parents agree or strongly agree that they are involved in school life at their child’s school. - 85% of parents agree or strongly agree that they are informed about what their child is learning at school. - 86% of parents feel they receive information about what is happening in school. Overall survey data confirm parent satisfaction with their level of input in school and district decisions. - Parent education workshops at various times of day (we usually offer morning and evening sessions). - Each school's H&SC and other parent groups welcome and orient new families to the school/district. In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 123 parents responded, an increase of 32 responses from the prior year. Based on the survey, El parents stated the need for - Additional staff and resources to provide more support for EL students - Parent outreach throughout the school year - Community support to build an understanding of CSD’s English Learner Services and processes. - After school programs that give EL students more opportunities to use English. - Provide samples of state tests so parents can work on them with their children at home. - Provide students more opportunities to learn test-taking skills in English. - Understanding homework is difficult for some parents. - Provide more frequent progress reports of children. - Hold meetings in the evening because most parents work during the day.|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. This involvement is reflected throughout the information below. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|5|3|5|3|4|5|4|5|4|4|5|2019-10-02|Met|2019 19647336117667|Camino Nuevo Charter Academy|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|4|4|4|4|4|4|4|4|2|2|2|2|2019-11-12|Met|2019 19647330122861|Camino Nuevo Charter Academy #2|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|3|4|3|4|3|4|4|4|2|2|2|2|2019-11-12|Met|2019 19647330124826|Camino Nuevo Charter Academy #4|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|4|4|4|4|4|4|4|4|3|2|2|2|2019-11-12|Met|2019 19647330106435|Camino Nuevo Charter High|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|3|3|4|3|3|3|3|3|2|2|2|2|2019-11-12|Met|2019 19647330122564|Camino Nuevo Elementary School #3|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|2|3|2|2|3|4|3|3|2|2|2|2|2019-11-12|Met|2019 19647330127910|Camino Nuevo High #2|3|Student and Family Services Coordinators play a vital role in maintain communication with families as well as creating meaningful ways for parents to get involved in the school community. They offered workshops and training sessions to build on the capacity of our families. In addition, parents are involved in leadership positions through their active participation in Site Based Council, English Learner Advisory Committee (ELAC), Wellness Committee and/or the School Culture Planning Committee. These opportunities offer parents targeted trainings that empower and motivate them to seek personal and professional growth opportunities for themselves while advocating for a quality education and life for their students.|Some schools have created informal surveys to gather feedback and input from families during the year. By doing this, some schools provide an extra layers of communication to allow families to share their concerns and still have time for the school to fix any issues before the school year ends.|Camino Nuevo Charter Academy (all schools) partners with Panorama Education to administer an annual parent survey. The survey is nationally benchmarked so it allows us to analyze our data on a macro level, across our district and individual school data. The survey is designed as a series of questions, grouped according to theme, to help us measure an array of aspects of student attitudes. Key findings include: • 79% of families believe they have the skills, tools and support needed to get their child ready for college. • 70% of families feel the school is preparing their child for college. • 91% of families feel welcome at their child’s school. • 100% of families believe that parent workshops allowed them to gain important information about their child and the school. • 89% of families have frequent conversations with their child about what his/her class is learning at school. • 69% of families often have conversations with their child about college. • 52% of families reported that frequently their child reads for fun. • 74% of families reported their child work independently extremely and quite well on learning activities at home. • 85% of families reported that their child’s school is extremely and quite responsive to their needs. • 75% of families reported that school administrators create extremely and quite well a school environment that helps children learn. • 83% of families reported their child enjoys going to school quite a bit. • 73% of families reported the overall approach to discipline works extremely and quite well for your child. • 87% of families are extremely and quite satisfied with the communication they get from the school. • 23% of families reported robo-calls and phone calls as their prefer method to receive communication from the school. Receiving text messages from schools rated number two with 20%. The survey data is reviewed at a data meeting with school leadership teams and the central office. The leadership team then does a deeper dive in to the data with teachers and parents. The data allows us to track any trends, progress and make any adjustments needed to improve families’ experiences at our school. The data is also presented to the Camino Nuevo Board of Directors to ensure accountability and to help monitor progress.|3|4|3|3|2|3|3|3|2|2|2|2|2019-11-12|Met|2019 09618460123125|Camino Polytechnic|3|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD will rotate school leadership to better represent all staffing levels and try to include student leadership whenever possible.|Camino Poly goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been strong. We have created and sustained numerous intervention and support programs to help our main sub-group students. Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs. If funding is available to develop new support programs that meet the needs of our families, Camino USD has a long history of creating the programs that are needed.|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community. Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging. We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 09618460000000|Camino Union Elementary|3|Camino USD is a very small school district and does not have the challenge of getting geographically separated decision makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. Our demographic groups in our district are well represented in the various stakeholder groups. Camino USD will rotate school leadership to better represent all staffing levels and try to include student leadership whenever possible.|Camino USD goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been very strong and are still improving. We have created and sustained numerous intervention and support programs to help our main sub-group students. Those programs were created based on communications with families and listening to their needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs. If funding is available to develop new support programs that meet the needs of our families, Camino USD has a long history of creating the programs that are needed.|Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student, and trying to find the right pathway for every student we have. We have a very welcoming campus and a great relationship with our community. Camino USD can always improve on communication with all families. Although the ability to reach families increases on a regular basis, the ability to connect with them can be very challenging. We are working with our stakeholder groups to better understand how our Camino USD communications and goals can get priority with our families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 43693930137273|Campbell School of Innovation|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 43693930000000|Campbell Union|3|CUSD provides training to School Site Council and DELAC members that specifically address ways to engage in the planning, designing, implementing, and evaluating of the district and school programs. We work the Family Education Institute at Foothill College FEI serves as a college bridge program where families and educators together grow the skills, tools, and agency to successfully navigate educational systems and build capacity to promote family engagement, school and workforce readiness, and pathways to postsecondary education. The superintendent and the Instructional Services team works via various meetings, working groups, advisories, and surveys to gather feedback from staff and students to inform decision making as well as give feedback in evaluating district and school programs.|CUSD has a variety of ways to engage families to discuss goal setting and how to support their children in school. Families have access to the Parent Portal to view attendance, grades, and state school reports. SeeSaw is app families and students can use to showcase learning and document reflections or learning. Additionally, CUSD offers a fall and spring week of family conferences with support from a robust translator team. The parent handbook is available on-line, active updates of the district website, communications through school messenger. CUSD is working on updating the website to streamline navigation and ensure that the sites are easily accessible to families.|CUSD hosts a variety of advisories, Principal Coffee, School Site Council, Superintendent PAC, Faculty Senate, Superintendent Student Advisory, DELAC, that engage stakeholders in opportunities to build relationships and engage in 2-way communication using language that is understandable and accessible. CUSD collaborates with a wide variety of community organizations to support the needs of families and students. Our work with School Linked Services and our Community Liaisons is a critical component to the effectiveness of this work. All our schools have Positive Behavior Interventions and Supports (PBIS) systems established that engage students in explicit learning around behavior expectations.|5|5|4|4|4|4|4|4|5|5|4|4|2019-10-24|Met|2019 43694010000000|Campbell Union High|3|Every site has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level, including the Fairness and Belonging Committee, the President’s Advisory Committee consisting of parent representatives from each site, the Measure AA Citizens’ Oversight Committee, and a District English Learners Advisory Committee. CUHSD is beginning to build the capacity of family members to engage in advisory groups, with an effective example being Padres Unidos at Del Mar High School, a group of over 70 parents that meet regularly to participate in workshops and plan educational events for parents at their sites. CUHSD also provides all families with opportunities to provide input on policies; in spring of 2019 the District launched the use of an online open-ended survey tool called ThoughtExchange. One focus area is that CUHSD is planning to expand the use of ThoughtExchange and other input tools to underrepresented families for the 2019-2020 school year. This will be accomplished by having input nights at all of the ELACs and also reaching out to underrepresented student groups.|Partnerships with Coaching for Equity and Equal Opportunity Schools have begun providing school administrators with training on how to connect with students and families across diverse backgrounds. Sites have improved the offering of parent education nights, with Spanish translations available. The Parent Project is also available at three out of five comprehensive sites, which provides education and training to parents on how to support students academically. One focus area is to improve engagement with parents around academic programs, four-year high school pathways, wellness initiatives, and continuing communication around the importance of state testing. CUHSD’s Title I School Del Mar High School has created a large multilingual family support group called Padres Unidos and has been using the application Remind schoolwide for over a year to improve communication to students and parents. Some sites are dedicating time during their English Learner Advisory Committees to cover topics of legal advocacy and immigration policies and at least two will be partnering with the Parent Institute for Quality Education in the 2019-2020 school year.|CUHSD launched a partnership the Equity Coaching Institute starting in the 2018-2019 school year to promote cultural awareness about students and families. CUHSD has a District English Learner Advisory Council and all comprehensive schools have English Learner Advisory Committees. CUHSD also has three full-time Spanish bilingual Community Liaisons whose primary responsibilities include family outreach. All school sites have outreach activities centered around incoming 8th-grade students in addition to 9th-grade orientation. Parent education events include a district-wide college fair and career expo. One focus area is to expand supports for staff to learn about each family’s strengths, cultures, languages, and goals for their children through a partnership with Coaching for Equity. Through this partnership, anti-bias and cultural awareness trainings will be provided to teaching and classified staff at all high schools in school year 2019-2020 to promote a welcoming and inclusive environment for all students and families.|2|3|1|2|2|3|1|2|3|3|2|2|2019-08-22|Met|2019 58727280000000|Camptonville Elementary|3|Staff and principals work together with parent and community groups within the district to create, distribute and analyze the Needs Assessment Survey along with the Stakeholder Engagement Survey. Results from the surveys serve to inform services and actions taken by the LEA. A summary of the results and their impact on decision making is developed and distributed by the Superintendent/Principal to reinforce the importance of engagement in decision making. Our current Family Engagement Policy is included in the school's Handbook which is distributed to each family at Back to School Night and posted on the LEA/school's website. Handbooks are sent home to parents who do not attend Back to School Night. In Fall of 2019, parents and families will be invited to participate in updating the Parent and Family Engagement Policy and School-Family Compact. Copies of the policy along with sample policies from other school districts will be sent home with all students. Based on enrollment packets and current home language surveys, English is the primary language spoken in all homes, but policies and surveys will be made available in any language requested and translators/interpreters will be employed as needed. Multiple opportunities to review and give feedback or for direct participation in the process will be put on the calendar and communicated to parents in a variety of ways. Phone calls to parents, weekly newsletters from classroom teachers, weekly announcements (phone and email) from administration on Blackboard Messaging System, the Courier, the district/school website, and Facebook are among some of the ways that communication is relayed to parents and families. Site Council Meetings and School Board Meetings are widely advertised and information is sent home in multiple formats, including directly with students to offer opportunities for families to work on plan, design, implementation, and evaluation of family engagement activities. Our Site Council hosts an annual Family Learning Night where students act as teachers. Dinner is served and completed Stakeholder Engagement Surveys are tickets for ice cream sundaes. Our Parent Liaison and other school staff reach out to parents of students with special needs and identified at-risk students to encourage them to participate in Parent Advisory Boards such as the Site Council. Currently,no migratory families are enrolled in the district, but we do have families who travel extensively for whom we provide Independent Study. We provide curriculum and meet with them before and after students are away from school for extended periods of time.|The District/School staff regularly discuss the value of parent involvement at monthly staff meetings including strategies to encourage parent engagement and informed participation. Families are encouraged to participate on campus, go on field trips, and volunteer in the classroom in order to experience and better understand the curriculum and become familiar with strategies to support learning and development. Events such as Back-to-School Night, Family Learning Night, and the Reading Marathon are geared for families to experience literacy, math, and science together in a fun and non-threatening environment. Teachers and administrators have attended training in dispute resolution, trauma informed care, and multi-tiered systems of support. Parents are kept informed of student progress through progress reports and are able to monitor student progress through programs such as Class Dojo, Google Classroom, and online grading programs. They are kept informed and involved in decision making when additional tiers of support are needed and informed of their rights before participating in SST or IEP meetings. All parents receive mandatory notifications and parent rights packets at the beginning of the school year. The LEA continues to work on providing additional professional development to all school staff in working effectively with parents to improve student outcomes by partnering with the County Office of Education and other Professional Learning Networks on the engagement of underrepresented families. The LEA is also working on providing easy access to parents of children in Kindergarten through third grades to understand the state standards by providing "I Can" statements and one-page report card overviews.|Camptonville Elementary School District is invested in forming and sustaining strong and lasting relationships between our school and its families. We understand that open communication is the key factor in achieving this goal. As a single school district, our school/district office is one and the same, and an "Open Door" Policy exists at all times. Parents, families, and community members are invited to many school events throughout the year including Back to School Night, awards assemblies, parent-teacher conferences, Fall Carnival, Veteran's and Memorial Day Observances, and Family Learning Nights. Our Superintendent/Principal and teaching staff are available before and after school and utilize multiple ways to communicate including our Blackboard Messaging System, the district website, email, text, personal letters, face to face meetings, and social media. Despite efforts made to make sure that families understand our policies and procedures, Needs Assessment and Stakeholder Engagement Survey results indicate a disconnect for some families. In order to improve engagement of these underrepresented families, the school will include parent engagement and informed participation on all meeting agendas including Staff, Site Council, and School Board Meetings. The district/school will also make sure that parents have access to accommodations such as sign language, interpreters, translation, ADA compliant website, wheelchair ramps, and any other needs deemed necessary. All parents are invited to parent-teacher conferences with the goal of learning more about each family's strengths, cultures, languages, and goals for their children.|5|5|4|4|3|4|4|4|4|4|4|4|2019-10-16|Met|2019 19647336016323|Canyon Charter Elementary|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for Canyon Charter School. These opportunities are offered at the school site and include participating in the various school committees, on the school Governing Council, Leadership Council or through the Booster Club. Principal, staff, families and sometimes community members or students all attend these meetings to work collaboratively to engage in decision making for the school. Through newsletters, emails, assemblies and meetings, parents are welcomed and encouraged to participate and are seen as valuable decision makers. Discussions about programs, services and personnel are made at the committee meetings and are then taking to the Governing Council for recommendation and approval. Participants in the Governing Council attend at least 10 meetings per school year. In addition, parents are invited to attend workshops hosted by the school throughout the year. Families and school staff are provided opportunities to work together to plan, design, implement and evaluate family engagement activities at the school. According to School Experience Survey results, 91% of parents indicated “This school includes me in important decisions about my child's education” and an overall parent engagement rate of 96% An area of growth for the school is offering participants coaching to increase their knowledge and skill sets to lead the school committees and Governing Council governed by Robert’s Rules of Order, as well as the assigned governance under the Brown and Greene Acts.|Canyon Charter School provides families with information and resources at multiple access points including through parent workshops, assemblies, weekly newsletter, parent center resources, school and community events, committee meetings, governing council meetings and more. School Experience Survey Results indicate a strong partnership between home and school as evidenced by the following ratings: I attend events at my child's school, like parent-teacher conferences and school performances 99% I regularly communicate with my child's teacher(s) and/or other school personnel 91% This school provides me with information (verbal and written) I can understand 99% I can easily find information about this school’s parent workshops or other programs 88% My child's school provides information on grade level requirements for my child 96% Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the Governing Council and School Leadership Council. An area of growth for the school is to identify strategies to increase parent involvement in both committee meetings and governing board meetings. The school will continue to support the school community through teacher and staff training, providing of resources, and connecting families to advocate for their own students.|Canyon Charter School is organized to support family engagement through a variety of methods. Parents are encouraged to be partners with the school in their child’s education and development. Families are encouraged to participate through committees, governing council, school events, fundraising and volunteering during the school year. The administration supports the implementation of school site trainings for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers. In 2018-19, the school processed 215 volunteers. Canyon Charter School offers parents a dedicated parent center. During the 2018-2019 school year, the school offered 5 parent workshops for families focusing on academics as well as digital citizenship and social emotional growth. The workshops are provided by outside experts, teachers, school staff and administrators. Welcoming environment indicators are also captured in the district’s School Experience Survey. When asked I feel welcome to participate at this school: 97% of parents agreed with this statement. 98% of parents indicated that they are informed about school activities. 98% of families reported that the school recruits parents to help support the school. Overall parent engagement score for the school was 96% indicating high response rates in this area. Furthermore, students are encouraged to participate in the school’s Committees and Governing Council. In these forums, families and staff work together to identify common goals for students and how to best achieve them. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 07616710000000|Canyon Elementary|3|Parents/families collaborate with staff on many aspects of day to day operations. We continue to reach out to parents who are les engaged in an effort to gather feedback.|Teachers have begun using more data to report on individual students' academic progress during conferences. We continue to strive for 100% participation in marent conferences and other opportunities for collaboration between staff and families.|Given our small size, we are very approachable and families reach out with lots of feedback and suggestions. We continue to reach out to individual families that may be reluctant to communicate with us.|3|3|3|4|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 11625540000000|Capay Joint Union Elementary|3|During the 2018/19 year, Capay Elementary staff engaged various stakeholder groups in the development of the three-year LCAP. The process included the following stakeholder groups: all site and district staff, representatives from the governing board, School Site Council, PTO(which includes representatives of our EL parents) Capay Educators Association(CEA) union representatives, parents, community members such as business owners, local farmers and alumni of Capay School, our Student Body Officers and members. Meetings were held throughout the year where the various stakeholder groups had the opportunity to identify priorities and provide on the goals and actions outlined in the LCAP. These were identified as follows: Parents provided input on the LCAP during meetings held throughout the year. Parents also had opportunities to reply online or on paper to our questions of the month sent out at the beginning of each month in conjunction with our news letter. Students council members and representatives provided input during weekly meetings throughout the year.|Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family. Individual teachers continue to build strong relationships through daily and weekly communications. Our future goals include hosting evening informational meetings three time per year and also implementing home visits to improve and strengthen relationships with all families.|Capay School currently communicates with families on a regular basis using a variety of tools to develop and strengthen its relationship with each family. Individual teachers continue to build strong relationships through daily and weekly communications. Our future goals include hosting evening informational meetings three time per year and also implementing home visits to improve and strengthen relationships with all families.|4|5|3|3|4|4|5|4|4|3|3|3|2019-10-24|Met|2019 30664640000000|Capistrano Unified|3|The District is strong building the capacity of and supporting family members to effectively engage in advisory groups and decision-making as evidenced by advisory groups and task forces (GATE, CAC, CUCPTSA, DELAC, ELAC, LCAP PAC, Preschool PAC, School Site Council, Language Immersion Parent Committee, Title I Parent Committee, School Counseling Advisory Council). Progress was made in better understanding the needs of foster youth through a needs assessment. A focus area will be to continue to offer translation and interpretation services.|The District is strong in implementing policies and programs for teachers to meet with families and students to discuss student progress and work towards improved student outcomes as evidenced by parent conferences, parent meetings, college and career guidance resources, and digital communication tools. Progress was made in training counselors, administrators and teachers in PBIS and Restorative Practices. A focus area will be to develop a customer service micro-credential program.|The District is strong in creating welcoming environments and developing multiple opportunities for two-way communication as evidenced by volunteer programs, bilingual school liaisons, parent advisory groups, and digital and in-person communication. Progress was made in strengthening parent complaint procedures. A focus area for the next three years is a staff cultural proficiency professional learning plan.|2|4|3|4|2|3|4|4|4|4|3|4|2019-10-16|Met|2019 34674390123901|Capitol Collegiate Academy|3|Seeking input from families is our biggest area for focus in 2019-20. Our robust Student Achievement Council (SAC) is a committed group of 30 families who plan and execute school fundraisers, and other events. We are proud that this group of families has successfully raised nearly $20,000 annually, and has created and successfully implemented some of our most beloved school traditions (e.g. carnivals, festivals, and other events) over the past 6 years. We seek to leverage their work and their influence with their parent peers to build attendance at our regularly scheduled parent advisory meetings. Beginning in 2019-20 we will: - Support SAC to recruit additional families to participate in school advisory forums on a regular basis. Specifically, we’ve charged each SAC member with bringing 2 additional CCA families to each scheduled advisory forum, building a coalition of nearly 100 families, 25% of the school, to give input throughout our strategic planning process (November – May). - We will have translators, food, and childcare at all forums to increase families’ ability to participate.|Over 90% of our families report that they chose Capitol Collegiate Academy for our rigorous academic program. Over time we have sought to share resources - Over 92% of our families attend 3 parent-teacher academic conferences annually. 100% of conferences offer a translator in the family’s home language. - Every 8-weeks our K-2 families receive a formal written update on their child’s progress toward our established literacy benchmarks. Along with this progress report are resources for selecting appropriately-leveled texts, and guidance on strategies for maximizing reading comprehension at home. - We have purchased companion “homework helper” documents for families that align with our core curricula in ELA and Math. All families have access to these online and in paper form. - Our middle school families receive a weekly academic progress report that outlines their child’s grades in each core subject. The report includes specific ways the student can improve their grade both at school and at home. Our greatest area for focus is supporting our families to be knowledgeable advocates for their child. As we begin to develop in this area our plan include: - Developing a robust counseling program to support families and middle school students around the research, selection and application process to the high schools of their choice in the greater Sacramento area. Our plan includes a continuum of events and activities including: individual application counseling; high school field trips; and high school information events. We have a .5 full-time employee who is charged with developing and piloting this program in 2019-20.|Since our inception in 2011, Capitol Collegiate Academy has strived to build and maintain strong relationships with our families. On our 5Essentials Survey, given annually to our families, nearly 70% of families agree that the school works hard to build trusting relationships with them. Our efforts to improve in this area include: - In August 2019 we doubled the capacity in our front office. We now have 2 full-time staff members to provide customer service to families in both English and Spanish. - In August 2019 we began using Parent Square, a text-based app allowing families to communicate daily with teachers and staff in their home language. Teachers and parents have informally reported that the ability to send photos and brief behavior and academic updates has been a highly effective resource. - The Parent Square app also allows parents to more easily sign-up for volunteer opportunities, and get reminders about events and activities happening at the school. - We are revising our kindergarten and new student orientation programs to include individual parent-teacher meetings prior to a student’s first days with us. In addition to group orientations and open houses, an individual meeting with families allows teachers and leaders to better understand the families’ strengths, beliefs, and goals for their students. - Our Leadership Team is currently researching and plans to pilot a Home Visit project in 2020-21.|4|4|3|4|4|4|5|2|3|2|2|3|2019-06-18|Met|2019 43693936046536|Capri Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37680070000000|Cardiff Elementary|3|The Cardiff School District works closely with our Parent-Staff Organization (The Cardiff SEA) to actively engage families in school and district activities. Families are consistently given opportunities to provide input into district priorities and decision-making. Parent advisory groups, such as School Site Council and ELAC/DELAC, are established and meet on a regular basis. A focus area for this year is to involve families, including underrepresented families, in developing an updated Strategic Plan for the district.|The Cardiff School District highly values building partnerships with families to support student learning. Regular school to home communication about student progress is a high priority. Formal meetings, such as Parent-Teacher conferences and Student Study Team meetings, as well as informal dialogue, support our efforts to work together with families to support improved student outcomes. A focus area for the district is to engage students in developing personal academic goals and regularly discussing progress with teachers and family.|One of the Cardiff School District's greatest strengths is establishing and maintaining trusting and respectful relationships with families. We are a small community and value the positive impact that our warm and welcoming culture has on our relationships. Families are regularly engaged and regular 2-way communication is always encouraged. A focus area for us is to continue our outreach to underrepresented families by being sure that all communication takes place in their home language and by a method that is most accessible for their household.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 10101080136291|Career Technical Education Charter|3|During the first year of program implementation, CTEC created a parent leadership committee to work alongside CTEC leadership, to identify student needs, school needs and create a platform for parents to share strengths, weaknesses, concerns, and students' needs for CTEC to address. Alongside the parent leadership committee, CTEC recognizes the need to create an advisory committee to identify areas of improvement and provide ongoing feedback on our program. The next steps to improve parent engagement is to specifically identify special populations that are lacking engagement with CTEC's program, and create personal invitations to encourage parent participation with CTEC student/parent activities.|CTEC has worked diligently to identify ways to support teachers and their ability to engage with families regarding student progress. CTEC recognized the need to provide families with more information and resources to support their students. Therefore, CTEC has developed parent educational nights to address current academic and program needs to elicit parent involvement. Topics such as: Tracking your student's academic progress, monitoring your student's social media, the rise, and impact of vaping, volunteering on CTEC campus, etc., are covered. CTEC recognizes the partnership with families in educating and encourage student success at CTEC. CTEC has used several resources to encourage parent involvement in such activities, such as school-wide text messaging (home language), dialers (home language), personal phone calls, flyers.|CTEC has developed a culture that requires an engagement between students, parents, staff, community members, post-secondary education and industry on a daily basis within our program. All stakeholders work to develop a welcoming environment that supports interaction between all individuals. Students engage with higher educational leaders, collaborate with industry and develop opportunities to impact the community. CTEC recognizes the importance of developing greater opportunities to engage with all of CTEC's families to identify the strengths, cultures, languages, and goals of our CTEC students to better assist them in their pursuit of higher education and future employment. CTEC has created opportunities for engagement between staff members and families by planning events that allow parents, students and staff to discover each other's strengths, culture, and goals for the future. These events include our Welcome Back BBQ, Fall Open House, and Community Festival. Furthermore, we have ongoing discussions between all staff during staff meetings and PLC's. To strengthen the engagement of underrepresented families with CTEC's educational program, CTEC's staff engages with families through home visits, as well as creating opportunities for staff to engage with families through SSTs as well as parent/teacher phone conferences communicating ways for them to work alongside their students.|4|4|3|3|4|3|4|4|3|3|3|3|2019-10-29|Met|2019 37735510000000|Carlsbad Unified|3|For the 2019-20 school year we are surveying parents in advance to get thoughts and topics in regards to our Parent University Workshops. We will continue to offer monthly consultation group meetings with parent groups, including a parent group specifically for parents of special education students and second language learners. We are also starting a new Access and Equity group which will comprise of students, parents, and staff that will address issues around equity and access for students and parents on our campuses. This is part of our larger MTSS plan which is being implemented for the first time during the 2019-20 school year.|The District has a well defined Continuous Improvement Cycle which includes multiple avenues for parents to provide feedback and input throughout the school year. We also deliver an annual stakeholder survey where we have over 1,000 parents contribute feedback regarding annual goals and priorities.|Staff continues to improve ELAC and DELAC Meetings at school sites throughout the year. We also have several outreach consultation groups where feedback and input is collected throughout the year on LCAP goals and District priorities. Input is also collected through a number of different Parent University Workshops that are in English and Spanish and targeted outreach for families.|4|4|3|3|4|3|4|4|5|5|4|4|2019-10-16|Met|2019 27659870000000|Carmel Unified|3|Carmel Unified School district seeks input from our parents to inform our decision making. We value the input our families provide and use their input to help inform and guide our decision making processes. We elicit parent participation in a whole host of advisory groups that help to inform our practices. We also seek input through outreach practices. We have the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), as well as our Local Control Accountability Plan (LCAP) stakeholder engagement meetings. Carefully crafted parent surveys including our LCAP survey are additional methods we use to seek input from our families. We also seek input from our local PTO’s and PTA’s. CUSD’s Title I processes call for parent review and input on our family engagement practices and policy on an annual basis. We provide translation services when needed during these processes. We have seen some growth in this area over the last few years under our Superintendent’s leadership. She created several advisory groups to provide input to the district including the Community Advisory Council, the Wellness Committee, and the Facilities Master Plan Committee. As stated earlier, an area for growth that we have identified revolves around providing professional learning for our teachers and site administrators to build their capacity to partner with all families in the district. The district will also look for ways to partner with families to develop and evaluate our parent engagement activities. CUSD will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all of our district families including underrepresented ones.|Carmel Unified School District prides itself on building partnerships for student outcomes. We are accessible to our families and work collaboratively with them in support of their students. We have developed extensive opportunities for teachers, families, and students to meet and work together in order to support the students and improve outcomes. We provide for parent, student, teacher conferences multiple times during the year as well as drop-in evening conferences at some sites. We provide interpreters as needed. As student needs increase, so do the opportunities for meeting those needs through face to face interactions. We hold Student Study Team meetings, Individual Education Plan meetings, and Section 504 meetings as needed and on a regular basis. Other less formal opportunities for meeting are always available to families at our sites. Our larger events like Back-to-School Nights, and Open Houses are another way to connect families with their children’s teachers, often leading to future meetings in support of individual students. We have a variety of practices and tools in place to help provide families with information and resources to help support student learning at home. Our school to home communications are consistent on a weekly basis with our Principal’s Friday Letters, where families are informed about all the goings on in and out of the classroom. We support families at home with on-line grade book access, google classroom and teacher web-pages with tips, hints, and links to support learning at home. Students have one to one chrome book access starting in third grade, and have school issued take-home devices issued to them from sixth to twelfth grade. CUSD supports families to understand their legal rights starting with their annual notification of rights. Parent rights are provided for all IEP and 504 meetings, uniform complaint procedures are posted and accessible, and the district schools use communications to inform parents of opt out rights, etc. An area for growth that we have identified revolves around providing professional learning for our teachers and site administrators to improve their capacity to partner with all families in the district.|Carmel Unified School District and its schools have established a culture that attempts to build relationships with our families in many ways. One of the strengths to be pointed out in this area is the welcoming environment fostered by all of our sites. The goal at all sites is to build community between students, families, and staff, and this is clearly felt by those in these communities. The schools host a variety of community events where they welcome families to be a part of the experience of their children as well as part of the school communities as a whole. The building of community in turns helps to mutually develop trust and respect between families and staff. Our district's schools also seek to effectively communicate with all families through a variety of means, whether it be in the form of in-person meetings, websites, email, phone or text, social media, etc. We also regularly hold meetings that foster 2-way communication such as ELAC, DLAC, School Site Councils, PTO's and PTA's, Community Advisory Council, and the Wellness Committee. We will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all families including underrepresented ones, whether that be from stronger outreach efforts or providing more opportunities for family engagement in general.|4|4|3|3|1|4|5|4|3|3|3|2|2019-10-23|Met|2019 19647336016356|Carpenter Community Charter|3|Carpenter's administration consistently excels at supporting staff to effectively engage families in advisory groups and with decision-making. 94% of parents completing the School Experience Survey indicated that Carpenter encourages them to participate in organized parent groups (councils, committees, etc.) Carpenter's governance Council consists of 50% parents and 50% staff. Carpenter has several subcommittees which all staff and parents including our underrepresented parents are encouraged to join. The current committees, which hold monthly meetings are Budget and Finance, Communications, Positive Behavior, Safety, Strategic Planning, and Technology committees.|Per Carpenter's most recent School Experience Survey, the data shows that Carpenter's administrators, teachers, and staff are excelling at building partnerships for student outcomes. 98% of parents who completed the survey stated that they actively participate in their child's education at Carpenter. All teachers at Carpenter have clear communication plans to send and receive information to and from parents. Teachers utilize email, phone, websites, Schoology and/or other applications to send and receive information regarding their students' education. Teachers are required to meet with all parents/guardians in fall semester and required to meet with all parents/guardians of students receiving a 2 or 1 on their report card in the spring. Carpenter also has a Student Support and Progress Team (SSPT) in place that continuously monitors students, including underrepresented students, and supports families in exercising their legal right to advocate for their children.|Per Carpenter's most recent School Experience Survey, the data shows that Carpenter's administrators, teachers, and staff are excelling at building trusting and respectful relationships with families and the community. 96% of parents completing the survey stated that they felt welcome to participate at Carpenter always or most of the time. Carpenter's staff works to create a welcoming environment for all students including our underrepresented populations such as our special education, African American, English Learners, free and reduced lunch, and foster students. Carpenter makes it a priority to host several school events to highlight and celebrate all students. Carpenter hosts an annual UN Fair with over 40 countries represented and an annual Every Kid Counts week embracing our Special Education population as well as other underrepresented populations. These events allow students and teachers to learn about each other's strengths, cultures, and languages. Carpenter annually hosts community building events such as Movie Night, Music Night, and a Halloween Carnival. Teachers are also required to relay their communication plan to parents at Back-to-School Night and hold parent/teacher conferences in the fall to ensure an open two-way dialogue between the teacher and families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 42691460000000|Carpinteria Unified|3|Strengths: 89% of parents report that schools allow and welcome parent input. Improvements: 67% of parents report that schools actively seek parent input before making important decisions. Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.|Strengths: 92% of parents report that schools encourage parents to be an active partner in their child's education. Improvement: Increase parent participation in Back to School Nights and Parent-Teacher Conferences. Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.|Strengths: 90% of parents report that they feel welcome to participate in school events; Improvement: Increase participation in school site ELAC meetings.|4|4|4|3|3|4|4|4|4|4|4|4|2019-10-22|Met|2019 10621661030840|Carter G. Woodson Public Charter|3|Learner outcomes are analyzed and ensured in various ways on our school site. ELA, MATH, and English Learner Student Proficiency is communicated at District Wide- School Site Council/ Board Meetings and also at School Wide- PAC/ ELAC Meetings. There are organized parent conferences in which benchmark scores are provided to parents. Teacher explain how benchmarks align with their student’s performance and its importance. Teachers write Individual Learning Plans which are given to parents early in the year (A follow-up meeting for Seniors when needed.) SBAC Scores with parent letters are sent home at the beginning of the year. There are Parent Advisory Council, ELAC, SSC meetings organized throughout the year where students, parents, and community members are educated on the information included in the school family compact and parent engagement policy. Parents, teachers, and students agree to adhere to the guidelines in the school family compact and parent engagement policy. These documents are signed by all people involved.|The school utilizes an automated phone system, School Messenger, to inform parents, community members, and stakeholders about important school information and events. The automated system is able to communicate school messages in English and Spanish. School Support Counselors utilize this system to communicate with parents about student attendance, behavior, academic progress, and health & wellness status. Parents are able to receive phone or text messages from the school so busy parents are able to receive time-sensitive information. The school distributes mailers to the homes of students in order to share pertinent information with parents. Schools are able to send documents, forms, and messages to parent that enable students to receive support services. The School Site Council is a forum that affords parents the opportunity to participate and receive information about parent involvement, rights, responsibilities, and school business that relates to the educational systems and procedures for student learning. The English Learner Advisory Committee serves the purpose of informing English Language Learner parents about the structure of the school program for their students and the governance of the committee. The Parent Advisory Council serves to inform parents about school programs and resources and prepares them to participate and serve at their school. The Parent Club is similar, but less formal so parents are able to be informed about school decisions and be aware about specific information. The Agape Board of Directors meet to govern the Agape Schools. Board Meeting notifications and minutes are posted in all school lobbies. School sites also post information via their Facebook accounts and on their marquee signs for public notification. We do individualized learning plans and parent conferences.|TotalparentcouncilmeetingattendancerateforPAC(averagefor both schoolscombined)was14%,goalmet TotalparentcouncilmeetingattendancerateforDELAC/ELAC(averagefor bothschoolscombined)was14%,goalmet. Media-67of90households(75%)ParentSurveyCompletion,Goalmet MainCampus-52of307Households(17%).LCAPParentSurvey completionrate(averageforbothschoolscombined)was30%,goalmet 1.Supportedstaffhourstomakephonecalls. a.Supportstaffmadepersonalcallstonotify parentsandguardiansofupcomingeventsand encourageparticipationandattendance. 2.SchoolMessengerSubscription. a.SubscriptionstoSchoolMessengerwere usedtosendautomatedcallstoparentsabout parentmeetings,schoolevents,generalschool announcements,andopportunitiesfor feedback. 3.Foodandincentivesforparentparticipation. a.Foodandotherincentiveswereprovidedat ParentMeetingsandotherschooleventsto encourageparticipationandaccommodate parentsandfamilies. 4.Usedofsocialmediaplatformssuchasthe school’sFacebook Parentinputisreadilyacceptedandinfusedintoboard-leveldecisionmaking.AlongwiththeBoardofDirectors, governanceandoversightisalsoprovidedbytheSchoolSiteCouncil(SSC),whichconsistsofparents,theSuperintendent,andChiefExecutiveOfficer.TheSSC makesdecisionsandrecommendationsonissuessuchascurriculum,instructionalpractices,campusculture,andotherschool-relatedissues.CarterG.Woodson’s schoolcultureiscollaborativeandinclusive.Staffmemberstakeprideinconductingthemselvesinaprofessionalandrespectfulmannerduringinteractionswith students,parents,andthepublic.Administratorsandotherschoolleaderslistentoandhonorallvoicesintheschoolcommunity,especiallyvoicesthathave traditionallybeenunderrepresented.|4|5|4|4|4|4|5|4|4|4|5|4|2019-10-28|Met|2019 10755980000000|Caruthers Unified|3|The LEA has a strong connection with families and working together to access programs, support parents in advisory groups and gaining input on policies and programs. This is represented in our large numbers of attendance at meetings, conferences and family learning night events. The LEA will work with the community liasion to identify and track the underrepresented families to gain their input.|The LEA has a number of committees, meetings, parent conferences and family nights that instruction and information are provided to build partnerships that would lead to increased student outcomes. With the work of the community liaison and counselors we will identify the reasons that the underrepresented families are not in attendance and make adjustments as needed.|The LEA continues to provide professional development and guidance for teachers and staff on building relationships with students, parents and the community. We take pride in having over 95% of attendance rate at parent conferences that happen twice a year for TK-8th grade students. We are are always looking to improve engagement of underrepresented families and we will work more closely with the community liaison to engage our underrepresented families.|4|5|4|5|4|4|5|5|5|5|5|4|2019-10-28|Met|2019 45699140000000|Cascade Union Elementary|3|Our current strengths are that we have several opportunities throughout the year for parent and community input. We are still lacking input from a majority of the community and would like to evaluate our process to improve this piece.|We have provided professional development to our staff on Capturing Kids Hearts, Trauma Informed Practices, Restorative Practices, Adverse Childhood Experiences, Restorative Practices, and expected behaviors. We have worked extensively to work on expected behaviors. We reach out to parents in a variety ways: Aeries portal, Blackboard/Parent Link app, the website, notes home, Google Classroom, newsletters, all calls, texts, email, and Twitter. The Superintendent and Principal use the Parent Link portal to target specific areas of concern as well as successes. Class Dojo is also used by most staff to help communicate at the classroom level. We wish to strengthen are community partnerships to educate our community of the importance of our partnership to encourage students achievement.|We have a strong turn out with our Hispanic group but have room to grow with reaching out to our Student with Disabilities. We have Parent Cafes at each site to discuss with the community on what we are doing well and what we need to improve. We regularly seek input parents at these Parent Cafes. Additionally, we have an annual culture day which is well attended by the community. Here we encourage a variety of our local cultures to share their food, singing, dance and other traditions. This creates a great fellowship opportunity for our youth and community. We are modeling the importance of relying on each other to be a supportive community. We administer an annual survey to all grade levels serving TK - 8. The surveys are aligned to LCAP & District Priorities. Results are reported annually. Additionally, we are in partnership with the City of Anderson to provide outreach for birth to 5. Using this mobile outreach method, we notify parents of the local resources which include enrolling in school, school immunizations, literacy, play, and tips for parents for interacting with their children. We visit local neighborhoods, the community library, apartment complexes, and the Manor House to disseminate school information and encourage student and family engagement. This also provides an opportunity to connect Community Health resources.|3|4|3|4|2|4|4|4|3|3|3|3|2019-01-09|Met|2019 19643450000000|Castaic Union|3|Castaic Union School District annually schedules a district-wide survey that is sent to all parents/guardians for their input regarding promoting parent participation in programs as well as school-based activities and seeking input on the availability in providing decision-making opportunities school-wide, sub-group wide and district-wide. Whenever a survey is submitted for responses from parents and the community, the results are communicated to the Board of Trustees with next steps to respond to the results. CUSD also meets at least one time each semester to review and begin revision steps for our LCAP goals/actions. We incorporate the data received from the surveys and stakeholder meetings in order to develop next steps in writing goals and actions in our LCAP. We continue to examine our current practices in place to gain data. We will survey and meet with staff, students, various school related groups, such as our Parent Satisfaction Survey, LCAP stakeholders meetings, PTA's, PAC, Volunteer Clubs, ASB, Student Council, ELAC/DELAC, and administrator/teacher committees to establish next steps in order to continue to show improvement in seeking decision making practices. Many of these surveys and meetings will take place in the Spring of 2020.|CUSD continues to establish events to initiate outreach and make connections with parents, including Parent Teacher Conferences for all students Preschool - 8th grade. We hold Back to School Nights and Open Houses as well as additional opportunities to discuss student outcomes, such as Student Study Team, Title I, ELAC/DELAC and celebratory assemblies. CUSD offers parent education nights, in which to share ways on how to partner with the school to best support their children. Each school site provides a Parent/Student Handbook which outlines procedures, rules, and information for parents. Our staff continues to be readily available to speak with parents, when concerns arise. An area of focus for CUSD is to continue to work with staff to build our capacity in partnering with families. In our small-town district many families have great trust in how their children are progressing in their educational journey. We struggle with attendance when events are centered around family engagement and partnering with families. They share they feel confident in their child's progress and support. A team of staff will be attending the LACOE Parent Engagement Workshops in the Spring. We will continue to reflect on our practices by meeting with the various groups in order to gain feedback to improve our practices in the area of partnering for student outcomes.|Castaic Union School District is committed to engaging parents and incorporating their feedback in how they feel connected to their school sites and staff. CUSD is a transparent district and believes in open-door communication. CUSD school sites offer many opportunities in which to build relationships with families, staff and students. Our "motto" is #CastaicCares! Our schools work diligently to accommodate parent/guardian schedules on order to provide times for conversations regarding their child's educational journey. We provide translations whenever needed to ensure that families understand and are able to participate in their child's learning. We are a welcoming small, family feel community. Based on our Parent Satisfaction survey 92% stated they felt welcomed and included at their neighborhood schools. Our district has the "small-town" feel, many residents know each other and many of our staff live in the community. It is often shared that students are not considered just a "number", and feel safe leaving their children in the hands of the school staffs. Our community is bonded and parents, staff and students are welcoming all around. An area of focus for CUSD is to continue build on engagement and connectedness while at school. Most students feel there is at least one caring adult on their school sites. Our goal is that all students feel there is at least one caring adult on their school sites. We will continue to reflect on our current practices by examining data from our various stakeholders groups, such as LCAP Stakeholder meetings, PTA, Volunteer Clubs, Site Council, DELAC meetings, ASB and Student Council groups. We will survey the stakeholder groups in the Spring of 2020.|4|5|4|5|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 08100820830059|Castle Rock|3|Castle Rock's strengths in this area include: advisory board meeting quarterly, periodic surveys, weekly parent/ student/ teacher meetings. Area for improvement: Increase opportunities for parent feedback within the SHARK BINDER.|Castle Rock's strength is one-on-one contact through weekly student/parent meetings. As an organizational tool, we use a "SHARK BINDER" to further promote family engagement through access to assignments, goal setting and academic progress. Castle Rock provides daily lunches and recently implemented a focused study hall opportunity providing soup and bread for attendees. Area of improvement will include the student being accountable to lead the teacher meeting through a flipped meeting format.|Castle Rock provides monthly family engagement seminars to address school programs and provide opportunities for parent feedback. In addition, Castle Rock conducts an annual LCAP survey focusing on the 8 state priorities. We plan on improving access to school functions through the use of automated phone message systems to reach more families.|5|5|4|4|4|5|5|5|4|4|3|4|2019-10-24|Met|2019 45699220000000|Castle Rock Union Elementary|3|We transport families, use multiple family and student surveys, have weekly and monthly parent meetings, LCAP and site council meetings, specific grade level meetings, email and snail mail and social media opportunities in an attempt to capture the input of as many families as possible. We also partner with a local community group, the Lions Club and the Resource Center to provide for our families and to find a way to get their input. We use regular conferencing, phone calls and texts to communicate and seek input outside of regular meetings. A goal for us to get more input from underrepresented families is helping us make transportation and in home meetings a priority.|We use multiple means of communication including frequent surveys, Tea on Tuesdays, LCAP and site council meetings, frequent parent conferences, assemblies, all call, texts, and social media, student performances, parent training and after school enrichment and tutoring. We train and utilize parent volunteers and encourage regular participation from our families as special events both on and off campus. We also utilize our transportation to help families attend various events and activities with their children.|Castle Rock Union Elementary School District prioritizes family engagement, staff and family interaction, a welcoming school environment and professional staff training and development to build trust, community and a partnership. We use multiple means of communication including frequent surveys, Tea on Tuesdays, LCAP and site council meetings, frequent parent conferences, assemblies, all call, texts, and social media, student performances, parent training and after school enrichment and tutoring.|5|5|5|5|5|5|5|5|5|5|5|5|2019-02-22|Met|2019 19647336071435|Castlebay Lane Charter|3|Dignity for both adults and students underlies the fabric of the school’s climate and each and every student-staff and parent interaction. Parents are among the strongest supporters of the school and take an active part in all areas such as: • Governance Board • Parent-Teacher Organization • After-school Enrichment classes • Daily classroom volunteers • Visiting Instructors • School events • Campus Supervision • Valet Lines • Field Trips • Off School Trips Castlebay will continue to utilize parent and community feedback to modify school events, workshops, communication systems and website information to encourage increased parent participation.|Castlebay Lane understands the importance of supporting our teachers with Professional Development in CCSS, pedagogy, technology and science content knowledge, exploration opportunities, and grade-level lesson planning time. Additionally, many of our teachers are nationally board-certified and have post-graduate degrees in Science, Technology, Engineering, and Math. These teachers lead on-going Professional Development, provide demo lessons for other teachers to observe, guide science content integration across the curriculum, and the implementation of aligned technology both in the classroom and computer Lab. These teachers’ expertise and guidance have been instrumental to the continuing success of our deepening integration of 21st Century skills, Technology, and the Next Generation Science Standards into curriculums. Castlebay will continue to utilize parent and community feedback to modify school events, workshops, communication systems and website information to a more user-friendly format to facilitate parent access to information.|Based on the high responses of parents on the SES, Castlebay has established robust partnerships with our parents and community and will continue to aggressively promote opportunities for parents to partner in all school-based activities that lead to increased knowledge of school policies and systems and their impact on student achievement. Below are some of the ways in which Castlebay Lane Charter promotes these partnerships: • A principal open-door policy for all parents and community members. • Group emails and chat applications • Lead Classroom parent in every class to communicate with classroom parent community • Weekly Sunday Outreach calls to every parent • Interactive school website promotes two-way communication and community feedback • Monthly Parent workshops • Newsletters and Updates Castlebay will continue to utilize parent and community feedback to modify communication systems and our website to a more user-friendly format to facilitate parent access to information.|5|4|4|5|4|5|5|4|5|4|4|4|2019-10-28|Met|2019 43693936046544|Castlemont Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 01611500000000|Castro Valley Unified|3|All CVUSD schools have functioning School Site Councils (SSCs) and English Language Advisory Committees (ELAC) that are involved in giving advice to site staff and participate in decision-making processes at the school level. We also have an LEA-wide parent council that gives input into districtwide decisions and actions. One area of focus for improvement is to ensure that all our parents are aware of these types of councils and committees so that they know the importance and can fully participate when they want to.|CVUSD provides lots of opportunities for partnership with our families. A list of many of these partnerships follows here: -African American Parent Advisory Council (AAPAC) - Focuses on programs/services that will increase academic outcomes for African-American students. -District English Language Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC) - Focuses on programs/services that will increase academic outcomes for English Learners. -Mariachi Parent Ed Workshops - Focuses on ensuring parents know how to navigate the CVUSD system and also to provide educational opportunities in a variety of areas. -Padre Unidos - Families learn information about how to support students in academic performance, how to develop healthy partnerships with teachers/counselors, and how to prepare students for college and career. -Parent Institute for Quality Education (PIQE) - 9 week workshop that encourages parents/guardians to take an active role in their child’s education (Creekside MS). -School Smarts - 7 week workshop offered by California PTA that helps parents/guardians learn how to help their children succeed in school (Stanton and Vannoy). -Family English - English learning opportunities for families of English Learners (EL). One main area for improvement is to ensure that we relentless communicate these opportunities out to our families so that they know about them and can make a fully informed decision to participate in them.|CVUSD's main initiative is focused on creating a Multi-Tiered System of Supports where all students are supported to move to high levels of achievement. We are concentrating on building the academic, social, emotional, and behavioral skills in our students. We believe that our families are a critical part of ensuring that all students succeed. While we have lots of professional learning opportunities for educators to participate in for building relationship with our families, these opportunities are optional. We are working on how we ensure that all educators in our system purposely build skill in developing relationships with diverse stakeholder groups.|3|4|3|4|4|4|4|4|3|3|4|4|2019-10-24|Met|2019 19647330101659|CATCH Prep Charter High, Inc.|3|Stakeholders for CATCH High School include: Students, Parents, Faculty, Administrators, Staff,Board Members and Community Members. Stakeholder engagement meetings are held by CATCH High School regularly and inform many school processes and decisions, including curriculum, LCAP Goals, budgeting, and safety. Through data analysis, feedback and reflection, CATCH synthesizes information, identifies common themes, and establishes goals like: 1. The evolution of our Parent University Program to include video recordings with YouTube links for working parents to attend virtually. 2. A furthering of our college preparation efforts with the expansion of two new AP courses: AP Statistics and AP Macroeconomics. 3. An expansion of elective opportunities in the form of an added Journalism class to increase student engagement in courses students “choose” rather than are “assigned;” Overall, CATCH families are a part of every aspect of how their students learn and prepare to be successful in college and beyond.|While serving a population of students that are 65% Latino and 35% African-American, CATCH Prep has long-been committed to engaging students and families traditionally underrepresented and underserved by the traditional schooling model. To this end, we've implemented a text-messaging system that sends out regular reminders to students and families about safety updates, academic and Report Card links, and cultural goings-on via "The Daily CATCH" that is published every Monday and features the week’s schedule, important reminders, tutoring services, and announcements regarding school activities, club activities, and sports. Parents may also access our school website at www.catchhighschool.com or general information about the school, staff e-mail, activities, homework, daily bulletins, schedules, and current school news|CATCH Prep is proud of its commitment to students and families traditionally underrepresented and underserved by public education. As such, CATCH Prep continues to commit to having strong community support and parent involvement. Our community cares deeply for the quality of instruction and support provided for both students and teachers. Parents are invited to volunteer their time, attend school events, and even share in the decision-making process. Staff welcome parents’ help with fundraisers, graduation activities, athletics, and performing arts. Parents are encouraged to attend Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming. School Site Council, PTSA (Parent Teacher Student Association), and our WASC Committee, as each provide opportunities for parents to have input on curricular programs and financial planning. School-to-home communication takes place in a variety of formats.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-09|Met|2019 40687260000000|Cayucos Elementary|3|While the District provides many opportunities for parents and families to provide input for decision making, we struggle to get as much participation as we would like. Parents overall are pretty happy with the School/District and therefore not many attend these types of meetings.|The District not only provides professional learning opportunities but also encourages staff to participate in professional learning opportunities outside of the District. We have not denied a professional learning opportunity that a staff member requests in over three years.|Our active Parent Teacher Association is evidence of the collaborative relationship we have with parents. We also have many parent volunteers who are in our classrooms on a daily basis.|5|5|4|5|5|4|5|5|4|4|4|5|2019-10-09|Met|2019 15634046009351|Cecil Avenue Math and Science Academy|3|The new Academic Counselor will be holding a series of parent informational nights throughout the year for each grade level to educate and inform parents on various topics affecting their students. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. CAMSA recently purchased translation devices for various informational nights where parents will hear the translation through the device placed in their ear. This will help parents feel connected during these events. Based on the 2019 LCAP survey, 93% of parents and guardians believe that teachers are trained to meet the academic, social, and emotional needs of their child, and 94% of parents and guardians believe that the district supports activities that promote positive student behavior and attendance.|A few other opportunities for parent involvement are: school site council/English learner advisory committee, Parent University, back to school night, parent-teacher conference week, and state conferences for migrant families. CAMSA also works hard at getting information out to its parents through the use of Blackboard callouts, the school Facebook page, the school website, and letters mailed out and given to students. Parents are encouraged to use the new Aeries Parent Portal to monitor their child’s progress throughout the year.|Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. CAMSA promotes both academic and culture building activities to further strengthen the connection between home and school. Some of the activities CAMSA is currently employing to promote parent engagement and to strengthen the overall school culture include: lunch with your Patriot (parents/grandparents), family math and paint nights, trimester awards assemblies, chaperoning field trips, back to school night, and STEAM night. These events help to promote positive interactions between the school and parents.|4|5|4|4|4|3|4|4|4|3|3|3|2019-10-14|Met|2019 44697990117804|Ceiba College Preparatory Academy|3|See above.|See above.|Ceiba created the position of Parent Engagement Coordinator in the 2014-15 school year and has benefited greatly from her efforts as a primary point of contact for all families. Ceiba also provides assistance for teachers in writing letters and making phone calls, as well as translating live during face-to-face meetings with students and their families. Ceiba hosts frequent meetings and ongoing learning classes for our parents and families, including Pique, Triple P, and monthly Parent Leadership meetings. We uphold a promise to families that any communication - phone call, email, or letter - will receive a response in 24 hours or less. All meetings are held in both English and Spanish or, for longer events, with live translation services provided. Ceiba administers a parent survey twice annually in order to seek input from parents and guardians to promote parent participation in programs. The Fall survey was recently conducted with 322 family survey responses (enrollment was close to 525 students at the time the survey was administered). In addition, the staff meets with parents/guardians in student-led conferences twice annually. Survey results are reviewed with parents/guardians at monthly Parent Leadership meetings. Meetings are held on Saturday mornings in order to support parent/guardian participation. The principal and parent engagement coordinator facilitate these meetings. Participants review survey data and discuss possible activities to continue to increase parent involvement. Ceiba is committed to moving to full implementation of parent involvement in a systematic, sustainable way. Increasing implementation will be a focus of subsequent parent leadership meetings during the 19/20 school year with an emphasis on: 1. Getting parent/guardian input for providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. 2. Gathering input and continuing to improve our school’s capacity to partner with families. 3. Conducting intentional professional development around supporting families to understand and exercise their legal rights and advocate for their own students and all students. 4. Providing training and ongoing support to increase parent/guardian involvement in decision-making at Ceiba. 5. Ensuring that all families have opportunities to provide input on policies and programs and implementing strategies to involve underrepresented groups in the school (reach out to them and create opportunities for collaboration). 6. Increasing the number and variety of opportunities offered to plan, design, implement and evaluate family engagement activities in partnership with families.|5|5|5|5|2|4|5|2|4|3|3|3|2019-11-12|Met|2019 19647330115139|Center for Advanced Learning|3|Standard Met - A huge component of our decision making during the 2018-19 school year was reliant on our School Site Council which represented members of staff, teachers, administration and parents. Each month our SSC reviewed relevant school-wide data regarding climate, as well as the school's achievement data. The team reviewed the previous year's state assessment data (CAASPP, ELPAC & PFT), the school's internal assessment data from benchmark assessments and observational data. The team was able to identify trends, determine root causes, brainstorm ideas for improvement and make recommendations for the current and upcoming year school. The team also worked closely with the English Learner Advisory Committee to better support English Learners. CAL's leadership team reviewed the SSC's recommendations to make informed decisions during the 2018-19 school year and to implement in the 2019-20 school year. The administrative team looked for areas of greatest need, and from there, developed the platform for this year. CAL is implementing more training for our parents & staff involved in our advisory committees and council to better equip them as to their role in the decision-making process.|Standard Met - CAL’s administration held weekly, monthly, and other periodic meetings to present information and data on student progress, school culture and climate to parents. Parent night meetings were held to provide opportunities for working parents to attend informational and educational meetings, and assist with supporting their student’s academic progress. CAL also welcomes families to participate in regular Student of the Month & Most Improved assemblies, Honor Roll & Perfect Attendance assemblies and Accelerated Reader Celebrations. CAL holds Student-Led Conference after each grading period for students to display their academic progress and the Principal shares information and updates on school-wide assessment data and student performance. The Principal also shares school-wide data and student progress during School Site Council and English Learner Advisory Council meetings. Teachers also have weekly office hours to meet with parents regarding their academic progress and any other concerns. CAL will continue to equip parents with the resources needed to support their students and increase parent information nights to help them better advocate for their student’s learning.|Standard Met - Throughout the 2018-19 school year CAL engaged families in many ways that helped to build relationships with the staff and families of our students. CAL parents are invited to our school campus for a variety of meetings, activities and events throughout the school year. Teachers and staff received professional development on building partnerships and communication with families as well as how to get to know their students. Teachers and staff communicate with parents through class dojo, written communication sent home, our weekly newsletter, the school’s parent information system and student-led conferences. CAL teachers also have weekly office hours to provide opportunities for parents to meet regarding concerns or their student's progress. To better engage our underrepresented families, CAL will implement best practices for staff and teachers on how to elicit information about their students family and culture. This will be done through classroom instruction, cultural events/programs and regular two-way communication.|5|4|3|5|4|5|5|4|3|3|4|3|2019-11-09|Met|2019 34739730000000|Center Joint Unified|3|In regards to seeking input on decision making, parents can participate in the Superintendent's Advisory Committee, ELAC meetings, DELAC meetings, and the PTA or Booster Club at each school site. As a goal, the CJUSD will train staff regarding compliance issues for advisory committees. Additional training will be conducted on methods to promote parents as decision-makers.|Strengths in this area include the annual parent notifications, procedural safeguards provided to all families at IEP and 504 meetings, informative handbooks, announcements, and teacher syllabi. The CJUSD will send a cohort of staff to professional development regarding effective strategies for family engagement. This information will be shared with the site staff.|In the area of building relationships, the Center Joint Unified School District has shown its strengths through the following: Family events, active PTAs at sites, ELAC, Site Councils, student advisory, parent advisories, communication including social media, interpreting services, and homeless/foster families service. Also, the Family Resource Center plays a pivotal role in assisting families through the building of healthy relationships. Finally, the administrators of the CJUSD will be working on culturally responsive engagement with families as a goal for this school year.|4|4|2|4|2|3|4|4|2|1|2|2|2019-10-23|Met|2019 19643520000000|Centinela Valley Union High|3|The following are key findings from the California School Parent Survey related to seeking input from parents/guardians in school and district decision making: 75% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions; 92% of parent respondents agree or strongly agree that CVUHSD schools allow input and welcome parents’ contributions; 90% of parent respondents agree or strongly agree that they are encouraged to be active partners with CVUHSD schools in educating their children. Additionally, parents comprised approximately 50% of each of the District’s three LCAP Stakeholder Input sessions, and nearly 190 parents completed the LCAP Parent Input Survey. Though the District has greatly increased the percentage of parents engaged in decision making processes over the past four years, this remains one of our greatest areas for growth. In 2018-2019, the focus remained on institutionalizing our Parent Teacher Organizations (PTO/PTSO) and including these groups in the District Parent Advisory Committee (DPAC). Though the CSPS showed that 88% of parent respondents agree or strongly agree that they feel welcome to participate at CVUHSD schools, 48% (45.7%) of parent respondents attended at least one Parent-Teacher Organization (PTO) meeting and only 12% (28.7%) of parent respondents served on a school or district committee. As a result of this data, the District will strengthen efforts to close this gap between parents’ feeling that they are welcome to participate in our schools and their actual participation with the intent to exert their agency as critical stakeholders in our decision making processes.|The District’s strength in this area lies in the provision of multiple opportunities through community partnerships for families to engage in meaningful opportunities to gather information and resources to support student learning. Through the Parent Centers, the District offered the following family engagement options: Parent Teacher Organizations (PTO/PTSO); Coffee with Staff (Principal, Academies, EL support, Counselors, etc.); parents as arts docents; PowerSchool workshops; parent learning walks; referrals to outside community services; grade level orientations; basic computer skills support; volunteer training; academy parent nights; financial aid workshops, and early college planning workshops. English Learner families also participated in parent-only university field trips (UCLA, CSUDH, ECC, LMU), and all parents were invited to attend the District Parent Advisory Council (DPAC) and LCAP Stakeholder Input meetings. Another strength for the District in this area is in relation to providing families with information and resources to support student learning and development in the home. Through our LCAP Parent Survey, we learned that parents wanted increased opportunities to gain knowledge about how to better help their children continue the learning process at home. The District’s ever-improving ability to meet this need is reflected in CSPS data which indicates 44% of parents believe CVUHSD schools do very well providing information about how to help their children with homework and that 77% of parent respondents agree or strongly agree that teachers communicate with parents about what students are expected to learn in class. Finally, the District has continued to leverage its relationships with our partner districts to increase awareness about CVUHSD among elementary and middle school families. During the 2018-2019 school year, the District launched our inaugural High School Rush Week. 1,385 prospective students of the Class of 2023 from the Lawndale Elementary and Hawthorne School Districts boarded 29 buses to visit each of our three high schools where they spent 75 minutes at each school exploring our CTE pathway programs, engaged in pep rallies, and were provided with lunch. This event was followed by both a Saturday and evening enrollment event for parents at each school site. The District will focus its improvement efforts in this area on the development of a branded family engagement program to more strategically empower families and engage them in their students’ education and our school communities at large. The District’s goal will be to ensure equitable engagement of families in this program, specifically those who are historically underrepresented in current family engagement efforts.|According to the California School Parent Survey (CSPS), 90% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect. Indeed, this is an area of strength for the District, accomplished most notably through the continued implementation of fully staffed Parent Centers. The introduction this year of a full-time, highly qualified Translator/Interpreter at each school site (one serves both Lloyde HS and the District Office) is a testament to the District’s efforts to ensure that language is not a barrier to building relationships with our families. Together, these positions will help increase opportunities for families to engage in events at the school site where parents can learn more about the academic expectations for and progress of their students and educators can learn more about each family’s strengths, cultures, languages, and goals for their children. Such opportunities include Coffee with Staff (Principal, Counselors, Safety Officers, etc.), Back-to-School Night, Grade-Level Parent Meetings, and AVID and Academy Nights. The District will focus improvement efforts in this area on increasing the capacity of staff - specifically teachers - to build trusting and respectful relationships with families. The District Family Engagement Team (Parent Liaisons, District Family Engagement Specialist, site administrators) will increase efforts to train staff on how to support families of diverse backgrounds, specifically by building upon recent implicit bias trainings.|4|4|3|4|3|4|3|3|4|4|4|4|2019-10-08|Met|2019 19647330100800|Central City Value|3|Central City Value uses multiple means to obtain parent input and involvement in school decision-making. Every April, parents have an opportunity to complete an anonymous survey that seeks their input on various aspects of the school and its operations. Parents can complete the survey online or request a paper copy if they prefer. The school also holds frequent “Breakfast with the Principal & Assistant Principal” meetings throughout in which parents can interact and discuss issues with the administration. The school also holds regularly scheduled parent meetings in the evenings and quarterly school-site council meetings to engage the parents in the decision-making process. In the past year, parents have raised concerns on the growing neighborhood homeless population and have worked with the school to develop a safer school and community.|Central City recognizes the vital role that partnerships with parents has on student outcomes. In order to implement this, it starts with an active professional development program that attempts to meet the needs of all students and their families. Teachers are routinely encouraged and supported to attend professional development workshops and conferences, and external and internal professional development sessions are often used in faculty meetings to train all faculty and staff. In turn, through monthly parent meetings, parents are informed of school business, and are encouraged to stay active in their children’s’ education and school events through the use of PowerSchool emails, meetings with teachers and administrators, and attendance at the regularly scheduled Student-Parent-Advisory (SPA) conferences. At SPA meetings, under the guidance of their advisors, students discuss their academic and personal progress as well as graduation progress and college/career goals with their parents or guardians. Parents are also alerted of routine and emergency business through the use of DeansList software, which allows for phone call or text messages in the preferred home language. At various points, parents are also trained on college and financial aid planning and are given the opportunity to join PIQE (Parent Institute for Quality Education) held on campus. Other parent meeting activities include Academic Awards ceremonies, Back to School/University Night, Career and College Fair Day, and the Senior Recognition Ceremony. Central City also welcomes parents to stop by the school at any time to meet with administration, counselors, or teachers. Parents legal rights are posted in various visible locations by the front office and are given copies of their rights in their native language for special education purposes. Parent’s are often called in for academic and disciplinary reasons, and teachers are encouraged to call parents and/or hold a parent meeting whenever necessary. Teachers and staff can also keep parents informed through DeansList or by personal phone call.|Based on the School Climate Parent Survey results, conducted in April of 2019 to parents of students from all four grade-levels, Central City Value excels at meeting the needs of the parents. Parents responses were in agreement (agree or strongly agree) with the opportunities to get involved in the school (80.0%), the ability to talk to their child’s teachers (96.6%), the school facilities are kept clean, welcoming, and safe (84.7%), that the school encouraged parents to make healthy choices in life (81.5%) and the administration is accessible and offers support (77.6%). Parents also felt safe at our school (82.0%). Further parents felt that their children were gaining access to a better education than a traditional public school (86.7%), expressed satisfaction with the overall education of their children (89.8%), believed that their children would do well enough in school to go to college and get a good job (91.5%), expected their children to graduate from high school (96.6%) and go to college (89.8%). Parents also felt that the school had high expectations for all students to succeed (88.1%), that teachers make their children excited about learning (81.5%), that their children can get extra help if they need it (96.6%), and that the school provides opportunities for their children to give back to the community (81.4%). Lastly parents felt that their child was safe at school (79.7%), school rules were fair for all students (76.0%), the school has effective strategies for dealing with disruptive behaviors (75.9%), faculty and staff make it clear that bullying is not tolerated (84.0%), and the school provides counseling for students who are depressed or troubled (81.6%). One focus area for improvement involves the engagement of underrepresented families, specifically the minorities within the minority population we serve. Our school population is predominantly Latino (94.7%), but does include a few Filipino, Korean, Bangladeshi and Asian students. For parent meetings, we do conduct them in English and Spanish, but need to offer better translation services for these underrepresented groups. The school does use DeansList to communicate to families in their native language, however. The school will research ways in which we can implement programs to serve all populations effectively.|5|5|4|5|4|4|4|4|5|5|5|5|2019-10-25|Met|2019 36676450000000|Central Elementary|3|The results of over 2,000 LCAP family surveys and the results of the CDE self-reflection tool used with School Site Councils and district stakeholder groups were analyzed to determine the district's current stage of implementation in the area of seeking input for decision making. District Advisory Councils, including DELAC, LCAP and the Special Education Committee provide families, including underrepresented groups, opportunities to provide input on policies and programs. Continued focus will be placed on providing opportunities for families, teachers, principals and district administrators to work together to plan, design, implement and evaluate family engagement activities at both the site and district levels.|The results of over 2,000 LCAP family surveys along with the results of the CDE self-reflection tool used with School Site Councils and district stakeholder groups were analyzed to determine the district's current stage of implementation in the area of building partnerships for student outcomes. Over 90% of parent survey respondents strongly agree/agree that parents and families are provided multiple opportunities to be involved in their child's educational experience and strongly agree/agree there are adequate opportunities to volunteer at the school. Continued professional development and support will be provided for teachers and principals to improve capacity to partner with families.|The results of over 2,000 LCAP family surveys and the results of the CDE self-reflection tool used with School Site Councils and district stakeholder groups were analyzed to determine the district's current stage of implementation in the area of building relationships. All practices are fully implemented with most having sustainability. Actions to support staff to learn about each family's strengths, cultures, languages and goals for their children will be included in School Plans for Student Achievement.|5|5|4|5|4|5|5|4|5|5|5|4|2019-10-10|Met|2019 10739650000000|Central Unified|3|Central USD will continue to reach out and engage families, helping them participate in advisory groups so they can participate in the decision making at both site and district level. Central USD will provide multiple opportunities for families to give input on policies and programs, making a special effort to involve underrepresented groups in the school community.|Central USD will increase focus on supporting families to help them understand how to advocate for their students both legally and academically. The district will continue to support policies encouraging teachers to meet with families and students to talk about student progress and set goals to help students achieve academically. Central USD provides families with information and resources to support student learning at school and at home.|Central USD will continue to expand capacity of staff to learn about the unique strengths of families. The district will celebrate cultural diversity and multiple languages as we set goals for our students. Currently, the district creates environments that are welcoming to all families and community members and provides a high level of two-way communication between families and educators, using language that is understandable to families and community.|3|3|3|3|3|3|3|2|3|3|3|3|2019-08-27|Met|2019 16638830000000|Central Union Elementary|3|The LEA has policies and structures in place for advisory groups including training and supporting family members to actively engage in the advisory group including decision-making. The focus area identified for improvement is in "providing opportunities to have families, teachers, principals and district administrators work together to plan, design, implement and evaluate family engagement activities as school and district levels. The LEA will develop guidance for a more systematic process for families and staff to work together in the plan, do, evaluate process relative to family engagement activities. It will also investigate best practices and barriers to engagement of underrepresented families.|The LEA has provided professional learning to support teachers with professional learning communities, closing the achievement gap especially for underrepresented students, and Multi-Tiered System of Supports. The LEA seeks staff input regularly regarding professional learning needs. Policies and programs are in place for teachers, families and students to discuss progress and work together including parent conferences, student study teams, retention meetings, and the parent portal. The focus area identified for improvement is "progress providing families with information and resources to support student learning and development in the home." The LEA will develop Districtwide Grade Level Resources for parents. These will be provided to all parents also supporting improving engagement of underrepresented families.|The LEA is in its third year of implementation of School Connectedness initiatives as a part of its overall work in developing a Multi-Tiered System of Supports including supports to address the social-emotional and behavioral needs of all students. Parents comment on the growth particularly in providing a welcoming environment. An area identified for improvement is "supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. An better understanding of our families is the foundation for all growth in Family Engagement. The LEA will develop a student inventory to be completed by all parents regarding the preferred method of communication, strengths, weaknesses, culture, languages, and goals for their children. This will be completed for all students including underrepresented families to ensure staff have a system for learning about each family.|3|4|3|4|3|2|3|3|3|3|2|3|2019-10-21|Met|2019 13631150000000|Central Union High|3|STRENGTH: CUHSD schools work diligently to provide multiple opportunities for parent input. There is a place for everyone to speak up and share both positive feedback and concerns. This begins with public forums such as Board Meetings, to Coffee with the Superintendent, to formal parent engagement including School Site Council, ELAC and DELAC meetings. Many other opportunities exist such as CTE Advisory Committees, athletic, band and club booster organizations. The addition of the Administrative Curriculum Team meetings at which LEA issues are discussed has increased the collaboration among school and district leaders (which has trickled down to site staff teams) with regard to needs of sites to meet both student and family needs. Comprehensive sites have teamed up with Imperial Valley ROP for monthly parent meetings to address topics relevant to assisting parents with their needs (Parent Portal, Street Management, School Safety, etc.). An annual survey is administered to parents of grade 9 & 11 pupils, and results indicate that most families place a high level of trust in CUHSD schools, their staff, administrators, and programs. AREA FOR IMPROVEMENT: As indicated, an annual parent survey is administered in English and Spanish. While widely advertised, schools have faced challenges in generating a high response rate. Expanded efforts will be made to offer opportunities for parents to access school computers/devices during structured parent activities to complete the survey.|STRENGTHS: The district prides itself in its efforts to provide numerous ways in which families and the community can engage with the school. There are many more opportunities to work with the school beyond the traditional School Site Council, Migrant Parent Advisory Committee, and English Learner Advisory Committee. In addition to frequent (at least one per month) schoolwide or grade level parent meetings, individual programs and organizations also host monthly or quarterly meetings. Multiplied across the district and schools, there are dozens of opportunities for families to meet with school officials each month and throughout the year. Pre-SST meetings have been implemented and continue with SSTs and other meetings to discuss student progress or lack of progress with teacher feedback forms. AREA FOR IMPROVEMENT: CUHSD recognizes an ongoing need to provide regular training for staff in strategies for effective school-to-home communication. Emphasis will be placed on best practices for working with underrepresented families.|STRENGTHS: Administrators, Resource Teachers and Counselors continually reach out to students’ families. Throughout the year, multiple parent nights are held at all schools, in addition to EL family meetings, performances, informational meetings, and a variety of booster organization events. All are engaged in connecting families to the school and its many functions. There are many opportunities for families to share information (open door policy for administrators, meetings, surveys, parent/teacher conferences, etc.). CUHS offers monthly “WakeCup” meetings and SHS has initiated “Eagles Nest” meetings, which focus on topics of parent interest and allow for two-way communication in a warm and inviting setting. The use of AERIES Communications allows staff to message parents (through text or portal), and the parents are able to respond using the same platform. Many staff members regularly utilize email as well as phone apps (Remind, etc.) to communicate with both students and parents. Most parent meetings and presentations are conducted in English and/or Spanish based on the primary language of the participants. AREA FOR IMPROVEMENT: While many opportunities are offered, some events are not well attended. The schools will continue to explore ways to reach out and encourage parent participation in meetings and other parent/guardian activities.|4|4|3|3|3|3|4|3|3|3|4|2|2019-10-08|Met|2019 10622406114805|Central Valley Home|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 30664720000000|Centralia Elementary|3|Centralia School District is focused on building capacity of our site principals, support staff, and parents to effectively engage families in advisory groups and with decision making through training, regular participation in advisory group meetings, as well as adhering to advisory group bylaws. Families do have opportunities to provide input on policies, programs, and implementing strategies to reach and seek input from any underrepresented groups in our school communities through discussions with staff and the development of such programs. When reporting on multiple ways for parents to provide input and get involved at school to assist with decisions, SSC, PTA, ELAC, DELAC, LCAP, and GATE, there was an increase of two percent from the prior year indicating that they always had opportunities to provide input and get involved in the school. The general information collected from the survey indicated that parents want certain programs continued throughout the district, such as after school learning opportunities, positive supports in the school related to safety, and continued opportunities to provide input on school programs including the arts, science, and technology. It was noted that DELAC participation has grown in high numbers and parents actively exchange ideas, analyze data and programs, and celebrate student success. An area to continue working on includes implementing a School Site Council training for site teams.|The District is committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. Professional learning and support to teachers and principals to improve our schools’ capacity to partner with families is ongoing. Staff participate in various training, discussions, and interactions with our families through parent/family nights in different subject areas. Our families are provided with information and resources to support student learning and development in the home through parent academies, site/district parent meetings, and through consultants who engage parents in activities on how to support their children. District policies around standards-based grading and strong instructional programming (academic, social emotional, and behavioral) have been adopted and implemented to strengthen parent resources and in turn, strengthen student outcomes. Through partnerships with outside agencies, parents are offered various opportunities to understand and exercise their legal rights to advocate for their own children. Based on the parent survey conducted, 91% of our parents felt that our schools respects the diversity of the families in the community. This is an area were we can increase by providing more opportunities to engage in parent academies to gain more skills and resources to assist with their chidrens’ success. The survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey will continue to be provided to each family house hold across the district in addition to posting the link on the District and school websites.|The Centralia School District is committed to building strong, positive relationships with our students and their families. A strong emphasis has been focused on the development of a parent involvement plan and developing a strong connection between school and home. Consistent communication has been key in fostering positive relationships with our families. Centralia School District has been diligent in working with staff in providing welcoming environments, understanding the diverse cultures that make up this District, and developing multiple modes to engage in 2-way communication between our families and educators. A survey was conducted for parents, students and staff. The district determined that the self-reflection tool that would be used to gauge parent engagement was through a survey. All schools were included in the survey process all schools collected information online and through hard copies of the survey to the parent communities within those schools. 1,132 responses were collected. From these responses, it was determined that parents felt that there is strong parent involvement and that they were strongly encouraged to participate in the schools. The parent responses were reviewed separately to determine next steps in building relationships and increasing parent relationships and engagement across all school sites within the district. Overall, parent responses in this area remained high. An area of need will be focused on ensuring that the schools makes efforts to keep all informed about important issues and events. This is an area that scored 94%. As a way to increase this, all schools will provide weekly school updates in their Sunday messages to families, conduct regular coffee chats as well as offer parent meetings, regularly update websites and social media, send home fliers to provide information about upcoming events.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 19647090112250|Century Academy for Excellence|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19647090107508|Century Community Charter|3|Century Community Charter School (CCCS) provides opportunity to all parents to be involved in advisory groups involved in decision making. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PAL’s), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.|Century Community Charter School (CCCS) constantly provides professional learning opportunities and support to all its staff to improve capacity to partner with families. Through our wellness framework, we work closely with staff and families to find, share and develop ways to support all students. Teachers and families have different opportunities to meet during Parent Conferences, Student Success Team Meetings (SST), Intervention Meetings, Individual Education Plan Meetings and as needed, to discuss progress and develop plans to assist students at school and strategies to assist them at home. Families learn about their rights and ways to exercise them and advocate for their children through Special Education Workshops, SST meetings and Wellness Meetings. In order to continue to assist and improve capacity to partner with families, CCCS has added a wellness section on our website full of resources and information. Our wellness team is also developing monthly staff toolkits with strategies and opportunities to communicate with families and students to increase support and collaboration.|Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; All families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely.|5|5|5|5|5|4|5|4|5|5|4|5|2019-10-23|Met|2019 50710430000000|Ceres Unified|3|A strength of Ceres schools is engaging a wide variety of stakeholders in decision-making regarding the district’s LCAP and individual school plans. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Ceres Unified hosts the FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year.|Engaging families is a priority in all Ceres schools, evidenced by the Family Engagement teams at each school. Survey data shows that more than 90% of families feel welcomed, treated with respect, and encouraged to come back. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Ceres students.|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 49402530128074|Cesar Chavez Language Academy|3|Our parents are very involved in our Bilingual Advisory Board, similar to Site Council. Not only do we have a bilingual committee of members, we hold meetings in both English and Spanish. We usually have over twenty parents (outside of the committee members) attending the meetings. In the Spring of each year, parents are asked to give input on our site LCAP budget, and how we will use our site supplemental funds (State & Federal) to best serve students. Throughout the school year, they are able to give input on our LCAP as well as budget expenditures as well as oversee our school Charter. Each year, our teachers are also asked to give input on our site LCAP Plan and proposed expenditures. Our school also has a very active Parent Foundation group. This group consists of both Spanish and English speaking parents. They hold one meeting in English and the next in Spanish, in order for all parents to feel valued. This diverse group of parents is very committed to fundraising for enrichment programs for our school, and funds our Baile Folklorico Club as well as bringing multicultural assemblies to the school, such as 123 Andres & Radio Beatboxer. An area of growth is to form an ELAC. In the last few years, we were able to combine ELAC & BAB. This year we were told we had to have a separate ELAC. Though we tried to hold an election, we did not have any parents interested in taking on a leadership role. All Administrators in our District are trained in how to support a well functioning ELAC & School Site Council committees at the sites. Principals receive PowerPoint presentations in English and Spanish to support the training for parents. The goal is to build leadership capacity among our parents. The goal is that they understand that their voice matters and must advocate for their students ALPS (Advanced Learner Plan & Services) Advisory Committee was formed in the Spring 2018 and includes teachers, administrators, parents and other school staff. We have a CTE District Advisory. Local CTE Program Advisory Committees are in the have been developed for all CTE programs as well. Currently, a CCLA Parent does serve on this committee. At CCLA, we value parent participation. To this end, we ensure that all of our communication is provided in English and Spanish. In addition, we have made a concerted effort to encourage more parent involvement by hiring a bilingual/biliterate Family Engagement Facilitators for each of our site. Since most of our staff is bilingual, we do our own translating for parents. All verbal and written communication is done in both languages. Our Family Engagement Facilitator is able to focus her efforts on parent participation, as well as planning important cultural events such as the Annual Posada & Pinata making contest. She also organizes the weekly Food Bank Distribution at our school.|As a Dependent Charter School, we were able to change our Parent Teacher Conferences to align with the First Trimester Assessment Period and Report Card Distribution. This means that parents were provided valuable information, including individual student assessments during the discussion as well as understand how their child was accessing the Common Core State Standards. During the conference time, our teachers also provided ideas and resources as to how parents can support their children at home. Teachers and parents set goals together during this important time. At the end of each Trimester, we share our Reading Level (DRA) assessment information as well as data from Let’s Go Learn. with our parents at our BAB Meetings and Coffee Chats. We have held Family Math Nights where students and parents learn Math games to play at home. We also hold Family Literacy Nights each year, where parents learn how to support their children at home with Literacy. In addition, we hold a Technology Night, where we train parents on how to access all of our online programs (Dreambox, Reflex, Kids A-Z). In years past, we have had parent representatives participate in the District DELAC and DAC in order to build parent capacity and to encourage active participation in the district setting. Our District offers child care and light snacks as an incentive. This year our School Board sought input during community meetings and online, from our staff and families in the development of its mission, vision and priorities for the district. An online parent survey is sent out each spring in order to obtain parent and staff input in regards to our district LCAP goals, school safety and quality of programs. Our school has had times where we do workshops with our Chromebook carts, in order for parents to have access to online surveys. Because our District values parent voice and access, they offer translation at all district meetings and correspondence is sent out in both English and Spanish.|Since our school is a Two Way Dual Immersion School, all but one teacher is bilingual in English/Spanish and can therefore communicate with all families. What is considered “underrepresented” in most schools is not the case in ours. All staff members, including the Office Staff and Principal, can communicate with all parents, both English and Spanish speakers. We have a high level of parent involvement at our school and have both English and Spanish speaking parents in leadership roles, such as the Bilingual Advisory Board as well as the Parent Foundation. Many of our own teachers were either immigrants, or the children of immigrants. They know first hand what many of our “underrepresented” families are experiencing, as they have lived it themselves. Many of our teachers were the first in their families to go to college, and they serve as role models to our own students. For those teachers who speak Spanish as a second language, all of them have lived abroad, in Spanish speaking countries. They understand what it is like to live in a different country as well as learn a second language. Our parents feel very comfortable approaching our staff, knowing that they can trust them, identify with them, and confide in them. All of our teachers use a two way communication application (Remind, Class Dojo, etc) and both parties have a way to message the other from their smartphones. Overall, there is a passion and desire to serve underrepresented students in our Two Way Immersion School. Our school has monthly Coffee Chats with our Principal, and often times we have over thirty parents who attend. We also have over twenty parents who attend our Bilingual Advisory Board meetings every other month. We have a recommendation of 12 parent volunteer hours per year (per family), and always have many parents on campus making copies, working in classrooms, participating in Beautification Days, etc. As a Dependent Charter School, we are part of the Santa Rosa City Schools District and our parents desire to participate in District activities. An area for improvement would be to train more of our Spanish speaking parents to volunteer in the lower grade classrooms as literacy/language support. Many of the parents have the time to do so, but may not see themselves as a valuable resource. We would like to provide training in this area. Another area of growth is to offer a Bilingual Latino Family Literacy class again. Our District provided mandated training for all site administrators that oversee ELAC. The goal was to insure administrators understood the importance of providing a voice for our under represented families. Parents and community members were invited to meetings to give input on the proposed strategic plan the Board is developing. This work will continue throughout this school year. Our District asks our families to become more involved as stakeholders in our district whether it is as at a site level or whole district. This includes decisions in p|5|5|4|5|4|4|4|3|4|4|4|4|2019-12-12|Met|2019 36676520000000|Chaffey Joint Union High|3|The District provides opportunities for principals and staff to grow in their abilities to engage families in a variety of ways on their school campuses. By working collaboratively with a Director of Community Relations, school administrators plan events and forums that attract parents to schools to learn more about the educational opportunities and issues regarding their students. These events include regular Coffee with the Principals, assemblies that address specific topics, English Language Advisory Committees, and parent trainings. Through its efforts with Family Engagement in parent trainings the District has seen a significant increase in building the capacity of and supporting family members to effectively engage in advisory groups and an increased desire to participate in decision-making. For example, in 2017-2018, over 10,459 parents and family members participated in over 272 training opportunities. In 2018-19, 12,800 participants engaged in over 438 training opportunities for parents and families. Meanwhile, the District provides opportunities on every campus for parents to engage in advisory groups and decision-making. The District can do more to provide professional development opportunities for more staff to engage parents in advisory groups and decision-making. Additionally, the District has undertaken steps to support African American Parent Advisory Councils on two campuses. The District has also worked to develop strategies to reach and seek input from any underrepresented groups in the school community. One example is to have various stakeholder surveys accessible to Spanish and Chinese parents. To continue to build capacity and sustainability of family and community engagement practices, last LCAP cycle, the District hosted a District Family and Community Engagement event that included over 160 parents, District and school level educators, staff members, students, and community representatives whose collective perspective will help the District progress in providing families with the opportunities to provide input on policies and programs for all students. Planning is currently underway to broaden participation of parents across the District.|In a recent survey administered to parents, 92%* indicated that they value information and training for parents about how to support student success (*rated as a high priority). To that end, the District currently provides families with information and resources to support student learning and development in the home through various programs on every school site that provide families with training opportunities at the local, District, and County levels to learn about how to support their students. Program topics include state academic standards, assessments, A-G completion, enrollment processes at local colleges and universities, Free Application for Federal Student Aid (FAFSA) completion, social emotional learning, financial aid, and guaranteed admissions agreements the District has with eight universities. The District works with EL Families through various trainings held during ELAC, DELAC and school site trainings to provide families support to understand and exercise their legal rights and advocate for their own students and all students. Teacher Librarians and Instructional Coaches will continue providing training and materials that address the topics of literacy and use of technology to support learning. The District maintains policies and practices that invite and support parent engagement. Currently, Board Policy 1090.1 (School/Community Relations) serves as the District’s parent and family engagement policy. The Policy outlines how the Superintendent, Board of Trustees, and leadership are committed to the following: ? Helping parents develop skills to use at home to support students’ academic efforts and social development. ? Providing parents with techniques and strategies that they may utilize to improve their students’ academic performance and to assist their students in learning at home. ? Building consistent and effective communication between the home and the school, and training teachers and administrators to communicate effectively with parents. ? Integrating parental involvement programs into the school’s master plan for academic accountability. ? Eliciting input from community employers to ensure that current job readiness skills are integrated into the core curriculum. ? Providing regular reports to the community at large regarding the effectiveness of its programs and practices. The District’s Family and Community Engagement (FACE) policy is also addressed in each site’s School Plan for Student Achievement site planning document. In addition, the CJUHSD FACE Team of parents and staff who participated in intensive Dual Capacity Framework for Family-School Partnerships training with Dr. Karen Mapp will continue working together to draft a common vision for FACE and a corresponding FACE policy. Revised policy will address the need for more support for school site staff in building capacity to partner with families.|The District prioritizes parent engagement in Goal 4 of its LCAP and commits to providing “effective communication and strong relationships with all stakeholders.” In 2019, 90% of parents Districtwide indicated that they felt welcome at their schools, and 89% felt encouraged to be an active partner in their child’s education. To better understand each family’s strengths, cultures, languages, and goals, each staff member receives training with assistance from the Anti-Defamation League. New Tiger and EL advisors and teachers do good work with learning about each family’s strengths, cultures, languages, and goals for their children. To foster two-way communication, the District employs several tools to facilitate communication. All schools use a home to school communication platform called School Loop with features such as email communication and continual grade updates. In addition, the District and each site has access to an automated caller system that enables for quick, up-to-date phone messaging. The District also provides Language Line interpretation services for immediate translation. The service allows a trained school employee to access an interpreter on the phone to translate in any language. The District has seen an increase in the use of this system since its implementation of January 2018 for 11 languages, including the most frequent languages requested, Mandarin, Spanish, Vietnamese, and Korean. The District continues to coordinate and integrate parent involvement programs and activities with other federal, state, and local programs, and conducts other activities that encourage and support parents participating more in the education of their children. The District has fostered a positive and productive relationship with San Bernardino County and its parent engagement initiatives. Likewise, the District works with neighboring feeder districts to support student achievement and transition to high school. The District ensures that information related to school and parent programs, meetings, and other activities is sent to parents and guardians. The District provides informational documents and messaging in Spanish, and when possible, Chinese. Translated documents/communications include a summary of the LCAP, or LCAP-at-a-Glance, program/training announcements, recorded messages, website translation, and Language Line real-time translation services. In the pursuit of continuous improvement for Priority 3, the District will continue to explore and implement strategies to make school more accessible for all parents and to support the capacity of staff to build positive relationships.|3|4|3|4|3|4|4|2|3|3|4|3|2019-10-15|Met|2019 19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|3|CHAMPS has an active PTSA, parent representatives on School Site Council, and an ELAC parent committee. We will continue outreach. For example, CHAMPS held its first Convivio gathering for our Latino families that celebrated the culture with food and dance.|CHAMPS has made progress in communication with underrepresented families by improving its communication system that automatically sends messages in the identified home language. CHAMPS also has an extensive support system that parents can utilize: 2 academic counselors, 2 college counselors, an attendance counselor, a DIS counselor, a school psychologist, and a homeless/foster coordinator. We will continue to provide professional development for teachers and staff on creating partenerships with underrepresented families.|CHAMPS has an active PTSA that brings together our families. Additionally, we have a School Site Council that has 3 parent representatives. The board of Directors also includes parent members. Once a semester, the principal hosts "Coffee with the Principal" as outreach to our parent/guardian community. A Spanish translator is available at the meeting. We found that while this was a benefit for Spanish-Speakers that attended the meeting, we felt that our outreach needed to be more proactive and inclusive. In 2019-2020, we purchased Q Communication and Xerox Translator. Q Communication allows us to send messages out in the parent's home language. It also allows us to send text, email, and phone calls from one platform. Xerox translator allows us to translate any of our forms or letters in the parent's home language. On a long term basis, we need to support staff to learn about each family's strengths, cultures, and languages.|4|4|3|4|2|4|4|3|4|4|3|4|2019-10-22|Met|2019 09100900123521|Charter Alternative Program (CAP)|3|The school is in its initial implementation phase related to building the capacity of and supporting the principal and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school is also in the implementation phase as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities. The School Site Council, which convenes twice per year, has been the main representative body for decision making and is comprised of parents, students, staff, and community members. New School Site Council members are provided with information regarding the purpose of the School Site Council, including the council's by-laws and its role in setting and approving goals and resource allocations through the school's LCAP. New administrators are onboarded to ensure they are familiar with policies, procedures, and best practices associated with engaging and involving stakeholders, including opportunities for advisory roles at school. Additionally, a half-time Mental Health Coach was added for 2019-20 to support student wellness and to provide additional support and engagement for at-risk students.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. Staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, Edgenuity, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. The school has also made good progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as well as supporting families to understand and exercise their legal rights and advocate for their own students and all students. Each program tailors its outreach efforts for student progress to best meet the needs of its students and families, depending the type of program - e.g., daily seat-based school or independent study. The schools track student progress using a variety of tools, including an online gradebook that is accessible to parents. Our independent study programs utilize an online learning web portal that has significantly increased/improved the involvement of students and parents, including the ongoing interaction between teachers and students as it relates to daily assignments and progress tracking. Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, expectations, to review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, through communication tools like Parent Square, and through on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority several years ago, and we have continued to devote resources to make continuous improvements in the this area each year. These goals are reflected in our LCAP Goal 4: Involve parents, family, staff, & community members as partners in the education of all students. The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents. As a result of stakeholder feedback, the School Site Council allocated resources to purchase and implement Parent Square to improved stakeholder engagement, which provides voice, text, and emails in a variety of languages. Our website and documents all meet accessibility guidelines, and a Spanish translator is on staff. Our Site Council approved the implementation years ago of a stakeholder survey that we use to gauge our success year to year. The survey asks students, parents, staff, and community members to rate the school through 14 quality school indicator questions. The data is then disaggregated for the School Site Council and stakeholders. Stakeholders can then see how each stakeholder sub group answered and rated the program for each question. This data detail has been useful in helping Site Council and stakeholders set goals, modify efforts, and commit resources - particularly as it relates to shifts in stakeholder ratings from year to year, with an emphasis improving longitudinal trend performance over subsequent years. Our Spring, 2019 survey demonstrates the following: * 87.2% of our stakeholders Strongly Agree or Agree that the school "Offers a variety of high-quality educational options for students." * 87.7% Strongly Agree/Agree that "The school is a safe, clean, and positive place that nurtures learning." * 91.5% Strongly Agree/Agree that "The program communicates with families through a variety of methods on a regular basis." * 88.2% Strongly Agree/Agree that "The program welcomes and encourages parents to be partners in the child's education." * 93.6% Strongly Agree/Agree that "The school's staff care about the success of students."|4|5|4|4|4|4|4|4|3|3|3|3|2019-10-01|Met|2019 54722565430269|Charter Alternatives Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 09100900930123|Charter Community School Home Study Academy|3|The school is in its initial implementation phase related to building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school is also in the implementation phase as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities. The School Site Council, which convenes twice per year, has been the main representative body for decision making and is comprised of parents, students, staff, and community members. New School Site Council members are provided with information regarding the purpose of the School Site Council, including the council's by-laws and its role in setting and approving goals and resource allocations through the school's LCAP. New administrators are onboarded to ensure they are familiar with policies, procedures, and best practices associated with engaging and involving stakeholders, including opportunities for advisory roles at school. A full time Assistant Principal was added for 2019-20 to provide extra support for our highest risk students at our Community School, which includes additional outreach and engagement of those students' parents. Our Community School has implemented new outreach efforts, which includes meeting with families throughout the summer and providing individual intake/informational meetings to ensure students start off with a plan for success. Additionally, two Mental Health Coaches (1.5 FTE) were added for 2019-20 to support student wellness and to provide additional support and engagement for at-risk students.|The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. Staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, Edgenuity, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. The school has also made good progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, as well as supporting families to understand and exercise their legal rights and advocate for their own students and all students. Each program tailors its outreach efforts for student progress to best meet the needs of its students and families, depending the type of program - e.g., daily seat-based school or independent study. The schools track student progress using a variety of tools, including an online gradebook that is accessible to parents. Our independent study programs utilize an online learning web portal that has significantly increased/improved the involvement of students and parents, including the ongoing interaction between teachers and students as it relates to daily assignments and progress tracking. Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, expectations, to review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas - e.g., progress toward graduation. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, through communication tools like Parent Square, and through on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.|The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority several years ago, and we have continued to devote resources to make continuous improvements in the this area each year. These goals are reflected in our LCAP Goal 4: Involve parents, family, staff, & community members as partners in the education of all students. The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents. As a result of stakeholder feedback, the School Site Council allocated resources to purchase and implement Parent Square to improved stakeholder engagement, which provides voice, text, and emails in a variety of languages. Our website and documents all meet accessibility guidelines, and a Spanish translator is on staff. Our Site Council approved the implementation years ago of a stakeholder survey that we use to gauge our success year to year. The survey asks students, parents, staff, and community members to rate the school through 14 quality school indicator questions. The data is then disaggregated for the School Site Council and stakeholders. Stakeholders can then see how each stakeholder sub group answered and rated the program for each question. This data detail has been useful in helping Site Council and stakeholders set goals, modify efforts, and commit resources - particularly as it relates to shifts in stakeholder ratings from year to year, with an emphasis improving longitudinal trend performance over subsequent years. Our Spring, 2019 survey demonstrates the following: * 87.2% of our stakeholders Strongly Agree or Agree that the school "Offers a variety of high-quality educational options for students." * 87.7% Strongly Agree/Agree that "The school is a safe, clean, and positive place that nurtures learning." * 91.5% Strongly Agree/Agree that "The program communicates with families through a variety of methods on a regular basis." * 88.2% Strongly Agree/Agree that "The program welcomes and encourages parents to be partners in the child's education." * 93.6% Strongly Agree/Agree that "The school's staff care about the success of students."|5|5|4|4|4|4|4|4|3|3|3|3|2019-10-01|Met|2019 54722566116909|Charter Home School Academy|3|Charter Home School encourages parents to have an active voice in several capacities. The overall program is built around families and the parent being the "teacher of record". Parent attends weekly teacher meetings and weekly academic classes, therefore the staff at Charter Home has parents fully engaged in the overall educational experience of their child.|Charter Home School Academy continues to encourage all familes that their participation in their child's education is important and their involvement will help in achievement and attitude. Therefore, parents agree to be responsible for their child's learning, provide a place and routine schedule for their child to complete their work, attend weekly teacher meetings and bring their child to weekly classes, and support the school's work, non-compliance, and attendance policies.|Charter Home School Academy continues to encourage all familes that their participation in their child's education is important and their involvement will help in achievement and attitude. Therefore, parents agree to be responsible for their child's learning, provide a place and routine schedule for their child to complete their work, attend weekly teacher meetings and bring their child to weekly classes, and support the school's work, non-compliance, and attendance policies. Charter Home School staff understands the importance of the school experience to every student and their role in a student's life. Charter Home School staff strives to meet the individual needs of each child, regularly communicate with families and students about their progress, provide a welcoming, caring, safe and orderly learning environment.|4|4|4|4|4|4|4|4|3|3|3|4|2019-10-29|Met|2019 09618380107227|Charter Montessori Valley View Campus|3|A strength of the site is its receptiveness and encouragement of parent input for decision making. An area of focus would be to seek input from any underrepresented groups in the school community.|The site's strength is its ability to meet with families whenever a wide range of students emerge and to develop plans for supporting the concerns at home and school. It is a core belief that families should be made well aware of the legal rights and we respect the role of a parent to advocate for their student. The site would like to focus on building partnerships with underrepresented groups of the school community.|The strengths of the site are its frequency of communication and ease of access for parents to communicate with teachers and administrators about strengths and concerns. An area for ongoing focus would be highlighting the cultural diversity of the site and ensuring all families feel they can easily communicate with educators and supporting educators with culturally sensitive tools for communication.|5|5|4|5|4|4|4|4|4|4|2|4|2019-11-06|Met|2019 19643780000000|Charter Oak Unified|3|Charter Oak Unified continues to improve their engagement of family members in advisory groups and decision-making. A focus area for improvement is implementing strategies to reach and see input from any underrepresented groups in the school community.|Charter Oak Unified does an outstanding job of implementing policies and providing opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. An ongoing area for improvement is to increase the professional learning opportunities to teachers and principals in an effort to improve the school's capacity to partner with families.|Charter Oak Unified has strong school/parent/community relationships as evidence by feedback received on the annual LCAP Parent/Family Survey. A focused area for improvement across the district is increasing professional development opportunities for staff to facilitate better understanding of each family's strengths, cultures, languages and goals for their children.|4|4|3|4|3|4|5|5|4|4|4|3|2019-10-17|Met|2019 43695836118541|Charter School of Morgan Hill|3|CSMH utilizes a computerized check in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 775 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the School’s LCAP goals and ask questions regarding the budget.|Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal setting conference in the fall. Teachers, parents and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program in which parents with students in kindergarten-4th grade receive three texts each week with easy tips on how to promote their children's development by building on existing family routines. CSMH has a half time Community Liaison whose primary job is to develop family engagement systems and activities that create supports for teaching, learning and student achievement. CSMH has identified strengthening the parent partnership in LCAP goal #4 – CSMH will engage all families as essential partners and encourage consistent participation in School experiences that support student success.|Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meets regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself for creating a welcoming and family feeling environment. CSMH administered a parent perception survey in January of 2018. This survey focused on and gathered information in the following categories: environment and culture, curriculum and programs, faculty, communication and facilities. Overall, the survey responses were extremely positive. Over 90% of the parents responded strongly agree or agree to the following questions: My child likes to go to school, My child feels safe at school, The staff at CSMH treats my child with respect, I feel respected at CSMH, and I receive regular communication from the teacher(s) regarding what is happening in the classroom. The CSMH Outreach Coordinator and a parent committee continue to develop and implement strategies for reaching out to underrepresented communities and to encourage them to consider CSMH as an option for their children.|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 37683383730959|Charter School of San Diego|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop, refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds over 40 Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 1,000 stakeholders and used the results in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 20 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 87% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 99% of parents and 97% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 99% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-31|Met|2019 50710500000000|Chatom Union|3|Chatom Union School District offers several opportunities to seek input from parents for decision making. Surveys are sent out to all parents in English and Spanish twice a year for input on school safety, conditions of learning, parent/student engagement, use of technology and ways to increase academic achievement through improved student services. The District also reaches out to the community and stakeholders to participate in the LCAP, School Site Council, ELAC/DELAC and Parent Teacher Club committees. Information is shared and collected at each of these committee meetings to be considered as part of the decision-making process. There are also monthly Board Meetings where public comment is encouraged and the Board of Trustees welcome discussions on any topic which will assist in helping the District improve services for student success. In order to improve the engagement of underrepresented families, Chatom Union School District will continue to recruit Parent/Guardian participation. The District will also strive to schedule committee meetings and programs at times which results in the greatest attendance and offer surveys online for optimal input.|Chatom Union School District offers multiple ways to build partnerships for student outcomes. Currently there are multiple ways for parents to communicate with staff such as; email, phone calls, and personal meetings. One of our most popular methods of communication is through Parent Square. Once parents sign up for Parent Square they can select their preferred method of communication. They can select email, text or app and each method has the option to have the information translated if needed. In order to promote personal ongoing communication and home-school partnerships, the District encourages parents to contact the school sites or the District Office any time they have questions or would like to personally meet with staff members. A Parent-Liaison is also available to assist with parent meetings and information. In order to improve the engagement of underrepresented families, Chatom will continue to survey the parents and community on the preferred method of communication and provide professional learning to staff on best practices to promote parent partnerships.|Chatom Union School District is currently offering several opportunities to build partnerships for student outcomes. In addition to regular access to all teachers, parents and families are encouraged to participate in the following events: Round-Up, Back-to-School Night, Family Literacy, Parenting Partners Classes, Science Night, Student Programs, and Coffee with the Principal. Communication is sent home every Tuesday in English and Spanish for ongoing communication in addition to information provided through Facebook, Instagram, monthly newsletters and Parent Square which is a two-way communication system provided in multiple languages. Parents also have the opportunity to attend or hold a position in several of the District committees. Some of the committees available are LCAP, ELAC, DELAC, Parent Teacher Club, LCAP Advisory and School Site Council at both Chatom and Mountain View. In order to improve the engagement of underrepresented families, we will work toward providing additional materials in multiple languages, reviewing meeting times for optimal attendance and getting to know the needs of individual families.|4|3|3|4|3|4|4|4|4|4|4|4|2019-10-08|Met|2019 19647331931708|Chatsworth Charter High|3|Chatsworth Charter High School provides opportunities for all parents to collaborate as equal partners with our school by being elected as parent members to two important school decision making committees: the Chatsworth Charter Leadership Council (CCLC) and the School Site Council (SSC). CCHS seeks input from all parents in our decision making during our regularly scheduled parent meetings for all parent groups including our underrepresented families: for low income families we have Title I parent meetings and for our English Learners we have Master Plan Options and Individual Reclassification parent meetings.|CCHS has a strong partnership with parents and provides multiple opportunities to build parent capacity. Our efforts to improve engagement of underrepresented families include; ESL classes for parents, parent workshops in Spanish and simultaneous translation during our parent orientation and parent meetings. CCHS contracts with the Parent Engagement Academy to provide a series of parent workshops on topics that include: the Common Core State Standards and the CAASPP assessment exam; the United States Educational System; the different committees that schools have and how parents can get involved; the importance of the parent –teacher conference and how to make an effective visit; and the LCFF-LCAP. In addition, we partner with the Boys and Girls Club to provide a series of parent workshops related to A-G requirements, SAT and financial aid.|In order to build relations with all our families, CCHS maintains a two way communication with parents during our regularly scheduled parent meetings where parents have the opportunity to ask questions and get clarification on issues related to our school academic programs, governance, policies and procedures. During the monthly Coffee with the Principal meetings parents can express their concerns directly to the principal. CCHS has a fully staffed Parent Center and we make extensive efforts to increase parent participation in our Parent/Teacher/Student Association, Booster Club, Parent Workshops and ESL classes for parents. There is an ongoing outreach campaign to register parents in the LAUSD Parent Portal in order for parents to have access to student information through the Parent Portal and to improve the communication between parents and school staff.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-28|Met|2019 20756060132936|Chawanakee Academy Charter|3|Chawanakee Academy is a small dependent Charter with 3 Student Groups; white, hispanic and socio-economically disadvantaged. Parents of our students want greater curriculum control and instructional partnership with their children than those enrolled in Chawanakee Unified. Our staff has been able to garner underrepresented family involvement. Chawanakee Academy Charter has had an influx of Sped students across two geographically larger counties. An area of improvement would be to include these families more regularly in the decision making of the charter.|Chawanakee Academy is a small dependent Charter with three Student Groups; white, hispanic and socio-economically disadvantaged. Our staff is passionate about our small community and has regular positive personal and/or phone contact with our families. To ensure engagement of underrepresented families the Principal holds a Meet and Greet on picture day, invites families to a brunch for a WASC meeting, schedules regular Coffee with the Principal opportunities, and makes personal invitations to participate in School Site Council. Policies, rights and resources are shared.|Chawanakee Academy is a small dependent Charter with 3 Student Groups; white, hispanic and socio-economically disadvantaged. Parents of our students want greater curriculum control and instructional partnership with their children than those enrolled in Chawanakee Unified. Our staff is passionate about our small community and have regular positive personal and/or phone contact with our families.|4|5|4|5|4|4|4|4|4|3|4|4|2019-10-08|Met|2019 20756060000000|Chawanakee Unified|3|CUSD strengths in this area include a high level of participation and engagement from the Board members, District level staff and site level staff at school and district events. Positive, meaningful relationships are tangible. CUSD coordinates several stakeholder input opportunities to include town-hall style meetings, site based local meeting, and district advisory meetings for example. A district focus area may be to narrow the focus with a specific family engagement planning session at the district or at site level meetings.|CUSD noted 75% positive feedback from families around access to resources and information to support student learning outside of school. The staff at each site has been or is being trained in Positive Behavior Systems which includes family partnerships. Each site has professional support in building partnerships especially with the underrepresented families in the form of behaviorists, counselors and psychologists. An area for improvement may be to provide staff development on how to access resources beyond the school for our families.|92% of the CUSD Family responses were positive. There is general satisfaction with the current relationships. 94% of responders felt welcome at their school and in their child's class(es).|4|4|2|5|2|4|4|4|2|3|3|3|2019-10-08|Met|2019 29663160125013|Chicago Park Community Charter|3|Each year the Chicago Park School Site Council administers an annual survey to TK-8th grade parents/guardians. The data from the Site Council Parent Survey is used for stakeholder input in the development of the following year’s LCAP. A key finding on the most recent survey was a need to improve recess activity options for our students. Some other findings include parents wanting to continue after school language, Spanish, enrichment and offer more art choices for students.|The LEA currently using their website, Facebook page, and Friday Folder system to pass along information about resources and parent rights to families to support student learning and development at their home. Professional learning opportunities happen once a month to support teachers with current trends in education as well as ways to improve partnerships with families. Teachers conduct parent/teacher conferences once a year with all parents and conduct a follow up based on need/request.|The LEA conducts a community flag ceremony every Friday where every students, staff member is present as well as community and school family members. The LEA is using the application Bloomz, similar Facebook, to communicate with families, share what is going on in the classroom, and schedule meetings.|5|5|5|5|4|5|5|5|5|5|5|5|2019-10-17|Met|2019 29663160000000|Chicago Park Elementary|3|Each year the Chicago Park School Site Council administers an annual survey to TK-8th grade parents/guardians. The data from the Site Council Parent Survey is used for stakeholder input in the development of the following year’s LCAP. A key finding on the most recent survey was a need to improve recess activity options for our students. Some other findings include parents wanting to continue after school language, Spanish, enrichment and offer more art choices for students.|The LEA currently using their website, Facebook page, and Friday Folder system to pass along information about resources and parent rights to families to support student learning and development at their home. Professional learning opportunities happen once a month to support teachers with current trends in education as well as ways to improve partnerships with families. Teachers conduct parent/teacher conferences once a year with all parents and conduct a follow up based on need/request.|The LEA conducts a community flag ceremony every Friday where every students, staff member is present as well as community and school family members. The LEA is using the application Bloomz, similar Facebook, to communicate with families, share what is going on in the classroom, and schedule meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 04614246113773|Chico Country Day|3|Parents and students are invited to question and answer sessions at the school. These are informal discussion sessions with staff called “Coffee with Admin” and “Student Feedback” sessions. At times, focus groups are formed to provide feedback. As topics arise, we facilitate meetings to share out progress, answer questions, and gather feedback. “LCAP/WASC Stakeholder” meetings are held throughout the year as a platform for family engagement.|Parents are invited many times to campus throughout the year. We have two sets of conferences and multiple exhibition times for students to show their work. There are multiple information sessions with a variety of topics that range from the importance of social emotional skills, Project Based Learning methods, to facility improvements. Our Diversity Committee will provide new options for parent involvement as they identify areas of need. We gather survey information each spring with close to 50% of parents responding. Some highlights include these responses: 93% strongly agreed that their child's teachers are competent, knowledgeable, and prepared to teach their subject matter. 95% strongly agreed that CCDS provides a high quality educational program for all students. 88% strongly feel that Chico Country Day is preparing my child to be successful in high school and become college and career ready. 90% strongly believe my child is emotionally and physically safe at CCDS. 91% said that their students were developing skills at school that help in challenging social-emotional situation. 93% said they were informed about what is happening at CCDS.|Chico Country Day School administers a local survey to parents and guardians each year. This survey includes questions about the academic program, the school climate, knowledge of common core standards and methods of instruction our charter uses, thoughts of preparation for high school and college/career readiness, and school communication. As a school, we value the voice of our students and their parents and use this feedback as a compass point to improve our educational and social emotional learning programs. The school has developed a Diversity Committee with the intention of expanding communication, outreach, and connection with all our families while ensuring we gather feedback from underrepresented families. In addition, the school will add a uniform communication platform through our student information system to allow parents to directly communicate in their chosen language and increase accessibility for all families.|5|5|3|4|4|4|5|5|5|4|3|5|2019-10-09|Met|2019 04614240000000|Chico Unified|3|Parents are regularly invited to advisory group meetings such as English Learner Advisory Council, School Site Council, and Local Control and Accountability Plan input meetings. Outreach takes places via text message, email, phone, and websites. Translation is provided as necessary for Spanish and Hmong speakers. The input from these groups informs decision making at the site and district levels. Based on parent feedback, our parents feel informed regarding these events. In addition, family engagement nights are a common practice in Chico Unified and include Back to School Night, Open House, and a variety of special events and student performances.|Chico Unified believes that in order to best serve our students, we need to develop and maintain strong partnerships with our families. The district provides bilingual targeted case managers at each site to facilitate parent communication and guide families to school and community resources. The district also partners with Butte County Behavioral Health, the Aurora House, and Far Northern Children’s Services to provide additional support to families outside of the school day. Counselors and Guidance Specialists work with students to provide early mental health support and regularly meet with parents regarding student needs and progress. Parents routinely take part in parent-teacher conferences at the elementary level, Individualized Education Plan meetings, Student-based Intervention Team meetings, and 504 plan meetings. At the secondary level, academic counselors work with students and families in order to ensure that students are on track to meet academic requirements. At-Risk Counselors are provided to secondary students for additional support and regularly meet with parents regarding student needs and progress. Student attendance is monitored and family outreach is made regularly in the case of attendance issues. Teachers and administrators are accessible and responsive to all families.|Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources and training staff. District Leadership Team meetings, as well as school staff meetings, have focused on meeting the on-going needs of students that are part of student groups needing additional support. Survey results indicate that our families feel welcome in our schools. Trauma-Informed training has been provided to all staff members. Parent Outreach has been enhanced by a new communications system that allows staff members to communicate directly with parents via text message, phone, and email. Messages are translated into Spanish as necessary. School and district websites are kept up to date and meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Families are welcomed into our school sites for a variety of family events including festivals, open houses, student performances and parent input meetings (School Site Council, English Learner Advisory Committees).|4|4|4|4|4|4|4|4|4|4|4|5|2019-10-16|Met|2019 19646340121186|Children of Promise Preparatory Academy|3|COPPA is proud of its progress in seeking input for decision-making. COPPA’s School Advisory Council meets regularly and participates in decision-making activities to support the academic and SEL schoolwide goals. COPPA also solicits and receives valuable input from parents via monthly parent meetings, informal meetings, discussion and annual surveys. In the 18-19 parent survey, 67% of parents reported that they have opportunities to take part in the decision-making process at the school, and 63% reported that they feel involved with school activities. For the current year, we plan to focus our efforts on getting input from families on how best to engage the school’s families—what types of trainings, events, will best meet their needs. We also plan to seek family participation in designing and implementing our field trips and year-end grade level trips for students.|COPPA has continued to strengthen its systems around partnerships for student outcomes. We achieved 100% attendance at our 18-19 parent-teacher conferences. We successfully hosted numerous parent information meetings, including seven Coffee with the Principal meetings, quarterly site council meetings, and eight field trip meetings. We hosted literacy and education nights to inform parents of ways they can support students academically. We also provided training for parents to increase the use of the parent portal in our student information system. In the current year, we plan to focus on helping students understand assessment data from NWEA MAP and SBAC results, and ensuring they know how to access SIS system Illuminate and Class Dojo to monitor their students’ progress.|COPPA has made great progress in building relationships between families and school staff. We hired a Parent Liaison to provide training to site administrators and staff in promoting parental involvement. We also reviewed and analyzed the procedures for our Illuminate/Auto Dialer in order to ensure accurate parent contact information and to better disseminate school announcements and thereby increase parental involvement. Our Dean of Students also focuses on partnering with parents proactively before behavior issues arise and supporting students through behavior challenges. In the current year, we will be focusing on educating parents on Conscious Discipline in order to work toward alignment with parent and school approaches.|3|3|4|4|4|5|4|4|4|3|3|4|2019-10-28|Met|2019 04615316113765|Children's Community Charter|3|Due to the 2018 Camp Fire, CCCS staff are highly cognizant of the temporary living status of most of our families. At this time, our families are underrepresented (homeless) and slowing moving from temporary dwellings to more permanent dwellings. We understand our families are in flux. Because of this, we are slowly creating a core parent advisory group to help plan, design, implement and evaluate family engagement activities at the school level.|CCCS has a long-standing relationship with the families from the Paradise area. The school began in 1996 and has steadily grown a reputation of trust, safety, and academic rigor. CCCS has been involved in BCOEs LCAP professional development which helps to support administrators and staff capacity in partnering with families. Prior to the Camp Fire, CCCS has consistently surveyed parents and students on the climate of the school. CCCS teachers regularly offer families information on school policies and programs. Teachers officially meet with families two times a year to discuss student progress and outcomes. Throughout the year, there are many safety net meetings to support any SPED, behavioral, or academic support needed. A monthly parent cafe meeting offers families an opportunity to grow and learn in the area of targeted topics (ie Trauma for Families, Advocating For Your Student, 5x5 Dashboard Indicators, LCAP Input, Support Students and State Testing, etc.).|Due to the 2018 Camp Fire, CCCS has been working on updating all 2-way communication with families. Considering most of our families are underrepresented (homeless), we have been creative on how to get information to all families. Currently, we engage our families with a One Call system that allows us to text, email, and call to pass along information. We are also very diligent in offering our families a monthly parent newsletter and a monthly calendar of events. We create flyers and posters on-site to help us communicate with families. And 100% of our teachers walk all students out at dismissal and our families have instant access to our teachers. We are in the process of updating our website which will have a live Google calendar feature as well as postings from the social media vehicle FaceBook. All teachers have a private class FaceBook site where they communicate with parents on a daily/weekly basis.|5|5|5|5|4|4|4|4|3|3|3|3|2019-11-14|Met|2019 19647336119531|CHIME Institute's Schwarzenegger Community|3|CHIME offers several monthly opportunities for families to engage in decision-making and policy making including monthly CHIME Community Association and CHIME Board meetings which are open to the public and encourage discussion and presentation on a wide variety of school topics. Parents are also encouraged to participate on the CHIME Leadership committee to review charter policy issues. Stakeholders are also encouraged to attend and participate in the annual presentation of the school LCAP plan. Currently the school is exploring the utilization of new tools (survey, video streaming, etc.) to engage families who many not have the time, resources, or availability to attend the variety of meeting and committee offerings.|CHIME Charter School takes parent engagement and parent participation seriously and views it as an integral part of our school culture and key to the successful functioning of our school. Our most recent stakeholder survey administered to parents in May/June of 2019 indicated that 94% of all families who responded to the survey, felt communication systems provided by teachers and administrators at the school met or exceeded expectations. In addition, CHIME’s main parent advocacy organization – CHIME’s Community Association (CCA) – had a Satisfaction rating of 94% by the stakeholders who responded to the survey indicating a high level of parent involvement in the many programs and volunteer opportunities at the school. Parents also responded via the survey that their satisfaction level with administration for the TK-8 grade program was 93% “met or exceeded” expectations and that their satisfaction with teachers “met or exceeded” expectations at a rate of 95%. Parents commented that the school environment allows their children to grow academically and personally, that the peer and adult relationships are safe and supportive, and that the school environment promotes children's self-expression and academic growth. In an effort to improve our outreach to families particularly the engagement of underrepresented families, we have increased outreach for membership of two special community committees. Special committees such as Diversity by Design includes teachers, administrators, and parents who are working together to support multiculturalism and diversity in the curriculum. The CHIME Leadership committee also comprised of parents and faculty has the responsibility for examining the school’s charter, the school’s LCAP Plan and discussing major school wide systems to ensure high quality school performance.|The CHIME community seeks many ways to build relationships among staff and other stakeholders. The CHIME Board and the CHIME Community Association (CCA) offer opportunities to parents and community members to become officers and members. Monthly meetings are open to all parents, guardians, and community stakeholders. CHIME encourages parent engagement through various volunteer opportunities. Every parent/guardian must attend training before they can volunteer. Volunteer training is given at the beginning of the school year on-site, but is also available on-line throughout the year. In addition, we offer Parent Workshops this school year on topics such as; Restorative Justice, Supporting Mental Health of Children & Teens, LGBTQ+ Bullying, Early Literacy & Your Child, Instilling Independence in Your Child, and Exploring Common Core Math with Your Child. Volunteers work inside the classrooms supporting students with academics in small groups. They also work in special classes such as Library, Art, and Music to support students and teachers. Volunteers support the hot lunch program, chaperone field trips, drive to sporting events, and help prepare curricular materials. The Board Development committee is comprised of CHIME staff and volunteers and organizes special events for the CHIME community. Volunteers organize and run the carnivals, galas, picnics, picture day, Walk ‘n Roll A Thon and special holiday events.|5|5|4|5|4|5|5|5|4|4|4|5|2019-11-05|Met|2019 36676780000000|Chino Valley Unified|3|There are many examples that highlight Chino Valley Unified’s strength in decision-making. For one, CVUSD’s Family Engagement Center is the central location for parents, families, staff and community members to participate in training and workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. The primary focus of the professional development and trainings is to build relationships with parents and families. In essence, all stakeholders feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. School sites offer parents multiple opportunities to participate in leadership roles such as School Site Council, PTA/PTO/PFA, District English Language Advisory Committee and English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention System parent representative, and Gifted and Talented Education Advisory committee. Translation services are provided in order to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions and a diversity of stakeholders is represented. District leaders attend, participate, and even present at meetings and facilitate the engagement of parents and families, which sends the message to parents that home-to-school partnerships is a priority in CVUSD. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students. The Partnerships for Learning Network provides the pathway for the school teams to create, share, and monitor parent engagement plans for their sites. School-Parent compacts calibrate school SMART goals in order to equal the playing field. In addition, site administrators work with parents in informal settings such as Coffee with the Principal, Ask the AP, Donuts with Dads, Muffins with Mom, and Pro-Dads where the agenda is parent generated. Areas for improvement in increasing participation include decision-making advisory school site committees and the English Learner Advisory Committee to strategically plan incentives like having English Learner students present or perform at meetings.|CVUSD continually builds partnerships to strengthen student outcomes, providing families with information and resources to support student learning and development in the home. The Family Engagement Center aligns its practices with Dr. Joyce Epstein’s Six Keys of Involvement. The center provides information and resources on the developmental stages of learning and the academic expectations for students that will support parents at home such as transitions between milestone grade levels, early literacy foundational skills, and accessing technology websites that support reading comprehension, writing, and math skills. All schools in CVUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home-to-school and provide information on family engagement activities that impact student learning and social-emotional growth and development. Grade level teams and department teams at each of the school sites collaborate to develop activities to support school goals. School Site Councils monitor and provide feedback on the compacts to ensure goals are aligned with the School Plan for Student Achievement and Local Control Accountability Plan. Action Partnership Teams collaborate during Partnerships for Learning Network meetings and share ideas across the school district to increase parent participation at their school sites. A network meeting consists of sharing parent engagement ideas such as academic and non-academic events that build partnerships for student learning outcomes. The purpose of the PFLN meetings are to provide family engagement resources, activities, and guidance to increase academic and social-emotional growth for students. CVUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, PBIS parent workshops, parent and student-led conferences, Multi-Systems of Support (behavior and academic), counseling groups, and intervention teachers to provide service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team meetings, Individualized Educational Plan meetings, and home visits. Additionally, school community liaisons are trained at the center with tools to support school sites with resources that increase and sustain family engagement. District and parent representatives attend county meetings together to network with other school districts and obtain county resources. Two other avenues, the HOPE Center and the Community Resource Book, were created for underrepresented families. Based on district annual surveys and stakeholder input, strategic parent academies at the school sites could be improved to better meet the needs of those students represented within the school demographics.|Chino Valley Unified School District (CVUSD) has created a strong connection with parents and families. CVUSD conducted a training and implemented a district-wide Customer Service protocol in support of ensuring a welcoming environment throughout the district. Based on the district annual parent survey, 86% of our parents agree that staff members and families treat each other with respect and 93% agree that families are encouraged to attend school-sponsored activities. The district offers multiple opportunities for parents to participate in several advisory committees. This allows them to share input and to voice any questions or concerns. The Family Engagement Center offered 39 workshops for parents, staff, and administrators to build skills, knowledge and relationships in order to fully participate in the decision-making process. Parents were encouraged to participate in the following decision-making committees: School Site Council, DELAC, LCAP and ELAC. In order to remove any language barriers and ensure understanding of district communications, translation services are available at all CVUSD meetings. In addition, 20 Spanish and 3 Mandarin bilingual clerks provide parents and families translation services to help foster two-way communication. CVUSD also has 11 school community liaisons that assist parents and families, bridging the home-school connection by providing parent workshops and engagement opportunities. CVUSD’s Family Engagement Center builds on strong relationships with parents and families by implementing Partnership for Learning Network (PFLN) and the Six Types of Parent Involvement (Dr. Joyce Epstein). Each school site has an Action Partnership Team (APT) which is composed of parents, teachers, and administrators. The APT meets with other school sites at the Family Center 3 times per year to continue the development of parent engagement. The Family Engagement Center has also adopted the US Department of Education’s Dual Capacity Building Framework (Dr. Karen Mapp, Harvard University), a research-based practice focused on building both parents and staff capacity to work together in partnership. The Family Engagement Center has provided 43 workshops for teachers, staff, and administrators. These workshops addressed how best to support parents and families with struggling students in core academic areas. Workshops were also conducted on building and strengthening relationships with underrepresented families through effective home visits. CVUSD is a diverse community with 46 different spoken languages, with English as the predominant language, Spanish as the second most populous language and Mandarin as the third top language. In order to strengthen relationships between school personnel and families, staff will be provided training and support to learn and improve in understanding each family’s strengths, cultures, and language through Cultural Competency Professional Development.|4|4|3|4|4|4|4|4|4|5|4|5|2019-04-18|Met|2019 20651930000000|Chowchilla Elementary|3|CESD has policy in place to outline procedures to elect members and run meetings for School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and the Local Control and Accountability Plan Steering Committee. Each of these bodies are used to encourage and collect input from stakeholders throughout the District to analyze information, plan, create and implement activities and actions designed to improve the academic and social performance of CESD students. Site mentors are in place at each campus to work with foster and homeless youth. CESD staff are discussing methods to more fully engage the underrepresented groups within our community.|The many family centered events provide staff with opportunities to make contact with families which can be parlayed into a partnership to support students moving forward. Parent teacher conferences occur twice each year, in addition to Back-To-School night, four Family Nights and a host of site-specific events. Parent rights are made available in hard copy to every family, are posted online and in classrooms and are explained through Family Club, SSC, ELAC, and DELAC. Additionally, Special Education staff are implementing parent support groups where parents can access additional trainings and establish supportive relationships.|District wide Mindfulness training has begun. Staff are being trained on Adverse childhood Experiences that affect our students and their families. CESD staff are working to build trust with families while involving in the several Family centered events throughout the year. Families are invited to ELA and Math Family Night events where staff have opportunities to get to know each family outside of the teacher/student role inside the classroom. Mindfulness activities are incorporated through the Family Night events as well.|5|5|4|5|5|5|5|4|4|4|4|5|2019-09-30|Met|2019 20652010000000|Chowchilla Union High|3|Chowchilla Union High School District benefits greatly from having an active and supportive local community. Administration and staff are given support and training to increase family engagement in advisory groups and with decision-making. For example, all new teachers and administrators are assigned a mentor and work together to develop plans and strategies to increase community involvement and encourage advocacy. A yearly Admin Retreat provides time before the beginning of the school year to develop goals, strategies and events to increase family and community engagement throughout the year. Leadership Team meetings occur monthly and provide opportunities to brainstorm and develop events and strategies to increase family engagement. Department meetings and PLC meetings occur monthly and provide teachers with the opportunity to disaggregate data and develop strategies to increase family engagement. Weekly admin team meetings and biweekly cabinet meetings provide additional opportunities to plan, design, implement and evaluate family engagement activities at school and within the district. An area for improvement is the desire to increase opportunities for family engagement district-wide especially for underrepresented families. For example, Gateway Continuation School has established a School Site Council and is looking for ways to increase family engagement.|Ongoing professional development is a priority and strength at Chowchilla Union High School District. Administrators, staff and teachers have received professional development so far this year in the areas of Aeries (our information system), the English Learner Roadmap and BELIEF Modules and Special Education SEIS system. As a result of professional development, CUHSD has more strategies and tools to partner will all parents, guardians and community members including underrepresented families. CUHSD uses various communication tools to increase parent/guardian participation and partnering in their student's education including: Google Classroom, school website, Aeries Parent Portal, Aeries Communications, etc. Parents and guardians are given various opportunities to discuss student progress and advocate for their students including: IEP meetings, 504 meetings, SST meetings, Back to School Night, Parent Teacher Conferences, board meetings, ELAC/DELAC meetings, School Site Council, LCAP Stakeholder meetings, Boosters meetings, CTE and Ag Advisory meetings, Fellowship of Christian Athlete community events, etc. An area of growth is the desire to provide even more opportunities for parents and guardians, especially those of underrepresented families, to get involved and partner with CUHSD. For example, we would like to implement "Coffee and Conversation" events on campus to allow parents and guardians to meet with administrators on a regular basis.|Chowchilla Union High School District frequently provides opportunities for families and community members to get involved. So far this year, CUHSD has facilitated the following events: Back to School Carnival Night, School Site Council, ELAC/DELAC meeting and Parent Teacher Conferences. CUHSD has a high level of parent, guardian and community support and participation at sporting, band and club events. CUHSD communicates with parents and guardians frequently though the school's regularly updated website, Smart TV monitor in the front office, social media blasts and the marquee located at the school's entrance. An area of improvement is a desire to increase communication for all stakeholders. In an effort to better communicate all parents and especially with underrepresented families such as non-English speaking parents and guardians, CUHSD recently began using a communication tool (Aeries Communications) which allows instant two-way translated communication and translated announcements which can be targeted toward specific groups such as English Learner parents. We also have a English Learner Home Liaison who reaches out to English learner parents along with several bilingual staff who are able to provide translation services.|4|4|3|3|3|3|4|4|4|4|3|3|2019-10-28|Met|2019 45104540111674|Chrysalis Charter|3|Our LCAP and Title I plan are distributed to all parents electronically, and the Administrator hosts an annual morning coffee and donuts session to share these documents with any parent interested. Through these efforts we invite our parents to offer input on these documents before we bring them to our Site Council and Executive Board for discussion and approval. There are 2 parent representatives on our Executive Board and 4 parent representatives on our Site Council. These representatives are recruited from the full parent body and elected by the Parent Club. They receive training and induction through one-on-one meetings with the principal, introductory trainings at their first meeting, and dedicated professional development from third party trainers. The one area that is a focus area for improvement is encouraging wide-spread participation when we seek feedback and input on our programs. Few families tend to respond to calls for feedback no matter what format we use (via surveys, e-mails, in person meetings, informal conversations, and more all varied by time of day and format). We continue to seek new ways to gather additional feedback and input.|Parents are informed about the curriculum, assessments, and their child’s proficiency, three times per year at a minimum through progress reports and the associated parent conferences. At those times all parents are invited to partner with the school in encouraging their child’s light to shine. In between progress reports, our doors are open for you to call, e-mail, or stop by to share any concerns you might have about any facet of your child’s development -- academic, behavioral, social, or emotional. If that does not resolve the issue, we can schedule a meeting to put our heads together to make sure your child’s light is shining bright. Parents are informed about their legal rights in the Parent-Student Handbook distributed to all families upon enrollment, and also through a letter sent home in kids’ backpacks or through the weekly newsletter. Our focus area for improvement is exemplified by a new effort this year to offer evening parent education forums to train parents in the tools and strategies we are using in the classroom such as Love and Logic, restorative chats, and universal design for learning.|Chrysalis strives to be a helpful ally to each family in raising their children. Families (parents, grandparents, uncles, aunts, younger and older siblings) are welcome and encouraged to participate in our school. They enrich the school program in many ways. They provide valuable assistance to our teachers; contribute to our school governance; organize events; give students a rich source of encouragement; and help build a warm, supporting community through their friendships. We call ourselves the “Chrysalis family” because students, staff, families and alumni are all part of an extended family, working and learning together in service to a common mission. We use a parent communication platform, Parent Square, for school-to-home communication, and parents can use Parent Square to message their teachers or the office staff in return. Our focus area for improvement is to manage the flow of communication so that it strikes the right balance between offering necessary and timely information, yet not overwhelming families with dozens of messages each day.|5|5|5|5|5|5|5|5|5|5|4|5|2019-10-09|Met|2019 27659950000000|Chualar Union|3|Chualar Unified School District prides itself in having an active and involved community. Our teachers and administrators seek the expertise of our partners at the Monterey County Office of Education who provide ongoing trainings. These trainings include tools and strategies to decompress data and reports to therefore deliver better information and results to parents and community members. One measure Chualar has used successfully for years is promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents are able to be involved in the decision making process our committees meet in the evening hours of the days, are always provided translation services, and in some cases child-care for their children. Committees such as School Site Council, English Learner Advisory Committee, Parent-Teacher Committee, teachers, and administration. Further parent involvement and input is encouraged at our Open House nights, Parent Teacher Conferences, Board Meetings, etc. Such meetings are translated by a translator. The community plays a vital role in the success of Chualar Elementary School through their strong community representation. By forming committees and having stakeholder involvement we ensure that the goals set forth by our School Board for the Local Control & Accountability Plan are met with a high level of standards through the many levels of scrutiny. Chualar Union School District is working on building stronger connection channels with parents by carefully selecting the right communication system that fits our community.|Chualar Union School District presents multiple opportunities year-round for parents and teachers to engage in their student's education through events such as; Back to School Night, Parent-Teacher conferences, Open House, Family Literacy Night, and Scholastics Book Fair among other events. Furthermore, our school always welcomes parents to visit with our teachers. Chualar Union School District is working on building stronger connection channels with parents by carefully selecting the right communication system that fits our community.|Chualar Union School District has partnered with our nearby high school district to provide, twice a week, ESL classes to our community/parents. In order to support parent working schedules, CUSD has accommodated the ESL classes to be held from 6pm-8pm for better parent participation. Furthermore, one of CUSD cultural strengths are the annual seasonal carnivals, parades, and other holiday events in which parents, teachers, students, school personnel, and the community respectfully come together to celebrate our cultural school-wide events. Currently, CUSD is working towards adopting a more modern communication system to better inform our stakeholders.|4|5|5|4|4|4|5|4|4|4|4|5|2019-06-28|Met|2019 37680230000000|Chula Vista Elementary|3|This past year, site administrators utilized a presentation that was consistent throughout the District to focus on parent, student, and target group input for student achievement plans, and the LCAP document. Site administrators utilized this presentation framework to gather input from SSC, PTA, staff, both classified and certificated, and community groups. The use of the site administrator provided deeper context and learning for our learning community, strengthening the work done at DAC/DELAC. An additional engagement that was successful last year for LCAP planning, was the utilization of face to face focus group meetings with parents and students at four of the highest unduplicated count schools. The data gathered at these face to face meetings was powerful and we have planned to continue these meetings on a wider scale during the 2019 - 2020 school year.|A major strength of CVESD is the use of DAC/DELAC meetings to educate the learning community. Each meeting is focused on the school - parent partnership that drives student learning. Quorum was met at each DAC/DELAC meeting last year with the exception of the last meeting of the school year. This means that 8 out of 9 meetings reached quorum with an average attendance of over 100 participants at meetings. An area of improvement is continuing the development of site administrators to educate School Site Council members, staff members, community members, and PTA members at the site level to deepen the education that occurs at DAC/DELAC meetings.|Yearly, CVESD engages parents/guardians through a Hanover survey to understand their perceptions and opinions about District efforts with decision making. Last year, 2401 parents/guardians provided feedback around multiple questions, including their opinions about the ability contribute to the school policy related decision making process and the budget process at individual school sites. A key takeaway from this survey is that approximately 81% of the respondents knew about opportunities to contribute to the school culture to improve student outcomes by joining site specific councils and advisory groups. An area of improvement for relationship building is understanding how to increase parent/guardian presence on campus in spite of scheduling conflicts. Hanover results show us that 36% of respondents are unable to attend school functions, meetings, and join councils because of scheduling conflicts.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 37680236115778|Chula Vista Learning Community Charter|3|The Chula Vista Learning Community Charter School through its annual needs assessment identified key components in strengthening input for decision-making. The school has created and implemented an area of improvement by creating advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic process.|The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all stakeholders in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness. An area of focus is to create learning opportunities where individuals connect thinking to verbal and written discourse.|The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all stakeholders builds strong relationships that center on student academic outcomes and social emotional learning practices. An area of focus for improvement is to identify methods to reach all stakeholders and provide flexibility in the teaching and learning process. This will further strengthen effective communication for our families, educators and students.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 33671736032411|Cielo Vista Charter|3|We encourage stakeholder involvement through a shared decision-making process. We have several committees and groups that are involved with this process. Our CVC School Site Council consists of five staff and five parent members that are nominated and elected by their peers. Each member serves a two-year term and participates in regularly scheduled meetings throughout the year planning, discussing and providing input on school plans. These plans drive the instructional programs and are presented to the governing board. The English Learner Advisory Committee (ELAC) is open to all parents interested in providing input to staff and the School Site Council. This process leads to the development of programs that support the current needs of our English Language Learners. The ELAC committee participates in a yearly election process to identify committee leadership as well as representatives for the district ELAC committee. It holds monthly meetings and reports to the School Site Council as part of the shared decision-making process. All parents are eligible and encouraged to participate in our school community. Monthly Parent Coffee Chats offer an informal environment to give input and feedback. At these chats, student work and campus celebrations are showcased. Additionally, the CVC PTG is very active and instrumental in working with staff and students. They meet a minimum of once a month, with family nights/general meetings offered once each trimester. Their purpose is serving the students of Cielo Vista through fundraising and volunteer efforts. The PTG volunteers are active in a variety of areas, including but not limited to coordinating fundraising activities, supporting field trips, awards, supplemental instructional materials, and school enhancements. In the past, stakeholders have been identified through the need for family involvement in their child’s education, supporting the school’s decision without much input in the design of the programs and the needs of the school as a whole. Though involvement is important, we believe that there are more facets to stakeholder involvement that need to be addressed for the overall benefit of our students. We have made significant strides addressing the additional stakeholder input that is necessary to reflect a school community where everyone’s voice is valued in the shared decision-making process. We have revised this section to reflect these changes above. In the future, we want to continue to build relationships with all our stakeholders so that they feel like an integral member of the school community. Where they are not only encouraged to reflect and share their perspectives, but they feel they have a collective voice in making the decision-making process.|We seek opportunities to develop partnerships that assist us in developing a love of learning within each student while enhancing learning opportunities for all children. We encourage community members and parents to volunteer and actively participate in classroom and school activities. All volunteers are required to follow the volunteer process and be cleared yearly as either supervisory or non-supervisory volunteers. Local partnerships connect students to experts in the surrounding community and enable cooperative and collaborative learning opportunities. These also encourage positive relationships and the growth of a long-lasting, interdependent community that values learning. The needs of our students and parents often continue, even after they promote or move away from Cielo Vista Charter. In fact, often the need for community is increased during these transitions. For this reason, we develop, maintain and extend our stakeholder involvement by encouraging past students and families to continue their connection with the school community. An area that we will continue to focus on is the home school connection for our English language learners. We have received feedback from our parents that they would like to see English classes being offered to them so that they can effectively feel empowered in supporting their children in their education. We know that research shows that parent/family participation in a child’s classroom has a positive impact on the student’s success. Parents will be informed of the importance of their role and involvement in their child’s education. Together we can do so much more.|All members of the Cielo Vista Charter (CVC) family including teachers, parents, staff, students, administrators, and community members, work collaboratively to create an equitable, inclusive, and empathetic environment to help all students reach their fullest potential. All stakeholders work collaboratively to help develop a positive and safe school community that reflects a family culture. Active parent and community member participation is an essential component of this learning environment that positively impacts student success now and in the future. This shared responsibility for not only developing each student’s academic proficiency, but also the social, emotional and physical development, is essential for the overall success of our school program and the future successes of our students. CVC will improve the engagement of unrepresented families by holding parent mixers at local community centers where many parents congregate to watch their children participate in extra curricular activities. We will hold classes for these parents to build their skills so that they in turn can feel the partnership between the home school connection.|4|4|3|4|4|4|4|3|5|5|5|5|2019-10-29|Met|2019 35674620000000|Cienega Union Elementary|3|Parents were asked to respond to a locally created school climate survey in April of 2019. This was the third climate survey used by the school to gather input from the community. The survey asked for input from parents concerning ways to improve their children’s educational experience. It was distributed via email and sent home with students. The survey was distributed in both Spanish and English. Due to the small size of the district, a small amount of responses of responses were collected. The results showed that the parents were satisfied with the school environment. The parents also expressed positive feelings about their interactions with the staff and the relationships between staff and students. Parents at the school’s site council meetings were also asked to share ideas and suggestions for school improvement. Again, because of the small size of the school/district, 18% of families in the district are represented on the site council, making this a good venue for information sharing. Input from the site council was positive, as well. Site council members felt that the school was doing a good job of educating students. They felt comfortable approaching staff members with concerns.|The district continues to explore ways to connect with every family in the district by looking for the best way to communicate in each situation. All printed communications are in Spanish and English, and a bilingual paraprofessional was recently hired. Every attempt is made to contact all families on a regular basis to make sure that any concerns are addressed quickly.|Staff is always available at both before and after school to talk to parents. A bilingual staff member is present during these times to allow for effective communication. When attendance issues arise, parents are contacted by a staff member to assist the family if needed. Parents are invited to the school for events several times during the year. All students are welcome to participate in extended school hours, both before and after regular school hours.|5|5|5|5|3|3|4|5|4|4|4|3|2019-09-12|Met|2019 49706496051635|Cinnabar Charter|3|Parent-student-teacher conferences are a great opportunity to engage all families in their child's education. If one cannot be scheduled, phone conferences are provided to eliminate the difficulty. The school also provides an interpreter when needed so there is clarity of information in both regular and special education meetings.|The LEA encourages families to participate in its school community through Cinnabar Educational Foundation, volunteering in the classroom, joining in on field trips, attending ELPAC meetings as well as Coffee with the Principal. Newsletters, phone calls, e-mails, and robocalls are all methods of communicating with its parents and the website is open to all to research our district and school.|Parent-student-teacher conferences are a great opportunity to engage all families in their child's education. If one cannot be scheduled, phone conferences are provided to eliminate the difficulty. The school also provides an interpreter when needed so there is clarity of information in both regular and special education meetings.|5|5|5|5|4|4|5|5|5|5|5|5|2019-10-08|Met|2019 49706490000000|Cinnabar Elementary|3|Families and staff are always encouraged to provide, share, and contribute input to the LEA for continued improvement. When the LEA feels it is not receiving enough from its underrepresented families, our family liaison reaches out to the personally encouraging them to participate and share. Coffee with the Principal encourages parents to attend, get educated on how to support their child in school, and offer ideas and support individual to the needs of the students on campus.|Parent-student-teacher conferences are a great opportunity to engage all families in their child's education. If one cannot be scheduled, phone conferences are provided to eliminate the difficulty. The school also provides an interpreter when needed so there is clarity of information in both regular and special education meetings.|The LEA encourages families to participate in its school community through Cinnabar Educational Foundation, volunteering in the classroom, joining in on field trips, attending ELPAC meetings as well as Coffee with the Principal. Newsletters, phone calls, e-mails, and robocalls are all methods of communicating with its parents and the website is open to all to research our district and school.|5|5|4|5|4|4|5|5|4|4|4|4|2019-10-08|Met|2019 01611760130534|Circle of Independent Learning|3|COIL offers many opportunities for input from all stakeholders. As described above, the Advisory Teacher meetings are the primary way students, parents and families provide input regarding activities and decisions made at COIL. In addition to the Home Education Seminar, COIL also has a Parent, Teacher, Student Counsel (PTSC). The PTSC is a group of Parents, Students, and Teachers that work together identifying ways to support COIL by coordinating financial support through fundraising. The PTSC facilitates communication between all of the COIL stakeholders: Parents, Students, Teachers, Governance Council, and COIL Administrators. The PTSC also provides educational opportunities for Students and Parents by offering Workshops, Speaker Series as well as assisting with the planning and implementing various school events. Lastly, at the top level of Decision Making, COIL's Governance Board is a perfect example of how COIL incorporates input from all Stakeholders. Each stakeholder group is represented on the COIL Governance Board. The Board consists of 3 Parents, 3 community and 3 non-voting teacher members thus allowing for equal representation and input in the decision-making process for the school.|COIL recognized the need to provide an opportunity for families to connect both formally and informally, network and learn about topics that could help them in their "Home Educator" role, identified in our Non-Classroom Based, Independent Study Model. As mentioned in item #5, an informal "Park Day" has started for the 19-20 school year. Below are ways COIL has formally built-in opportunities for parents and students of all demographics to engage, build relationships and network. A very important way that COIL regularly works to build a partnership with the parent, focusing on student success, is through the Advisory Teacher meetings. These meetings have been an integral requirement, supported by Independent Study law since the start of the charter movement, and are embedded in the COIL culture. These meetings take place with the parent, student, and teacher and all three work collaboratively to discuss the strengths, goals, gaps, work assignments and progress throughout the entire school year. These meetings, on average, take place every two weeks, however, time between meetings may not exceed 20 school days. COIL has also worked to enhance the partnership between the teacher and parent (Home Educator) by implementing the "Home Educator Seminar". The Home Educator Seminar (HES) was created, during the 17-18 school year, and first implemented during the 18-19 school year. This program continues to be refined in order to reach as many families as possible. The focus is on the "Home Educator" and the various topics discussed center around providing tools for assisting their child with their academic needs away from the school site. Some example topics include: How to help with homework without giving the answers, How to understand my child's learning style, Preparing my child for college, Quality vs. Quantity for homework, Community Resources for struggling students emotionally and academically, Understanding the new Charter School Proposed Laws, 21st Century Skills, and Teaching and Learning with Integrity. One of the main challenges is finding meeting dates and times that work for our families. Due to the very nature of Independent Study, students and families are all on their own individual schedules and finding a time that works so that everyone has the opportunity to attend is a main priority for us. To combat this, the HES has now been set up to be offered at various times and days throughout the year (quarterly) with a conference-style structure for families, staff and students to attend.|COIL primarily utilizes surveys to elicit feedback from staff, students and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. COIL has been in the Fremont community for over 20 years and has established a well-respected reputation for its interactions with their students and families. Over the past few years, COIL has developed and implemented many different strategies to build trusting relationships, create a welcoming environment, as well as understanding the specific strengths, needs, culture, and goals of their students and families. Families are introduced to this when they first show an interest in attending COIL. Before any student is enrolled in COIL, the family and student/s attend an informational meeting to better understand COIL. Additionally, they can meet with an administrator to answer specific questions they may have about COIL is as well as discuss their specific situations.. After students are enrolled, all students (parents of younger students) fill out a Learning Styles Questionnaire as well as a Multiple Intelligence questionnaire to help their Advisory Teacher to better understand their individual student learning style. In addition to that, starting with the 19-20 school year, when the student and parent attend their first Advisory Teacher (AT) meeting, the teacher fills out a "New Student Questionnaire" asking them about their interests, hobbies, books they like to read, as well as goals they have for themselves and the like. All of this is done to build a "Relationship Based" academic experience between all stakeholders (student, parent, teacher, community) in order to create a caring and trusting relationship. In addition to Parent Workshops, a new activity to help COIL build relationships with families is Park Days. Park Days meet twice a month at a local park and while the kids play and make friends, the parents collaborate and network with each other to share ideas and get to know other families in our Independent Study Community. The first event was held on October 4, 2019, and over 10 families participated with kids ranging in grades Kindergarten and up. All interacting, playing, networking and just having fun. We look forward to seeing how this activity continues to grow.|5|5|4|4|4|3|5|4|4|3|4|4|2019-10-15|Met|2019 19647330122556|Citizens of the World Charter School Hollywood|3|The school hosts various informal and formal meetings throughout each calendar month. The school focuses on topics pertinent to parents to help them support their child with their academic success and social emotional learning. The school creates opportunities for parents to voice concerns and discuss school issues. Meetings and events such as Cafecito, Principal’s Council, Parent Conferences, and Back-to-School Night are a few ways in which the school provides occasions for family interactions. The LEA will provide Parent Workshops to educate parents on how to support their children academically using the LEAs social emotional learning model. The LEA will provide professional development for school personnel regarding parent and family engagement strategies, including principals, lead teachers, teaching associates and specialized instructional staff. In addition, the LEA will disseminate information on best practices for increasing the engagement of economically disadvantaged parents and family members. Finally, the LEA will disseminate information to parents in the language determined by the school’s population. The LEA will provide resources and meeting opportunities that explain academic standards, state and local academic assessments, Title I requirements, and how to work with educators to help students succeed. By ensuring that parents are aware and understand the attendance policy, California School Dashboard, Local Control Accountability Plan, and School Accountability Report Card we can help parents better understand how to monitor their child’s progress and how to better work with educators to help their child succeed.|The LEA will continuously research best practices to engage parents and families. The Family Survey is used to measure if parents feel engaged by their school and understand how to voice concerns and provide feedback. Barriers to greater participation include, but are not limited to: language, literacy, economic disadvantage, homelessness, and disabilities. The LEA will disseminate resources and literature to parents in an easy to read format in multiple languages in print and in digital format. Printed resources may be sent via U.S. mail, included in the student’s homework folder, or available at the front office. The LEA will also have the option of utilizing the automated phone system to share information as applicable.|Once a year, on behalf of CWC Hollywood, Citizens of the World Charter Schools conducts stakeholder surveys. These results are based on a 39% parent participation rate. Eighty-one (81) percent of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Seventy-eight (78) percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’. To build the capacity of the school within the LEA in planning and implementing effective parent and family involvement activities, the LEA will train lead teachers and teaching associates on how to engage parents throughout the school year and will provide assistance with developing, implementing, and reviewing required plans. The LEA will also create opportunities during Parent Conferences to discuss student academic gaps. Programs and local agencies such as Head Start and Department of Public Social Services will be in communication with the schools. Materials and resources will be shared with Title I schools will also be shared with these programs and local agencies. In addition, the LEA will have ongoing collaboration with the designated English Learner Coordinator, Director of Special Education, and Foster Youth and Homeless Liaison.|5|5|5|4|5|4|5|4|4|4|4|4|2019-11-06|Met|2019 19647330126193|Citizens of the World Charter School Mar Vista|3|The school hosts various informal and formal meetings throughout each calendar month. The school focuses on topics pertinent to parents to help them support their child with their academic success and social emotional learning. The school creates opportunities for parents to voice concerns and discuss school issues. Meetings and events such as Cafecito, Principal’s Council, Parent Conferences, and Back-to-School Night are a few ways in which the school provides occasions for family interactions. The LEA will provide Parent Workshops to educate parents on how to support their children academically using the LEAs social emotional learning model. The LEA will provide professional development for school personnel regarding parent and family engagement strategies, including principals, lead teachers, teaching associates and specialized instructional staff. In addition, the LEA will disseminate information on best practices for increasing the engagement of economically disadvantaged parents and family members. Finally, the LEA will disseminate information to parents in the language determined by the school’s population. The LEA will provide resources and meeting opportunities that explain academic standards, state and local academic assessments, Title I requirements, and how to work with educators to help students succeed. By ensuring that parents are aware and understand the attendance policy, California School Dashboard, Local Control Accountability Plan, and School Accountability Report Card we can help parents better understand how to monitor their child’s progress and how to better work with educators to help their child succeed. The data collected from our family survey serves as an important source of information in tracking our progress toward our school's goals. Specifically, our family survey provides information on parent engagement, satisfaction with our education program, feedback on the CWC Way, and finally, family input regarding priorities for our school. Several of family survey questions are included as Expected Annual Measurable Outcomes in our Local Control Accountability Plan (LCAP), specifically focused on Goals 3 and 4. The survey overall informs the planned actions and services for Goals 3 and 4 as outlined in our LCAP.|The LEA will continuously research best practices to engage parents and families. The Family Survey is used to measure if parents feel engaged by their school and understand how to voice concerns and provide feedback. Barriers to greater participation include, but are not limited to: language, literacy, economic disadvantage, homelessness, and disabilities. The LEA will disseminate resources and literature to parents in an easy to read format in multiple languages in print and in digital format. Printed resources may be sent via U.S. mail, included in the student’s homework folder, or available at the front office. The LEA will also have the option of utilizing the automated phone system to share information as applicable.|Once a year, on behalf of Citizens of the World Charter School Mar Vista, Citizens of the World Charter Schools conducts stakeholder surveys. Included in this is a Family Survey. These results are based on a 31% parent participation rate. Sixty-four (64) percent of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Sixty-one (61) percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’. To build the capacity of the school within the LEA in planning and implementing effective parent and family involvement activities, the LEA will train lead teachers and teaching associates on how to engage parents throughout the school year and will provide assistance with developing, implementing, and reviewing required plans. The LEA will also create opportunities during Parent Conferences to discuss student academic gaps. Programs and local agencies such as Head Start and Department of Public Social Services will be in communication with the schools. Materials and resources will be shared with Title I schools will also be shared with these programs and local agencies. In addition, the LEA will have ongoing collaboration with the designated English Learner Coordinator, Director of Special Education, and Foster Youth and Homeless Liaison.|5|5|5|4|5|4|5|4|4|4|4|4|2019-11-06|Met|2019 19647330126177|Citizens of the World Charter School Silver Lake|3|The school hosts various informal and formal meetings throughout each calendar month. The school focuses on topics pertinent to parents to help them support their child with their academic success and social emotional learning. The school creates opportunities for parents to voice concerns and discuss school issues. Meetings and events such as Cafecito, Principal’s Council, Parent Conferences, and Back-to-School Night are a few ways in which the school provides occasions for family interactions. The LEA will provide Parent Workshops to educate parents on how to support their children academically using the LEAs social emotional learning model. The LEA will provide professional development for school personnel regarding parent and family engagement strategies, including principals, lead teachers, teaching associates and specialized instructional staff. In addition, the LEA will disseminate information on best practices for increasing the engagement of economically disadvantaged parents and family members. Finally, the LEA will disseminate information to parents in the language determined by the school’s population. The LEA will provide resources and meeting opportunities that explain academic standards, state and local academic assessments, Title I requirements, and how to work with educators to help students succeed. By ensuring that parents are aware and understand the attendance policy, California School Dashboard, Local Control Accountability Plan, and School Accountability Report Card we can help parents better understand how to monitor their child’s progress and how to better work with educators to help their child succeed. The data collected from our family survey serves as an important source of information in tracking our progress toward our school's goals. Specifically, our family survey provides information on parent engagement, satisfaction with our education program, feedback on the CWC Way, and finally, family input regarding priorities for our school. Several of family survey questions are included as Expected Annual Measurable Outcomes in our Local Control Accountability Plan (LCAP), specifically focused on Goals 3 and 4. The survey overall informs the planned actions and services for Goals 3 and 4 as outlined in our LCAP.|The LEA will continuously research best practices to engage parents and families. The Family Survey is used to measure if parents feel engaged by their school and understand how to voice concerns and provide feedback. Barriers to greater participation include, but are not limited to: language, literacy, economic disadvantage, homelessness, and disabilities. The LEA will disseminate resources and literature to parents in an easy to read format in multiple languages in print and in digital format. Printed resources may be sent via U.S. mail, included in the student’s homework folder, or available at the front office. The LEA will also have the option of utilizing the automated phone system to share information as applicable.|Once a year, on behalf of Citizens of the World Charter School Silver Lake, Citizens of the Word Charter Schools conducts stakeholder surveys. These results are based on a 57% parent participation rate. An average of 80% of parents agree/strongly agree that ‘My child's school provides forums and opportunities for parents to understand and engage in major decisions’. Eighty-one (81) percent of parents agree/strongly agree ‘If I were passionate or concerned about an issue at the school, I know how I can get involved to have a voice in the issue or concern’. To build the capacity of the school within the LEA in planning and implementing effective parent and family involvement activities, the LEA will train lead teachers and teaching associates on how to engage parents throughout the school year and will provide assistance with developing, implementing, and reviewing required plans. The LEA will also create opportunities during Parent Conferences to discuss student academic gaps. Programs and local agencies such as Head Start and Department of Public Social Services will be in communication with the schools. Materials and resources will be shared with Title I schools will also be shared with these programs and local agencies. In addition, the LEA will have ongoing collaboration with the designated English Learner Coordinator, Director of Special Education, and Foster Youth and Homeless Liaison.|5|5|5|4|5|4|5|4|4|4|4|4|2019-11-06|Met|2019 30103060134940|Citrus Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2019-12-12|Met|2019 38684780107300|City Arts and Tech High|3|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At CAT, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Leadership Council meetings where students, families, and staff come together to discuss school priorities and take action on our priorities. We measure our progress on this commitment by tracking parent/guardian attendance at our meetings, including LCAP review meetings. We have seen a sizable increase in parent/guardian attendance at Leadership Council Meetings since adding CAT staff and students to our monthly meetings in 2017-18. In addition to the Leadership Council, CAT has a robust family conference ritual twice a year where families are asked to meet with their student and his/her advisor. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and last year 63% of our students were accepted to four-year colleges.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At CAT, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Leadership Council meetings where students, families, and staff come together to discuss school priorities and take action on our priorities. We measure our progress on this commitment by tracking parent/guardian attendance at our meetings, including LCAP review meetings. We have seen a sizable increase in parent/guardian attendance at Leadership Council Meetings since adding CAT staff and students to our monthly meetings in 2017-18. In addition to the Leadership Council, CAT has a robust family conference ritual twice a year where families are asked to meet with their student and his/her advisor. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and last year 63% of our students were accepted to four-year colleges.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At CAT, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Leadership Council meetings where students, families, and staff come together to discuss school priorities and take action on our priorities. We measure our progress on this commitment by tracking parent/guardian attendance at our meetings, including LCAP review meetings. We have seen a sizable increase in parent/guardian attendance at Leadership Council Meetings since adding CAT staff and students to our monthly meetings in 2017-18. In addition to the Leadership Council, CAT has a robust family conference ritual twice a year where families are asked to meet with their student and his/her advisor. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and last year 63% of our students were accepted to four-year colleges.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 37683380124347|City Heights Preparatory Charter|3|We are committed to engaging in multiple outlets of engagement, spanning from parent conferences with school administration, back-to-school events, and family meetings involving the whole school and any family members, interspersed throughout the year. Families are invited to any of our student award assemblies and in-classroom projects that teachers host. CHP also utilizes parent engagement apps, using SANGHA last year, before the company had a fallout, and transitioning to ParentSquare this year. In addition, we involve parents in Google Classroom and ParentSquare. We’d like to develop a family committee to represent families of students, attempting to increase more parent involvement. This will be supplemented by looking to discover more ways to involve parents throughout the year at different times.|We are committed to an open door policy for families, encouraging a welcoming and open environment. We host graduations with unlimited attendees per student. Computers are loaned out to students who would not otherwise have access, as are bus passes, school supplies including backpacks or clothing (or, in the past, uniforms), and health products that students may not be able to afford. An area we are investigating for improvement is possibly bringing back a parent panel and considering implementing a student panel specifically for graduates. Orientations for entering 6th and 9th grade students at the beginning of the school year may also prove helpful, as well as celebrating 12th grade students final school year with a back-to-school BBQ.|City Heights Prep engages the school community through back-to-school nights, and regular parent/teacher meetings. AVID teachers also place monthly calls to families of students to assess and discuss each child’s wellbeing and learning progress. Apps like Sangha and ParentSquare are implementing seamless interface with families, students, staff, and teachers, allowing for clear communication and engagement of families. Families are also invited to Student of the Month awards and any activities in the classroom that they would have interest in being present in. Grade trackers and behavioral charts allow for teachers to work together with parents towards their children's success. Every child also owns a weekly planner which is stamped so parents can see missing assignments. All parents can also login to PowerSchool and be involved in every Google Classroom their child is in. Areas of improvement revolve around exploring a transition from monthly phone calls to face-to-face meetings, allowing for a more focused effort to encourage parents to engage with more depth and frequency.|5|5|4|3|3|5|4|5|1|1|1|1|2019-10-16|Met|2019 19647330127886|City Language Immersion Charter|3|Parents plan and lead several community-building events each year. The main area of growth is in including underrepresented families on these planning and volunteer committees. The current parent leadership is working hard to communicate more systematically to engage all parents.|Parents attend Parent-Teacher Conferences three times per year. The school could do more to support parents in understanding the curriculum, and how to support their children academically, but our focus has been on making sure parents can provide the social-emotional supports so the school can support the academic development directly.|The school has implemented several effective strategies for engaging parents, including weekly principal newsletters, monthly chats with the principal, quarterly parent workshops, and the implementation of ParentSquare to facilitate, manage, and track 2-way communication. Parent Council and ELAC also meet monthly. The school continues to seek ways to engage underrepresented parents. Parent leadership is diverse and inclusive, but not as far-reaching as we would like. The school continues to create new volunteer opportunities that are responsive to the schedules and contexts of diverse families.|5|5|4|5|4|4|4|5|4|4|4|5|2019-10-24|Met|2019 01612590115386|Civicorps Corpsmember Academy|3|As a community school serving young adults, Civicorps is mindful of engaging participants in decision making at all levels of programming. This intentionality is reflected in the Spring 2019 survey results where 71% agree to strongly agree that their opinion is valued and their voice is heard at Civicorps. Specific examples of engagement include, the Student Appeal Panel where peers review student grievance in regards to disciplinary procedures and make recommendations for modifications. The Appeal Panel also reviews student return requests and communicates with staff around decisions and concerns. Focus groups are held whenever there are conversations taking place around program adjustments or shifts in schedule, and presentations are made at weekly Community Meetings to inform student stakeholders on the annual budget and on education reports such as LCAP and WASC. Students also provide evaluations on teaching staff twice per year, attend Civicorps Board Meetings, present information and ideas at staff meetings, and are generally vocal about needs and desires for program change. Civicorps is putting efforts into expanding services and outreach to English Learners in the 2019-2020 school year.|Civicorps service to students is top priority. To best meet the needs of our adult students, staff are encouraged to take part in outside learning opportunities as well as required to attend agency training around topics that include Trauma Informed Care, Equity and Inclusion, and team building. Partnerships allow us to also offer training in areas such as Motivational Interviewing (a youth development practice) and disability awareness. Programming at Civicorps is established to best meet the needs of the students. There are small class sizes, advisory periods, and monthly progress reports built into the program model. The Resource Team is composed of three full-time staff who support students and staff in meeting the needs of Individualized Education Plans and 504 plans and who educate students on their legal rights while advocating for each student. And, staff have been implementing new and exciting take home options including the IXL platform and a school wide book club to promote learning beyond the walls of the classroom. The student population at Civicorps is over 99% low socioeconomic and over 99% students of color (predominately African-American and Latinx). Civicorps is committed to studying the needs of various subgroups in order to ensure all students are having needs met. A study in years past was focused on former foster youth and in 2018-19 a study was completed with a focus on our justice involved young adults. In this way and others, Civicorps has validated the positive impact the education model has on young people while continually looking for ways in which programming can improve for a variety of nuanced subgroups and in an effort to improve outcomes for all students.|Civicorps serves 18-26 year old young adults. One-third of the students are parents and all are considered adults, therefore the family community of Civicorps consists of the students we serve, their children, and any family members the student chooses to have engaged in their educational journey. Community building is critical to the success of Civicorps and many events are held throughout the year to celebrate, educate, inform, and communicate with the Civicorps community. Some examples are; weekly Friday Community Meetings, bi-annual family bbq’s, cultural celebrations, weekly public recognition of achievements, and frequent guest speakers based on student input. Civicorps is committed to partnerships with all stakeholders and creates space for focus groups, feedback opportunities, and implementation of new ideas and projects. These partnerships are beneficial to the full community as we welcome other nonprofit educational programs, health services, arts and entertainment, and a variety of diverse cultural programming. Survey results in Spring 2019 demonstrated 76% of families/participants feel there is good to great communication between Civicorps staff and participants.|4|4|4|3|5|3|5|4|5|4|4|4|2019-05-15|Met|2019 19643940000000|Claremont Unified|3|Again, stakeholders feel that both the District and schools work hard at building partnerships with our families. Although most committees are advisory in nature, the feeling is that most are decision making committees, such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I. However, the only ones providing feedback and making decisions are those that are engaged. An area of focus will be to engage more underrepresented families and foster parent leaders on our campuses. It was also suggested that the District parent liaison be given more opportunities to promote parent workshops and activities thereby getting more schools involved in some of the activities happening at other sites.|Again, stakeholders feel that both the District and schools work hard at building partnerships with our families. This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at the District and schoolsites. Families have the opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I. Stakeholders feel that CUSD is very accommodating to families, and that a huge strength in building partnerships is the parent liaison who works tirelessly to reach out and engage families. Families would like to see more opportunities at the school level to partner, especially in the area of college readiness. An area of focus is to continue trying to engage our underrepresented families. CUSD appreciates feedback, but if a family is disengaged, the District does not receive their feedback. A couple of suggestions were brought up: 1) Survey parents to explore other ways to engage parents 2) Develop parent leaders on each campus to assist with parent engagement|Overwhelmingly, stakeholder groups feel that our schools, as well as the District office, are welcoming. Both the District and schools offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families. CUSD offers a wide variety of workshops throughout the District to engage families. The District utilizes many tools to communicate with its stakeholders such as Peachjar, Blackboard, Remind, and Class Dojo. There are options to receive information in various ways such as email, text, phone, or flyers. However, it was expressed that families are being overwhelmed with information, and sometimes have difficulty sorting the site information from District and community information. Most, but not all, stakeholders felt that they have seen more communication in both English and Spanish. We have targeted two-way communication as an area for improvement. Our stakeholders felt that communication can often be one-sided and often there aren’t enough opportunities to respond. This can cause people to be reactive in situations rather than proactive. Another area for improvement is offer more trainings centered around cultural diversity and culturally responsive teaching. In addition, families would like to see more parent engagement opportunities at the secondary level.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 09618380136200|Clarksville Charter|3|We are an independent study charter school in which teachers and parents meet monthly or more to provide academic, social, and emotional support to students. Our staff has created a strong foundation for positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. An example, parents indicate they enjoy regular communication with staff/teachers, including monthly online meetings called Live with Parents, the parent portal, and emails. A few parents recommended consolidating the number of hyperlinks on the school website, making it easier for parents to access information. We will embed parent suggestions regarding hyperlinks. Positive feedback was provided by families regarding their teacher and student interactions, curriculum, and enrichment opportunities available for their children. Students and families highlighted the opportunities to participate in decision making regarding events, social interaction, and educational field trips. Parents/guardians suggested we increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students with the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to increase parent participation in the survey.|Teachers meet with families at least once a month, if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete an independent study and small group instruction online programs. Students can choose to complete their educational experience entirely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in a homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career, to name a few. A focus area for improvement is to increase our parent participation in the survey and increase parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Educational research validates that support at home is critical to a child’s academic success; we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plan, student work, and determine the next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and participating in advisory committees and special events. We serve families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication with parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 37680986116776|Classical Academy|3|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: What is one element you would like to see changed or improved most at your school site? Parent feedback was wide ranging but focused on the following topics: Increase the user interface with our LMS system, increase extra-curriculars for students in K-8, consolidate communication methods. Please rank your top three methods of communication from the schools. Parents reported that they preferred to hear from us by email, by text, and by our LMS system. We value parent training and education. What topic(s) would you like us to explore or host for your benefit? Parent feedback was wide ranging with the following rising to the top: curriculum support especially in math, teaching strategies for a wide range of learners, and parenting skills.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is our number one key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academies teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student rights.|The Classical Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: Please rate your overall satisfaction with The Classical Academies. For 18-19 school year parents gave us an overall satisfaction rating of 95%. Please rate your overall satisfaction with The Classical Academies customer service (courtesy, knowledge, promptness and attitude). For the 18-19 school year, parents stated 98% of the time we meet or exceed their expectations in the area of customer service.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 37681060111195|Classical Academy High|3|Classical Academy High School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: What is one element you would like to see changed or improved most at your school site? Parent feedback was wide ranging but focused on the following topics: Increase the user interface with our LMS system, increase extra-curriculars for students in K-8, consolidate communication methods. Please rank your top three methods of communication from the schools. Parents reported that they preferred to hear from us by email, by text, and by our LMS system. We value parent training and education. What topic(s) would you like us to explore or host for your benefit? Parent feedback was wide ranging with the following rising to the top: curriculum support especially in math, teaching strategies for a wide range of learners, and parenting skills.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is our number one key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academies teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student rights.|Classical Academy High School measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: Please rate your overall satisfaction with The Classical Academies. For 18-19 school year parents gave us an overall satisfaction rating of 95%. Please rate your overall satisfaction with The Classical Academies customer service (courtesy, knowledge, promptness and attitude). For the 18-19 school year, parents stated 98% of the time we meet or exceed their expectations in the area of customer service.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 37103710138404|Classical Academy Vista|3|Classical Academy, Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: What is one element you would like to see changed or improved most at your school site? Parent feedback was wide ranging but focused on the following topics: Increase the user interface with our LMS system, increase extra-curriculars for students in K-8, consolidate communication methods. Please rank your top three methods of communication from the schools. Parents reported that they preferred to hear from us by email, by text, and by our LMS system. We value parent training and education. What topic(s) would you like us to explore or host for your benefit? Parent feedback was wide ranging with the following rising to the top: curriculum support especially in math, teaching strategies for a wide range of learners, and parenting skills.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is our number one key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academies teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student rights.|Classical Academy, Vista measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: Please rate your overall satisfaction with The Classical Academies. For 18-19 school year parents gave us an overall satisfaction rating of 95%. Please rate your overall satisfaction with The Classical Academies customer service (courtesy, knowledge, promptness and attitude). For the 18-19 school year, parents stated 98% of the time we meet or exceed their expectations in the area of customer service.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 10621090000000|Clay Joint Elementary|3|The survey was modeled after the original state survey tool because it does align with the LCAP priorities. The findings do relate to the goals in our LCFF/LCAP. Our surveys may be revised for better alignment ot the anticipated revisions needed for the future LCAP.|The survey continues to find that Parent/guardian results imply a strong preference to maintain positive behavior intervention systems (PBIS), continue multiple means of communication, appreciation for the access to our student information system, AIRES, and support for the numerous volunteer opportunities. The PAC generated specific Parent Event topics that were fully implemented and well received. They included using Aeries, Educational Systems K-College; LCAP/Dashboard; Parent Connections at Clay and EL classes. In addition, based on survey results, plans are being made now for a robotics club next year and the onboarding of a mental health program that would provide 2 days of counseling a week from county services.|Based on our 2018-19 LCAP Parent Survey where 67 parents responded out of a student population of 248, representing 136 families; 98.5% are satisfied with Parent Involvement opportunities, 95.5% are satisfied with our school to home communication, 95.5% feel comfortable participating in school events and 100% agree that the office staff is helpful when contacted. When asked about the different varieties of communication to stay informed about Clay events or to get Clay information: 82.1% read the emails (e-blasts), 82% read the Paw Print (newsletter sent out once a month), 79% use the Remind (a text ap used by teachers) and 67% use the event calendar found on the school website.|4|4|5|5|4|4|4|5|4|4|5|4|2019-10-01|Met|2019 07100740731380|Clayton Valley Charter High|3|The Guidance Department host 6 parent information nights for families to provide information to families relevant to the specific grade area that their students are in. We send home weekly parent bulletins that contain comprehensive information around school events and activities along with quarterly newsletters from the Guidance Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. We have a designated Parent Volunteer Coordinator and have over 100 active parent volunteers.|The Guidance Department host 6 parent information nights for families to provide information to families relevant to the specific grade area that their students are in. We send home weekly parent bulletins that contain comprehensive information around school events and activities along with quarterly newsletters from the Guidance Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text. We have a designated Parent Volunteer Coordinator and have over 100 active parent volunteers.|We send home weekly parent bulletins that contain comprehensive information around school events and activities along with quarterly newsletters from the Guidance Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09|Met|2019 29663240000000|Clear Creek Elementary|3|Strengths are that our monthly Site Council, Health and Wellness, Safety committee meetings are led by the school principal and staff members are on each committee as well as parents and guardians. The school principal also attends all PTC meetings. We are redesigning our school website to make it more user friendly which in turn will provide better access to information and flow of communication between stakeholder groups.|Being a small school, a strength is that all staff including administration have an open door policy for both students and parents. We provide several opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance and progress reports. We are improving these opportunities by changing our school calendar in order to provide these opportunities earlier in the year in order to avoid miscommunications. It also provides students and parents more time to make any necessary changes to improve educational success.|Our strength is that we are a small TK-8 elementary school. Parents drop off and pick up students each day. Teachers are at classroom doors each morning welcoming students and parents. Teachers are also in the parking lot at dismissal each day available to parents and students for brief conversations and updates. An area for improvement is to receive a higher percentage of parent surveys. To increase this number, we will set up a parent survey station during the survey period at the front of school to encourage more participation and feedback.|4|4|4|4|4|4|4|4|5|5|5|4|2019-10-08|Met|2019 19647250131938|Clear Passage Educational Center|3|Through the facilitation of Parent Advisory and Goal Setting meetings CPEC's leadership collaborates with parents and family members to develop/update the school’s parent involvement/engagement policy (language translation is provided). CPEC’s parent involvement and engagement policy (Parent/Student Handbook) is distributed annually. Parent/family member feedback related to CPEC’s parent involvement/engagement policy is solicited and fostered via parent surveys. Parent feedback is used in establishing parent workshops and trainings. During Goal Setting meetings with parents/students, articulation sessions are facilitated to address critical areas such as strategies for monitoring student progress, academic standards and assessments, CPEC’s blended curriculum and CPEC’s Dashboard Alternative School Status. A calendar is created and distributed to parents at the beginning of the school year and modified and distributed throughout the year. Parents and guardians engage in school activities that enhance parent/school partnerships and encourage a positive school culture. Key activities include workshops and field trips that focus on college and career readiness. Workshops/trainings for parents also focus on topics identified by parents and other stakeholders including CPEC’s blended curriculum, the school’s use of universal screening tools and multiple formal/informal assessment measures, the evaluation/analysis of student learning/achievement and how achievement data can be used to differentiate instruction. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|Clear Passage Educational Center's present professional development focus is student performance analysis and interpretation. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with the school’s staff during staff meetings and articulation sessions. Also, CPEC’s instructional staff is encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability. Classified staff are provided ongoing professional development on campus and are encouraged to seek external professional growth experiences. Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting schoolwide learner outcomes. Professional development activities conducted during the school year cover topics and strategies related to the educational needs of the students and teaching staff. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors. Through the facilitation of Parent Advisory and Goal Setting meetings CPEC's leadership collaborates with parents and family members to establish parent workshops and trainings. During Goal Setting meetings with parents/students, articulation sessions are facilitated to address critical areas such as strategies for monitoring student progress, academic standards and assessments, CPEC’s blended curriculum and CPEC’s Dashboard Alternative School Status. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|A wide range of strategies are employed by CPEC’s leadership to ensure a high level of parent/family engagement including: 1. Orientation. New families learn about the mission and vision of the school, the educational approach, and expectations for parent participation. Clearly defined expectations are outlined in a Parent/Student Handbook. 2. Parent/Student/Teacher Conferences: Teachers meet with students and their parents to discuss the student’s academic progress and social development. 3. Goal Setting Meetings: Goal setting meetings provide parents the opportunity to participate in establishing their student’s educational master plan. Through its collaborative model, CPEC works with parents, staff and students to set goals for the school year. Parents and CPEC staff engage in follow-up sessions to review student progress toward goal attainment and discuss next steps. 4. Student Success Team Meetings (SST): The school has established an SST process which is comprised of parents, teachers, administrators, and other school professionals. 5. The distribution of letters regarding student progress. 6. Community-focused activities such as CPEC’s annual luncheon for parents/students. CPEC’s staff receives professional development in how to effectively collaborate with parents and strengthen ties between parents and the school. Data is collected annually to secure feedback from parents and students via CPEC’s school climate survey. The data is reviewed by teachers, site leadership, CPEC’s Board and by parents/students during Parent Advisory and Goal Setting meetings. The parent survey data is also used to update CPEC’s governing documents. Continue to refine the process used in evaluating resources that are allocated toward parental and community touch points and introduce new initiatives to increase parental participation.|5|5|5|5|5|5|5|4|5|5|5|4|2019-06-30|Met|2019 19647330129825|Clemente Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49706560000000|Cloverdale Unified|3|The rating scale number selected on all answers represent a summation of responses from parents on a web-based survey published by the school district. The results indicate that, overall, the school district has sought input for decision making. Some growth can be made with "providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels."|The rating scale number selected on all answers represent a summation of responses from parents on a web-based survey published by the school district. The results indicate that, overall, the school district has successfully built partnerships for student outcomes. Some growth can be made with "supporting families to understand and exercise their legal rights and advocate for their own students and all students."|The rating scale number selected on all answers represent a summation of responses from parents on a web-based survey published by the school district. The results indicate that the school district has progress to make in the area of building relationships with its stakeholders. In order to grow in this area, we will have the LCAP steering committee (composed of representatives of multiple stakeholder groups) recommend ways to improve our practice in this area.|3|3|3|4|4|4|4|3|4|4|4|3|2019-11-13|Met|2019 10621170118018|Clovis Online Charter|3|Clovis Online is very strong in this area and has made considerable progress. We utilize the following events, programs, trainings etc. to increase parent, staff, student, and community involvement at our school: SART meetings both District and Onsite (one a quarter), SSC meetings (one a quarter), District Advisory Committee, Individual Intake meetings with each student and parent/guardian, United for Success Community Group, District IDAC, LCAP nights (two in second semester), Parent Academies, Back to School Night, College Night, Health Fair, Healthy Start Collaborative, Graduation Breakfast/Luncheon, Senior Meetings, District SART Surveys, Mid-Year Parent Survey, Mid-Year Student Survey, Senior Survey, Weekly/Bi-Weekly PLC’s, Staff in-service days, Alternative Education Roundtable, Professional Development Training/Days, Student Conferences, Staff Conferences Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We will work to increase discussions at existing parent events to include input/discussions on family engagement activities.|Clovis Online is very strong in this area and has made considerable progress. We utilize the following events, programs, trainings etc. to increase parent, staff, student, and community involvement at our school: SART meetings both District and Onsite (one a quarter), SSC meetings (one a quarter), District Advisory Committee, Individual Intake meetings with each student and parent/guardian, United for Success Community Group, District IDAC, LCAP nights (two in second semester), Parent Academies, Back to School Night, College Night, Health Fair, Healthy Start Collaborative, Graduation Breakfast/Luncheon, Senior Meetings, District SART Surveys, Mid-Year Parent Survey, Mid-Year Student Survey, Senior Survey, Weekly/Bi-Weekly PLC’s, Staff in-service days, Alternative Education Roundtable, Professional Development Training/Days, Student Conferences, Staff Conferences Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - providing families with information and resources to support student learning and development in the home. We will accomplish this by increasing our Parent Academies to better support families in the home.|Clovis Online is very strong in this area and has made considerable progress. We utilize the following events, programs, trainings etc. to increase parent, staff, student, and community involvement at our school: SART meetings both District and Onsite (one a quarter), SSC meetings (one a quarter), District Advisory Committee, Individual Intake meetings with each student and parent/guardian, United for Success Community Group, District IDAC, LCAP nights (two in second semester), Parent Academies, Back to School Night, College Night, Health Fair, Healthy Start Collaborative, Graduation Breakfast/Luncheon, Senior Meetings, District SART Surveys, Mid-Year Parent Survey, Mid-Year Student Survey, Senior Survey, Weekly/Bi-Weekly PLC’s, Staff in-service days, Alternative Education Roundtable, Professional Development Training/Days, Student Conferences, Staff Conferences. Clovis Online has partnered with Gateway High School, Clovis Community Day School, and Enterprise Independent Study and chosen to focus on - supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by placing an emphasis on staff development in this area.|4|4|3|4|4|3|3|4|4|4|4|3|2019-10-23|Met|2019 10621170000000|Clovis Unified|3|Feedback was gathered through representative stakeholders. For the area of “Seeking Input for Decision Making,” a number of strengths and progress were reported. Annually, our parents are encouraged to complete a survey to provide feedback on both a qualitative scale and via comments. Parents are given a voice through this survey process. There were 10,653 surveys completed during the 2018-2019 school year. The school identifies their strengths and areas for improvement. Goals for improvement are built from the results of this survey. In addition, parents are encouraged to provide input at regularly scheduled meetings on the campus. Schools have active parent clubs. Parents are encouraged to participate in these meetings, which provide input to site administration. These are ways to get a feel for the pulse of the parent community. Schools hold SART (School Assessment and Review Team) meetings on their campuses. SART exists to provide a forum to learn about a school and to influence the leadership regarding the operation of the school. Each Clovis Unified school has a SART committee, which serves as a vehicle of communication and as an advisory body to the principal. Intercultural Diversity Advisory Council (IDAC) draws members from the community to represent the schools at the district level climate assessment/problem-solving meetings. The primary purpose of the Intercultural Diversity Advisory Council (IDAC), originally formed in 1988 as the Intercultural Advisory Council, is to assist in the formation and review of policies that assure non-discriminatory practices in all operational areas of the Clovis Unified School District. Its further mission is to assist in improving the cultural environment of the school and the district. The district also holds two LCAP (Local Control and Accountability Plan) meetings with representation from all school sites and a representative sample of our demographics across the district. Parents have direct input for supporting of the annual update to our LCAP. Students in grades 4-11 take an annual survey about the district and school that serve them. Graduating seniors are also surveyed and provide input directly to our CUSD Governing Board at an annual Student Voice Board Workshop. Students are encouraged to participate in a variety of clubs and activities offered by the schools. Students can get involved in leadership activities where they are offered an additional voice and provide input to teachers and site administration. It is the goal of our district to reach out to more families and seek input on policies and programs. A focus area would be to seek ways to implement strategies to reach and seek input from any underrepresented groups in the school community. Reaching out to those who have not traditionally responded for input would be important and a key to improving the engagement of underrepresented families.|Feedback was gathered through representative stakeholders. For the area of “Building Partnerships for Student Outcomes,” a number of strengths and progress were reported. At the one on one parent teacher conference, the partnerships discuss student progress and what can be done to continue individual student progress. If more intensive focus is needed the parent and teacher partnership can meet with additional support in Student Study Teams, 504 Meetings or IEP meetings where the team is expanded to include more members. SART meetings provide information and resources for parents/families to support their children from home as well as a variety of topics depending on what the parents at that school would like in order to be better informed and active with their children, at school, and in the community. Clovis Unified also has Parent Academies where parents attend and select from multiple lessons offered. Again, these topics are suggested by parents and are designed to educate families on academic, legal, or wellness issues. Clovis Unified also operates Community Resource Centers where families can get additional help and knowledge on a variety of topics. The Transitions team works with students and families of our neediest students to help support our students in all aspects of life. The Transitions team also works with staff to increase their knowledge of how to best support the whole child. A focus area for us is looking at ways to improve communication using multiple avenues which may include the new Clovis Unified phone app, website, translation services, and newsletters to increase awareness of school and district resources available.|Feedback was gathered through representative stakeholders. For the area of “Building Relationships,” a number of strengths and progress were reported. Parents are active participants at their school sites and are afforded many opportunities to build relationships. Our parents participate in an annual survey in our district. There were 10,653 surveys completed during the 2018-2019 school year. In that survey, one question asked how welcome they feel at their school. 88% of the parents agreed or strongly agreed that they felt welcome. Our sites have active parent clubs and meetings where activities are planned for the school site. Parents are encouraged to participate in organizations on the campuses including School Site Councils, English Learner Advisory Committees, and IDAC meetings (meetings focused on valuing and enriching cultures at the site). According to the parent survey, 91% of the parents participated in a school activity during the year. Parents are encouraged to volunteer at the schools and actively participate in the learning activities. Schools offer programs on their campuses from ambassadors to Link Crew to peer mentors. Students are encouraged to participate in leadership activities that promote the socio-emotional wellness on the campuses. The district is aware of the diverse learning needs of our students. According to our parent survey 86% of the parents agree or strongly agree that the school communicates the importance of respecting all cultural beliefs and practices. Our teachers have been receiving training on culturally relevant teaching and implementing practices to this cause. Focus areas for this section were identified. They included a need to ensure that all representative languages were supported in the district and that all parents and students, regardless of home language, feel invited and welcome to the campuses. A continued focus on hiring for diversity should be encouraged and maintained. The district will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Focusing on these areas will help support the improvement of engagement of underrepresented families.|4|3|3|4|3|4|3|3|4|4|3|3|2019-10-23|Met|2019 33736760000000|Coachella Valley Unified|3|The district provides part-time parent liaisons to staff a parent center at each school to focus on parent outreach and education including the importance of parent participation in SSC, ELAC, DELAC, Migrant PAC, and other parent committees. The district will focus on increasing the involvement of parents of underrepresented student groups.|The district has built partnerships with parents by being transparent; including parents in LCAP, SPSA, and other committees; providing online access to student progress with the Aeries Parent Portal; developing partnerships with community organizations; and workshops including how to have effective parent conferences. The district will focus on improving how parents can access processes and procedures in order to advocate for their own child.|District strengths in building relationships with parents include providing language support and opportunities for involvement. The district utilizes multiple methods of communication and outreach to make district information and services accessible to families. The district holds an annual parent fair and offers a wide variety of workshops to address parent needs. Every school has a parent center, part-time parent liaison, and offers training opportunities including focused parent academies, family nights, and workshops. The district will be restructuring parent centers and the liaison schedules to increase the ability to address each school’s diverse needs. Areas of focus will include further exploring the needs of foster families and Native American families.|3|4|3|4|4|4|4|3|4|5|3|4|2019-10-17|Met|2019 10621250000000|Coalinga-Huron Unified|3|District staff regularly seeks input for decision making from family members and community stakeholders during parent conferences, when conducting in person meetings, and through automated surveys. Disaggregating the feedback from underrepresented families will ensure that their specific needs are met. Morning and evening parent meetings are held in an effort to provide multiple opportunities to increase parent and community stakeholders' engagement.|Training for school staff and parents is provided throughout the school year to ensure that district staff and parents become knowledgeable on how to best establish a School and Home connection. Additional training needs to continue in order to strengthen the connection between the home and the school for underrepresented families.|In the Spring of 2019, the district opted to utilize the California Healthy Kids Parent Involvement Portion of the survey for its ease of use and the ability for the district to customize survey questions to address specific topics related to parent involvement. The following analysis of the most recently administered parent survey is only specific to the Parental Involvement portion of the survey. Two key findings from the survey were that parents consider student alcohol/drug use and harassment/bullying of students as a districtwide issue. The CHUSD continues to recognize the important role parental involvement has on student achievement and in fostering a positive school climate. The district is committed to improving parent engagement in order to impact student and staff success. To this end, CHUSD has made improving and increasing meaningful parental engagement opportunities a priority. The CHUSD invites all families to take an active role in the education of their children by encouraging parents to participate in parent conferences, parent advisory committees, and school / district activities. Scheduling parent trainings/meetings in the morning and in the evenings is one of the district's ways to increase the engagement of underrepresented families.|4|4|3|4|4|3|4|3|4|4|4|4|2019-01-15|Met|2019 40754650000000|Coast Unified|3|Beyond site level School Site Council and English Learner Advisory Committee meetings, Community Engagement meetings have been held to present performance data to the community and to seek input and gather ideas. Plans to deliver in the areas of high interest have been developed and implemented. Coast Unified continues to develop new practices to increase parent and stakeholder involvement and participation.|The district has held trainings for parents/guardians in accessing student performance data. Interpreting the data and assisting students in improvement have been areas of focus. In partnership with San Luis Obispo County Mental Health, parenting classes with the theme of social emotional health have been offered in Coast Unified. Beyond job and subject specific trainings, district staff have also been trained in social emotional learning and its integration into the classroom and campus.|Coast Unified School District has sought parent and stakeholder input. The district employs one translator (Spanish) at the district level and the front offices of each school site have bilingual support staff.|4|5|4|4|4|4|4|4|4|4|3|4|2019-10-10|Met|2019 37735690136267|Coastal Academy Charter|3|Coastal Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: What is one element you would like to see changed or improved most at your school site? Parent feedback was wide ranging but focused on the following topics: Increase the user interface with our LMS system, increase extra-curriculars for students in K-8, consolidate communication methods. Please rank your top three methods of communication from the schools. Parents reported that they preferred to hear from us by email, by text, and by our LMS system. We value parent training and education. What topic(s) would you like us to explore or host for your benefit? Parent feedback was wide ranging with the following rising to the top: curriculum support especially in math, teaching strategies for a wide range of learners, and parenting skills.|As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is our number one key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academy teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment. When parents have concerns with the school they are directed to the school site principal who works to resolve the issues. All school administrators are well versed in the processes in place for parents to advocate for their student rights.|Coastal Academy measures parent engagement by seeking input from parents through an annual survey as well as frequent parent meetings at each school campus. The annual survey results are reported to its community and local governing board. In the 2018-2019 school year, the following questions were asked on the survey: Please rate your overall satisfaction with The Classical Academies. For 18-19 school year parents gave us an overall satisfaction rating of 95%. Please rate your overall satisfaction with The Classical Academies customer service (courtesy, knowledge, promptness and attitude). For the 18-19 school year, parents stated 98% of the time we meet or exceed their expectations in the area of customer service.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 12626796120562|Coastal Grove Charter|3|We offer multiple parent surveys annually, 2 parent conference opportunities, teachers are available after school for student parent check-ins, teachers communicate via regular e-mail and written notifications. We have monthly Parent Organization and Charter Council Meetings. The Teacher Organization meets weekly. All parent class meetings are held four times per year, and include discussions of current relevant topics. They sometimes feature guest speakers in areas like social emotional support, academics,the neuroscience of brain development, and more. An area of improvement would be to offer and manage more multimedia communications.|All students are assessed for reading fluency twice per year to measure progress. Teachers meet with families twice a year for conferences. SST's are scheduled weekly for students who need additional support. Our RTI program is available for all students. Follow up SST's can result in modified academic programs and accommodations, and evaluation for IEP's or 504 referrals. Developmental movement is implemented to develop large and small motor skills, integrate brain hemispheres, and eye tracing evaluations to establish right or left eye dominance. Individualized developmental movement plans are created for students who need more intensive intervention.|Our findings indicate that our parent body feels a strong sense of community, have many opportunities for input and participate in school programs and events. Information is communicated in multiple ways including home visits, newsletters, e-mail, text, and phone messages. Teachers and administration contact parents individually when needed by phone, in person.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 53716700000000|Coffee Creek Elementary|3|At this time Coffee Creek does not have any underepresented families. We frequently meet with all of our parents and listen to their input on school issues. We use this information to help guide the decision making process for the betterment of all children.|One of the strengths of our LEA is the ability to provide our families with information and resources to support their child's learning and developemnt at home. Resources and informtaion that will benifit parents is giving directly to the parents at dismissal or arrival. This allows staff to meet with the parents and focus specfic program to meet the needs of individual families. This year we will focus on improving our parents understanding of the California Standards and what their student needs to accomplish to show mastery.|Coffee Creek Elementary is a small frontier school. We have the advantage of allowing our parents the ability to walk their child to the classroom and see the teacher each day. This promotes a family environment and supports staff to parent communication. The same goes for dismissal where staff is able to meet with parents and discuss the student's progress for the day. These daily communication opportunities allow our staff to learn each families strengths and goals for their children.|3|3|3|4|3|4|3|3|3|4|4|4|2019-10-23|Met|2019 42691610000000|Cold Spring Elementary|3|Parent Communication and involvement are an essential component to our school’s success. In August 2017, the District implemented ParentSquare, a two-way messaging and internal communication system, to better connect the Cold Spring School families and more effectively communicate school information and activities. Every Cold Spring School parent is enrolled in ParentSquare. Each teacher communicates with the parents in his or her class using this tool. The District also frequently uses ParentSquare to receive feedback about school events, activities and issues. ParentSquare and Google Survey is frequently used to survey staff, parents and the community. The District also communicates frequently through the Parent Club, LCAP Advisory Committee/School Site Council and the Cold Spring Education Foundation. Because the school is small and one of our major strengths is active and ongoing communications with each and everyone of our families. The District also strongly encourages families and the community to participate at Governing Board meetings to voice their opinions and offer suggestions. Board members live in the community and frequently visit with families to listen to their concerns and communicate the work|In 2019-2020, the District developed and implemented a comprehensive Professional Learning Plan. The Plan was focused on supporting teachers with the academic standards adopted by the State Board of Education. The Plan also included a comprehensive Social-Emotional/Learning (SEL) component designed to improve the student-teacher-parent relationship. The SEL program is also designed to improve the communication between the school and the home. The Superintendent/Principal holds monthly parent meetings to provide information and resources regarding the educational programs at the school. ParentSquare, a school/family communication app, is used daily to further communicate with each family, ensuring a well-informed student and family body. The teachers provide daily assignments and information and weekly newsletters to families. These communications often provide families with tools and techniques for parents to support the learning occurring in the classrooms. The Superintendent/Principal communicates with families on a weekly basis to inform about school events, activities, and programs. These communications are extended to the community in general through ParentSquare, the District Website, Twitter, and community forums/meetings, ie., Montecito Association. The Superintendent/Principal also provides a weekly communication to all staff to support the school site's activities, learning opportunities and programs. The District's policies and practices encourage teachers to meet frequently with students and parents, including frequent parent-teacher conferences, frequent student showcases, student festivals, maker fairs, and student sings/presentations/theater productions. Families in Cold Spring are well informed of their legal rights, however, the District works hard to maintain a strong open line of communication with families. Families are always encouraged to advocate for their children in an inclusive, positive, and collaborative manner.|The Cold Spring Elementary School District treats each school family member with the same level of priority and importance. Underrepresented families are treated like every other family in the District. This is one of Cold Spring School's strengths. Teachers and staff members all have strong ties to the families of the children in their classrooms. This is in part due to the fact that the class size ratio is kept below 18:1 and includes an instructional aide in each classroom. Teachers focus on individualizing the learning experience for each child using the Renaissance Learning Suite of assessment instruments. At the beginning of each year, teachers request that parents complete a thorough profile of their child to help better understand the unique characteristics, strengths and stretches of each child. Parents play an integral role in every aspect of the school. Parents volunteer to assist in the classrooms, organize class activities, and support the teachers. The Parent Club actively supports the school community by sponsoring social events, welcoming new families, and raising funds to provide classroom learning materials. The Safe Routes to School Committee promotes a safer neighborhood for the students and their families to walk and ride bikes to school, and schedules numerous safety programs (bike rodeo, assemblies) for the students. The Green Committee support the school composting program and book exchange. The Wellness Committee supports healthy food choices during school events, the 100-mile running club program and the recess before lunch program. In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in school-wide decision making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the Library, STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core "Specialist" programs. The Superintendent/Principal is active in the Santa Barbara community. She presents monthly to the community through the Montecito Association regarding school data, programs and events.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 19647336016562|Colfax Charter Elementary|3|Colfax Charter continues to have a high percentage of parents completing the School Experience Survey. Last year they had a 68% parent completion rate. In order to determine whether Colfax Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I feel welcome to participate in this school. 91% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 93% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways. 97% This school provides instructional resources to help me support my child’s education. 88% This school includes me in important decisions about my child’s education. 82%|Colfax Charter continues to have a high percentage of parents completing the School Experience Survey. Last year they had a 68% parent completion rate. In order to determine whether Colfax Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I feel welcome to participate in this school. 91% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 93% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways. 97% This school provides instructional resources to help me support my child’s education. 88% This school includes me in important decisions about my child’s education. 82%|Colfax Charter continues to have a high percentage of parents completing the School Experience Survey. Last year they had a 68% parent completion rate. In order to determine whether Colfax Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I feel welcome to participate in this school. 91% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 93% This school provides me with information (verbal and written) I can understand. 98% This school informs parents about school activities in different ways. 97% This school provides instructional resources to help me support my child’s education. 88%|5|5|5|4|5|5|5|5|5|5|4|5|2019-10-03|Met|2019 31667950000000|Colfax Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 30741120000000|College and Career Advantage|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 30103060132910|College and Career Preparatory Academy|3|CCPA values and seeks out the input of students/parents on the school's continuous improvement efforts, and encourages families to participate in advisory committees such as the ELAC/DELAC meetings, Governance Council and LCAP surveys. The accessibility of these meetings is a strength for CCPA. To facilitate participation by underrepresented families, advisory group meetings are held at times and locations preferred by students/parents, interpretation is provided, transportation is available, and children's activities are offered. CCPA will continue to strive to improve by using the LCAP surveys to identify the needs of the students to increase participation at these events.|To build effective partnerships for learning, CCPA provides regular opportunities for student/families to meet with teachers to discuss students' academic progress and ways that parents can support their children's academic success at home. In addition, the school counselor and the project liaison meet with students one-on-one to assure that students are on track to graduate, and to provide support to students and families with choosing a career pathway and planning for college. CCPA creates an Individualized Career Education Service Plan (IECSP) that identifies student needs and sets goals to support student success. As a focus for improvement, CCPA will provide staff development to train teachers in best practices for working effectively with underrepresented families.|CCPA has strived to create an inviting space for student learning at their school sites and has developed resource centers at each site for family and student use. CCPA teaching staff members have between 18-25 years of experience working with at-promise students. This vast source of knowledge is the strongest attribute of the program. To build capacity for authentic relationships with families from diverse backgrounds, staff have been trained in best practices for creating a welcoming and inclusive school environment. Staff development has included Bridges Out of Poverty, Cultural Proficiency, and Parent Liaison Certificate training. Bilingual staff members, who serve as a two-way communication bridge between the school, families, and community, are the school's greatest asset in this area. CCPA has increased opportunities for parent/family participation by mailing out a Parent Welcome Letter to students’ parents/guardians. Parents/families have the option to attend Governance Council meetings, DELAC/ELAC meetings, open houses, financial aid workshops, college tours, and career and job fairs. To improve the engagement of underrepresented families, the school will align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations.|4|4|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 14101400128454|College Bridge Academy|3|Our major area of improvement in the area of family engagement is to get more parent input in decision making. We have gotten our parents to come to more school events but we do not have an active core of parents that come to our board meetings or other planning meetings. We need to create more opportunities for parent involvement in school decision making. We usually hear about issues after the fact and make every attempt to address concerns when they come up but would rather have the stakeholder involvement prior to decisions being made.|Our teachers and principals are constantly communicating with families and making phone calls home for both positive and negative behaviors. We would like to increase the number of families who utilize the parent portal where parents can see their child's academic performance in real time along with test scores. We still have very few families who utilize the parent portal through our student information system. Our parent training around this system needs to be improved. Family engagement events are sent out with the school's monthly calendar and are scheduled at various time to allow for parents to participate despite work schedules.|Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as Shields for Families and other Community Based Organizations we connect our families to resources and support services. Parent involvement is increasing and we have increased our parent participation rates at our Back to School nights and our monthly Coffee with the Principal and family bbq events. To sustain our parent involvement efforts we would like to establish a stronger Parent Engagement Network (PEN) where parents have increased daily volunteer opportunities on campus and have more involvement in our extracurricular events. For our four year college bound students we have increased the number of parent education events that we hold throughout the year so that families play a greater role in the college application and transition process.|4|4|4|3|3|2|3|4|2|3|3|2|2019-09-13|Met|2019 42691790000000|College Elementary|3|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 24. 57.4% of parents state that, "The school actively seeks the input of parents before making important decisions." The school will attempt to increase the number of parents that participate in LCAP, SCC and other planning meetings.|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 2. 78.7% of parents state that, "I receive frequent communication from my child’s school about my child’s academic progress." 6. 50.0% of parents state that, "Last year the school sponsored workshops to help parents understand and work with their children." 11. 97.9% of parents state that, "The school’s office staff is friendly and helpful." 12. 93.6% of parents state that, "The school’s teachers are friendly and helpful." 13. 95.7% of parents state that, "The school’s administrators are friendly and helpful." The district will focus on providing more workshops that support parents in their efforts to help their students academically.|The LEA's parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2019. The sample included 47 responses in an LEA with an estimated family count of 180 for a response rate of 26%. The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 1. 95.7% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 3. 93.5% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 5. 85.1% of parents state that, "I receive frequent communication from my child’s school about upcoming events." The district needs to continue to build relationships with families through continued use of technology to enable more efficient school to home and home to school communication.|4|3|3|3|4|3|3|2|3|3|3|3|2019-06-11|Met|2019 37771640137356|College Preparatory Middle|3|CPMS is fortunate to have a very strong cadre of parents who are actively engaged. The challenge is to have even more involvement from all of our families, especially now that we have almost doubled our enrollment in our new facility. CPMS will look to it's current stakeholders (Parents, staff, community members) to assist in developing strategies that will attract even more families to become involved on campus.|25% of our parents are PTSA members and attend PTSA meetings 34% volunteer at school and 83% read the school blog, "Tigers Tale". Additionally, CPMS has developed a very informational and robust website with the school calendar, contact information for all staff and Board Members as well as links to other state and local resources available for families. Our School Blog "Tigers Tale" is updated several times a week directly emailing families regarding important school information and school wide activities and events going on campus including ways for families to be involved at school. Teachers return emails and phone messages within 24 hours (most sooner) and are available to meet with parents before and after school as well as phone conference during their prep periods. All families meet with staff during the 4th week of attendance to go over their student assessment data and learn ways they can support student achievement at home. Increasing parent attendance at school events is always challenging. CPMS staff will be developing plans to increase parent participation in our PTSA, LCAP Committee and parent education nights.|Over 95% of CPMS parents surveyed indicated they feel welcomed at school (96.5%) That school personnel are courteous and helpful (98.85%) That they are invited and encouraged to attend functions/activities at school (98%) Teaching staff return their communications in a timely manner (98%) That CPMS views parents as partners in their child's education (98.85%) This year as a result of our increase in size it will be especially important to reach out to families, especially those new to our school. To date our school has hosted 4 Back to School nights for parents and plans to hold other important parent education events centered on student achievement throughout the school year. An area of challenge is encouraging more parents to attend meetings (PTSA, LCAP, etc.) CPMS stakeholders will be working to develop ways to encourage greater attendance of all families at these important school meetings.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 37682130121582|College Preparatory Middle - East County|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330131821|Collegiate Charter High School of Los Angeles|3|The school maintains a school site council. We have received feedback from families and staff alike that they would far rather engage on joyful topics like how to plan teacher appreciation week and how to help out with field trips than on funding and compliance questions.|During summer professional development, the school's leadership provides explicit training for faculty and staff on how to communicate and relationship build productively with our students' families. This professional development continues throughout the year and is led by the principal. We have a whole-school academic advising system, and our teachers serve as advisors, calling home and texting parents specific strategies for how to support their children's academic success at home. We also have a parent portal through which parents can access grades. Finally, the school publishes a handbook annually, as well as a policy for how to advocate for their students.|The school has a number of structures in place to support strong relationships and communication among students and faculty: We host conference night once each quarter, as well as back-to-school night, so that families can join us on campus and sit down in person with faculty. Our teachers call home weekly, and we have a translation system in place to bridge language barriers. We send merit reports home every Thursday so that parents get data on their students' progress from the past week. And we have an open-door policy. We also have a school-wide Parent Leadership Counsel that play a role in shaping the culture and priorities of the school.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-24|Met|2019 36676860000000|Colton Joint Unified|3|CJUSD promotes seeking input from parents for decision making through our different parent committees. Parent committees at the District include District Parent Advisory Committee, District English Language Advisory Committee (DELAC), African American Parent Advisory Committee, LCAP Parent Committee, and Community Cabinet. Each site seeks input through their School Site Councils and English Language Advisory Committees (ELAC). The LCAP Parent Committee offers parents the opportunity to have input in use of LCAP funds, writing of LCAP Goals, and review of the actions and services as well as CA Dashboard data as it relates to CJUSD and student success. The district employs a parent manager who has trained and built the capacity of our DELAC parents through a series of leadership workshops where upon completion parents are send to district schools to co-facilitate ELAC meetings with site principals. A focus area for improvement will be to improve communication regarding student information such as grades and the ability to develop processes for better input. The district will begin full implementation of parent portal this fall as a way to provide better service for all parents and access to information so decisions can be made in a more timely manner.|CJUSD promotes building partnerships for student outcomes through various programs and opportunities available to parents and students on sites and through district meetings and events. CJUSD has an extensive college and career readiness program which include our career pathways and AVID programs to support students future success. CJUSD hosts several district events each year to provide resources and opportunities for parents to engage in the educational program including academic events with our an annual College and Career Fair, Pencil Pen and Brush, Annual Reading Con, Science Fair and CAASPP Celebrations. The district provides information and resources to parents through our semi-annual family resource fairs and our clothes closet that is open throughout the year. In addition, parent and community members participate in quarterly Community Cabinet meetings to support the vision of the district. The LCAP parent survey showed the need to improve communication regarding pathway options and an overall understanding of our pathway programs. CJUSD is focused on increasing the career awareness opportunities for elementary and middle school students, and working on promotional and informational material on our high school career pathways to improve the participation of underrepresented families.|CJUSD promotes building relationships with parents through increasing opportunities for parent leadership, through parent workshop, and through various communication efforts at the District and at individual school sites. Parents cited the increased use of social media, websites, phone calls, and online programs to deliver information from sites and the district office to increase awareness and opportunities to provide input. A focus area for improvement will be to try to increase parent participation and engagement on district parent committees including the LCAP Parent Committee to build stronger relationships and engage in 2-way communication to support our families and the community. CJUSD will concentrate on improving participation of our Foster Youth parents and stakeholder in our LCAP Committee and LCAP Survey through personal phone calls and hosting morning and evening meetings that work within various schedules and locations.|4|4|4|4|3|3|4|3|4|4|4|4|2019-10-17|Met|2019 45699480000000|Columbia Elementary|3|Our annual survey results indicate that we have high levels of family engagement including underrepresented student groups. We want to reduce our suspension rate and increase our attendance rates. We are focusing on our Students with Disabilities and Hispanics for the suspension rate and the Native American group for attendance.|We have a very active parent club and School Site Councils. Our parents and student survey results show a very high satisfaction rate for the education received. Annually we distribute student and parent surveys and have a very high return rate.100% of surveyed teachers indicate that they actively participate with effective two way communication home to school. 95% surveyed parents indicate that they actively participate with effective two way communication home. We wish to maintain these high rates of satisfaction and will continue to reach out to our underrepresented families to see how we can support them.|We administer an annual survey to all grade levels serving TK - 8. The surveys are aligned to LCAP & District Priorities. Results are reported annually. Respondents indicate 98% satisfaction with their children's progress. We have an annual meeting to address our underrepresented families but we have not had any parents participate. We offer food and have it on a night of another well-attended event but no participants attend. We will improve our communication strategies by ensuring we translate the notifications in Spanish. We have made a concerted effort to communicate in a variety of ways to our most at risk student population.|5|4|1|5|3|3|4|4|5|4|4|4|2019-05-09|Met|2019 55723480000000|Columbia Union|3|We are actively working to increase parent engagement in the decision making process. While we have an active core group of parents in this process, we would like to get greater representation from our parents. We are actively trying to engage parents by offering food and child care during evening meetings as well as offering opportunities to provide input by survey and through meetings with staff.|Our parents indicate that they feel comfortable approaching the school about various issues that arise with their student. We are working to get additional advocacy for our foster and homeless youth.|Our parents and students consistently rate us high in building a welcoming environment for students. An opportunity for growth exists in increasing opportunity for two way communication with families.|5|5|5|4|5|4|5|5|4|5|4|4|2019-10-08|Met|2019 54718520000000|Columbine Elementary|3|All families are given a written opportunity to run for School Site Council.School Site Council and Board meetings allow input from underrepresented areas. Our council participates well in the LCAP process and members do share their feelings on policies and topics important to them.Open House Night has a 15 minute session on LCAP. Back to School Night, the Cougar Carnival, Scholastic Book Fair have lots of parent and staff input. Examples are new aspects of the Haunted House, the addition of popcorn at the Cougar Carnival, changes in how the meals are served at Back to School Night, and new wrinkles to the Grand Event for the Book Fair Columbine will continue to talk with underrepresented families and encourage them to participate. Columbine met this priority.|Parent conferences, progress reports, and after school classes are all ways that staff communicates with families to enhance student success.Home to School Connections provides monthly materials in English and Spanish to assist parents in many ways. Examples are types for better behavior, homework solutions, and the parent / teacher team. Mr. Jones will continue to make home visits and teachers will reach out to these families in a variety of ways - phone, written and written communication being two examples.|Columbine has parent conferences annually. Our participation rate is 98%. We have a Spanish speaking clerk in the office and now have 3 teachers who speak fluent Spanish and willingly translate. Support staff adds 4 more fluent Spanish speakers who can and do translate when the need arises. Columbine communicates with its families on a regular basis. In addition to monthly calendars and parent letters we provide monthly Home to School Communications in both English and Spanish. Our One - Call message system, English and Spanish,has shown to be a fantatic communication. Columbine staff, students, and parents is like a big family. Parent, guardians, and others volunteer their time freely and truly care about the success of our students and activities.The Principal makes home visits to enhance communications with reluctant families Back to School Night, Book Fair activities,Open House, Field trips, student events, and sports events all welcome all of our parents and family members.Staff members talking with parents and relatives before and after school while doing bus duty. We still have a few families that we are trying to get more involved in their children.s education and the school.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 06100660000000|Colusa County Office of Education|3|Seeking input for decision-making has been a struggle due to the high turnover of staff. Ideas are generated on ways to seek input from families but the inconsistency of staff in the teacher -principal position poses a problem. It seems we just begin to strategize and discuss implementation strategies and staff changes. While we do engage with parents at LCAP stakeholder meetings to gather feedback regarding programs and policies, the participation rate at these meetings has been minuscule. An effort to encourage parents and families to attend activities has become a major priority. With flyers, phone calls home, and consistent communication, we hope to improve in this area. Regardless of numbers in attendance, we will not stop pursuing parental engagement until all families of our students are represented.|Teachers and principals have been provided support to increase capacity by participating in the Professional Learning Network (PLN) for the tri-county region. The PLN offers staff an opportunity to collaborate with others in similar capacities to discuss student outcomes, family engagement, and other important topics. Building capacity while building trust with families is also essential work. Staff works to support student outcomes by conducting ILP meetings and parent-teacher conferences at the end of each grading period. The counselor provides and discusses graduation status reports with each student and provides social emotional counseling as well. The teacher provides weekly updates of credits earned and progress toward graduation. Open communication between staff and parents is ongoing to keep parents informed of student progress. Parents and families advocating for their students is encouraged and appreciated at SWACS. Staff provides families information regarding legal rights and resources available to them and their child. A focus area for improvement in building partnerships is to create more opportunities for parent education. While we do have an “open-door” policy to assist parents requesting help, we have other families that are unable to participate in meetings due to a variety of reasons. Offering engaging parent education activities in the future may be a way to involve all families in improving student outcomes.|Building trusting relationships with students, staff and families is the focus of the S. William Abel Community School. Not only is this a standard question asking how one plans to accomplish this by the interview panel in interviews for the teacher/principal, it is discussed as the most essential job duty for all staff. An intake meeting is scheduled for all students enrolling to discuss the student handbook, the culture of the school, any questions regarding enrollment and an opportunity to meet the staff and students. Staff works to build trust by conducting Individual Learning Plan (ILP) meetings with students and parents every six weeks to discuss student progress, changes needed and recommendations for school improvement. Counselors, probation officers, Special Ed staff are all included in the progress and concerns of all students. Monthly Ed. Services staff meetings allows staff to be informed about school events and student supports needed. All staff are given “PRIDE” tickets to issue to students displaying character traits defined in our Positive Behavior support system. Phone calls are made home by the teacher, administrator, and support staff to communicate student progress and attendance. Bilingual staff are available to provide valuable communication to all parents. All parents/guardians and stakeholders are invited to attend LCAP Stakeholder Meetings. Our staff has an open-door policy which allows parents or stakeholders to address concerns at any time. A focus area for improvement is to create opportunities to interact with parents to participate in an engaging activity while also providing support for any challenges discussed. Discussion at the beginning of the year was to offer “Coffee with the principal” events to allow parents an informal atmosphere to communicate with staff. Unfortunately, due to staff turnover this has not been achieved and will be a focus for improvement.|4|4|4|3|4|3|4|4|2|2|2|3|2019-06-19|Met|2019 06615980000000|Colusa Unified|3|In CUSD each school site provides multiple opportunities for stakeholder to participate in annual needs assessments of district programs, facilities, and course offerings. All sites organize parent meetings to ensure involvement in the educational process.|CUSD has focused on increased school to home communication in translating all documents. We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed two weeks before important events. We continue parent conferences for K-6, multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, winter fest and movie nights. Families throughout the district are engaged in evaluating our efforts to reach families and improve them annually.|Egling Middle School have been focused on creating an environment of collaboration with families. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 04100410134213|Come Back Butte Charter|3|The LEA supports with site council training, including making training accessible to parents serving on the council. In addition, the LEA supports principals with identifying ways to further engage stakeholders in authentic decision-making that supports student achievement and overall well-being. BCOE schools are small learning communities. Administrators, teachers and support staff at each site reach out to parents to invite them to be a part of training and the decision making process, including SSC and LCAP. Because BCOE schools serve high-risk youth, staff also reach out to community partners to seek their participation. Underrepresented families are personally invited to participate in the local decision-making process, either by survey, or by serving on a school site council. LEA administration reviews policy requirements and drafts the required language of these documents for site administrators. Site administrators work with stakeholder groups to add site specific language and the Site Council provides feedback and approves the documents for distribution. Policy is distributed as an Appendix to the Site Handbook each fall. The LEA ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand, by utilizing bilingual staff to translate documents and/or meetings. The LEA also supports sites with identifying two-way communication systems to ensure parents have access to school communications and can reply, as needed. All buildings are ADA compliant and the LEA is working on 508 compliance for websites. The LEA provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members. As requested, special accommodations are made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.|Parent and family engagement policy is reviewed, and stakeholder feedback received, at school site council meetings to identify roadblocks and develop strategies/solutions for implementation in non-traditional school programs. LEA strategies include: Invitation of underrepresented families to participate in Parenting Partners modules (some sites) LEA Policy Distribution to Parents and Family Members of Participating Children Materials and Training to Help Parents to Work with Their Children to Improve Achievement|Butte COE schools uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. The LEA supports staff with access to and training for Aeries Parent Portal. This allows staff to engage parents so they are able to work with their children to improve achievement. The LEA supports with stakeholder review of state and local data during site council meetings. Stakeholder feedback is elicited. The LEA employs a .1 FTE Coordinator to provide direct parent engagement technical assistance and training to staff. The coordinator supports with strategies and topics for parent engagement events. With LEA technical assistance, BCOE schools implement site level family engagement plans. Plans are designed to guide parents in supporting student success and improve communication with families, which in turn reduces barriers, and increase participation by parents in school planning and improvement.|4|3|4|4|4|4|4|3|4|4|4|3|2019-10-14|Met|2019 24102490138032|Come Back Charter|3|CBCS students and their families have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members that provide input into school policies, curriculum, and school activities. Students and their families can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. Students and their families will also have the opportunity to engage with the school through school activities and workshops that will focus on encourage family participation. CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve.|As an independent study program, students work closely with teaching staff to ensure students are progressing both at school and at home. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. Through orientation, students are made aware of their rights and options, but additional resources will be provided to support this action. School family nights, job fairs, and workshops will provide students and their families information that can best support their learning and future careers.|CBCS serves adult students who often times have children and families of their own. As such, parent outreach is focused on engaging the student’s families in the school environment. The family may include the student’s parents, children, and other family members. CBCS strives to provide a welcoming environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families. Additional efforts are focusing on helping staff to support adult student learning. Adults have different needs than that of typical K-12 students and the goal of the school is provide staff the tools to support adult students from a multitude of backgrounds. CBCS is also continuing to develop various ways to better communicate with students and their families, which include developing and refining the school website, use of student email, and a portal system for staff and students to use for 2-way communication.|3|2|2|2|3|3|4|3|3|3|3|2|2019-10-21|Met|2019 33103300128397|Come Back Kids|3|Areas of strength for Come Back Kids in the area of decision making included effectively engaging families in advisory groups and decision making, building the capacity of staff to engage families in decision making and providing opportunities for families to provide input on policies, programs, and strategies from underrepresented groups in the school community. An area of growth for Come Back Kids is to continue to plan, design, implement, and evaluate family engagement activities at the school.|Areas of strength for Come Back Kids in the area of building partnerships for student outcomes included providing families with information and resources to support student learning and development at home, policies and programs to support teachers in meeting with families and students to discuss progress and ways to work together, and supporting families and students to understand and exercise their legal rights and advocate for their student and all students. An area of growth was providing professional support to teachers and principals to improve a schools capacity to partner with families.|Come Back Kids uses this self-reflection tool to review its progress, successes, and areas of growth in family engagement policies, programs, and practices. Come Back Kids strengths in building relationships included creating trusting and respectful relationships with families, engaging in 2 way communication that is understandable and accessible to families, and creating a welcoming environment for all families in the community. An area of growth will be supporting staff to learn about the unique backgrounds and cultures of the families in the community. This tool will enable Come Back Kids to engage in continuous improvement and determine next steps to make improvements in the areas identified.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-01|Met|2019 19753090132654|Community Collaborative Charter|3|To create opportunities for engagement and connectedness to our school for all families with focus on our underrepresented families, we monitor all correspondence of school information and opportunities to provide input. As requested, we provide translation, transportation and wifi access for access to our school program.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our family's. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 34765050108837|Community Collaborative Charter|3|We believe that excellence in this area is required for successful schools. We hold monthly coffee and community events at each campus and engage teachers in think tank style pre-event planning. We engage parents around ideas for future events at the end of each event.|Both CCCS and GCC are highly committed to building parent and community engagement. Our charter management organization holds a quarterly community business advisory council meeting to connect with some of our key community partners and key school contributors. At the school level, we are able to grow in this area through establishing partnerships with local businesses to create CTE partnerships and bring in industry experts to support program development and learning. Our organization provides coaching and professional development around student and family engagement at both the student and the family levels. We will continue to explore methods around best practices.|Community Collaborative Charter School and our Charter Management Organization,Gateway Community Charters, has a many organizational goals and core values centered around creating a positive school environment and creating meaningful connections with all school stakeholders. We hold events at all campuses on a monthly basis aimed at deepening our family and community connections. We will continue to use multiple methods of communication - letters, social media, school website, school apps, parent translation services, and more to continue to foster these relationships. We will use parent surveys and parent councils as a source of feedback toward improvements of these processes.|3|4|3|4|3|3|2|2|3|3|3|3|2019-10-22|Met|2019 19646420136127|Community Collaborative Virtual - Keppel Partnership Academy|3|The school currently has three advisory groups: Parent Advisory Council, Teacher Advisory Council, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, stem day, parent training days, and monthly educational meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings.The Uniform Complaint Procedures is communicated and available on the website and provides an official way to file a complaint alleging discrimination, harassment, or violation of a federal or state law or regulation (CCR, Title 5, 4600-4687). The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide explanation of their rights contained in the documents.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 36677360136069|Community Collaborative Virtual - Sage Oak Charter|3|The school currently has three advisory groups: Parent Advisory Council, Teacher Advisory Council, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, stem day, parent training days, and monthly educational meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 19647336094726|Community Magnet Charter Elementary|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for Community Magnet Charter School. The Community Council makes decisions about programs and services and receives recommendations from parent membership from the English Language Advisory Committees (ELAC). The ELAC are organized at school sites with twenty-one or more English Learner students. The participants meet to offer recommendations to the School Site Council. Families and school staff are also provided opportunities to work together to plan, design, implement and evaluate family engagement activities at CMCS. The school site facilitates this process during the Community Council meetings. Families evaluate the family engagement program which determines the direction of the family engagement policy. An area of improvement is for Community Magnet CS to offer participants coaching to increase their knowledge and skill sets to lead and participate in the committees governed by Robert’s Rules of Order, as well as the committees’ assigned governance under the Brown and Greene Acts.|The Los Angeles Unified provides families with information and resources at multiple access points including the district, regional office and school site webpages, in addition to the five hundred and fifty Parent & Family Centers, and through workshops provided by school staff and community partners. Community Magnet CS provides monthly Parent workshops and “Tea-Time with Toni” (formerly “Coffee with Carla”) as well as information on our two school websites, communitymagnet.org and FreshSchools.org. The 89% of CMCS families surveyed in the District’s School Experience Survey stated that Community Magnet provides information on grade level requirements. Furthermore, 99% of CMCS families reported receiving information (verbal/non-verbal) they can understand. Regarding programs where teachers meet with families, the School Experience Survey reports that 99% of participants participate at teacher events, like parent teacher conferences and performances. I’ve provided a Parent Survey to all parents to find out what topics they feel they need in order to provide support to their children at home. Community Magnet is unique in that its geographic location in the hills of Bel Air and the fact that its students are transported by bus from all parts of Los Angeles, make it very difficult for parents to travel to the campus easily to attend weekly Parent Workshops. One way we have tried to make it easier for parents is to provide access to information and resources on our two websites and to stream and record our workshops on ZOOM.|PRIORITY #3: BUILDING RELATIONSHIPS BETWEEN SCHOOL STAFF AND FAMILIES Community Magnet Charter School is organized to support family engagement through Community Council (CC) which includes parents, teachers, and staff members, Community Friends & Families (CFF) which is a fundraising arm of the school and our parent volunteer opportunities. These teams support the implementation of school site trainings for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers. During the 2018-19 school year, CMCS hosted monthly “Coffee with Carla” workshops for families. The workshops were provided by teachers, school staff and administrators. Welcoming environment indicators are also captured in the district’s School Experience Survey. 97% of CMCS parents completing the survey responded: I feel welcome to participate at this school. Furthermore, CMCS established Community Council at the start of the new school year. This includes a family needs assessment where staff and families learn about family strengths, languages, and identify common goals for students. Federal policy also tasks schools to organize a Parent & Family Involvement Policy for Title I families. This tool highlights resources and workshops offered to families in collaboration with school staff and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices. CMCS has s very diverse school population, 40% of which are Korean students. Many of the Korean families do not speak English. An area in which Community Magnet is working to improve is providing the same opportunities and communication to our non-English speaking Korean families. CMCS has a Korean translator on staff and available during school hours, five days a week. The translator provides written translation for flyers, website communication, phone, and face-to-face communication. The program used for weekly blog and Connect-Ed communications has translation capabilities for our families.|4|4|4|4|4|4|4|4|4|4|4|4|2019-11-04|Met|2019 37103710137695|Community Montessori|3|In the fall of each year a survey is given to parents asking for input regarding engagement and participation in school programs. The survey is internally designed asking for feedback on parent/student participation in school programs including the LCAP. Results are reported to the school governing board at regularly scheduled meetings. Parents state they believe their input is valued by the school and appreciate being highly involved in decision making. Overall parents report being highly satisfied with programs and academic support provided by the school. Surveys are chosen for reliability and ease of use. Findings inform and substantiate LCAP goals. A school advisory council with parent members is available for parent input policies and programs. A Parent Club is available for parents to plan, design, and implement family engagement opportunities.|As an independent study charter school, Community Montessori provides a great deal of support to student learning and development in the home. Parenting classes are provided to support positive discipline in the home based learning environment. The school provides time during normal business hours to support teacher ability to meet with each family every 25 school days. School admin is working to ensure underrepresented families are identified and supported in a proactive manner. CM actively dissiminates information on current ed code and changing laws through our website and parent communication portal.|Community Montessori (CM) creates welcoming environnments for all families through regularly scheduled meetings with parents every 20 school days. Staff are trained in using learning styles, positive discipline, and social emotional learning standards to support all families. A Montessori Journey is provided for parents to understand the Montesorri learning process for students. A Parent Club is available to all parents to participate in fundraising and parent eduction opportunities. Parent workshops are provided to support positive discipline. More training is needed in the area of empathy for some staff members. CM is proactively identifying underrepresented familes to communicate available supports for academic and social emotional growth.|5|4|4|4|3|3|4|4|4|3|2|4|2019-10-30|Met|2019 34765050101766|Community Outreach Academy|3|COA provides multiple ways of all stakeholders to work together via School Site Council and English Learner Advisory Committee on a monthly basis. All committee members are elected by parents and staff. Parent opinion is very important to COA, thus every year a parent survey is sent out to all parents to collect and understand parent opinion, perspectives, and perceptions of the school academics as well as attempts to improve the learning environment.|COA conducts home visits to support parents and students and to check on their well being as well as to have a meaningful one-on-one discussion of student progress and/or needs. Home visits also focus on student's opportunities of academic growth. Parent teacher conferences are held each trimester to discuss student progress based on classroom instruction and assessment data. Parent teacher conferences also help our teachers learn from parents about student strengths, needs, behavior, and learning styles. Parents and Staff are informed of legal changes and requirements regularly via radio, newsletters, phone app, and workshops.|COA communicates and builds relationship with parents in various ways including radio, newsletters, phone app, parent workshops and parent summits, school events and parent appreciation events. All types of communication and events are translated into Russian language. COA is mindful of student goals and cultures via cultural events, school site council, and parent involvement.|4|4|5|5|4|4|4|4|5|5|5|5|2019-10-22|Met|2019 19647330129874|Community Preparatory Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 30664640123729|Community Roots Academy|3|At CRA, we involve and engage stakeholders (parents, staff) in providing input in decision making. Staff input is solicited regarding the day to day functioning, systems, and processes at our school. Our focus is to increase input in a more systematic and structured manner. In order to increase family input, we will develop strategies to increase participation rates on parent and student surveys in addition to Special Education service input forms. An area of progress is to formalize the student and staff exit surveys to gather critical feedback on our school’s program as part of the ongoing improvement cycle.|Community Roots Academy has a highly engaged parent community with highly active parent involvement. Parent volunteerism is clearly prevalent and visible throughout the school on a daily basis. Based on discussions with parents and parent survey findings, CRA parents are very comfortable communicating their concerns and needs with the school’s administrative team. Community Roots Academy is working on improving student learning and support at home through parent education programs and establishing community partnerships in this area. This academic school year, our Parent education programs will focus on building resiliency; and will include book studies, and parent skills workshops led by the school psychologist, and guest speakers that are professionals in the field. We have also partnered with Western Youth Services to provide a school-wide social-emotional learning program that offers an at-home component. These two initiatives will provide parents with increased information, skills, and strategies to better support their child’s learning and development.|Building relationships is an area that is an integral part and practice at Community Roots Academy that we’ve developed over the years. Currently, our team has identified methods and strategies to strengthen and focus on to improve the engagement of underrepresented families. Community Roots Academy strives to promote a strong collaborative and schoolwide positive culture. Feedback and findings from staff surveys indicate that they feel connected, supported, and valued at CRA. A focus area for improvement is to increase awareness, knowledge, and understanding of the various cultures represented at our school. We plan on engaging in stronger intake conversations to identify family strengths, their cultural heritage, and goals for their children. Understanding how families select our school for their child(ren) will also help us understand their goals.|5|5|3|5|4|4|5|5|4|4|4|4|2019-09-09|Met|2019 01100170123968|Community School for Creative Education|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 57727020139436|Compass Charter School of Yolo|3|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|4|4|4|4|3|3|3|3|3|3|3|3|2019-10-03|Met|2019 10623310130880|Compass Charter Schools of Fresno|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19753090135145|Compass Charter Schools of Los Angeles|3|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|4|4|4|4|3|3|3|3|3|3|3|3|2019-10-03|Met|2019 37682130127084|Compass Charter Schools of San Diego|3|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|CCS conducted a planning survey in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. In reviewing the results, CCS demonstrated consistent performance. For example, this survey included a parent satisfaction analysis based on engagement activities, support systems implemented by the school, and communication. CCS utilized the support of the Parent Advisory Council (PAC) as a method to strategize and engage all stakeholders of the organization.The Parent Advisory Council serves to provide parent feedback on school policies and procedures at Compass Charter Schools to ensure that they are consistent with its Mission, Vision, and Values. Members act as a committed group of advisors to the staff and administration, regarding issues that affect the scholars and school of CCS. They provide feedback and insight from the parent’s perspective on school process, policies and initiatives to ensure that the needs of parents and their families are included as decisions are made. They also serve as an advisory that makes recommendations, encourages brainstorming and provides opportunities for parent involvement on committees. The feedback from our families shows an appreciation for the numerous ways we have used to engage them, from social media, to surveys, to a quarterly Town Hall with the Superintendent. We continue to solicit the advice of our Parent Advisory Council and ensure we message out to families when changes are made, especially based on their feedback. This has helped to encourage additional feedback throughout the year as they see we listen and respond to their suggestions to improve our services and supports for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. These findings and measures reflect and findings relate to goals established for other LCFF priorities in the LCAP.|4|4|4|4|3|3|3|3|3|3|3|3|2019-10-03|Met|2019 36679590124032|Competitive Edge Charter Academy (CECA)|3|The charter was developed around the governing Board and the advisory committee responsible for providing information to the governing Board. The Parent-Community Advisory Committee is made up of an administrator, coordinators, certificated and classified staff, parents, and community members. The advisory committee meets on a monthly basis and discusses all topics related to the school deemed to be prevalent for share out or discussion within the advisory setting. The agenda is made available to PCAC members ahead of time and each member has the ability to add to or question any component of the agenda. Meeting times and dates are also included on the school calendar and community members are invited to participate. As stated previously, participation rates for underrepresented families is an area of growth for CECA. Ensuring there are members of the advisory committee who represent underrepresented families and have the ability to communicate meeting dates and times and outcomes needs to be more of a focus. Information from meetings is disseminated in multiple ways, but ensuring contact and comprehension of underrepresented families would provide better data on effectiveness.|CECA staff and administration provide numerous opportunities for staff development and parent/ guardian development and education in support of student progress. Staff and administration maintain contact concerning student progress through report cards (trimester schedule for k-5 and semester schedule 6-8), including quarterly check-ins; through home-to-school communication apps, such as Remind and Class Dojo; through parent engagement activities, such as Foundation events and math nights; and through email and voice calls when concerns or accommodations arise. An area of improvement centers around the relationship with home including education about how to best support their student at home. We currently provide parents/ guardians with a printout following STAR reading benchmark assessments. The printout states how families can support their reader at home. Providing more in-depth explanation and examples would be beneficial. Also, providing parents with the same information in the area of writing and mathematics would be beneficial for all students. These additions to school-to-home communication will also be beneficial for our undeserved population, specifically EL and SED students and families. Providing followup that includes translation and opportunities to receive that support at the school in many ways would improve the services we provide.|Priority 3 is an area of strength for our local educational agency. The Competitive Edge Charter Academy is truly a family unit when it comes to home-to-school communication and opportunities to engage with the school community. Families feel welcome and they appreciate the multitude of opportunities provided to get involved and to learn how their student is doing. CECA staff and administration pride themselves on maintaining free and easy lines of communication for daily messages concerning student homework or even progress, information about campus events, and the ability to send messages directly to the teachers. While not all families posses a cell phone, the majority of families do and they rated CECA very high in this particular area. For families who may not be able to connect electronically, we use a phone system to get out important messages and reminders. We also have a strong word-of-mouth program that was recommended to us by families of English learners, particularly our Hispanic population. Attendance at our English Learner Advisory Committee has increased as a result of the phone calls, but mostly by our word-of-mouth program according to participants. Opportunities for engagement with the school community abound at CECA. Between our PTO and our Foundation (The World is Our Classroom), CECA families have a large menu of campus events to attend. The events range from education based, such as our Foundation Evenings where CECA teachers present on topics such as how students learn to read and how math is different in the world of Common Core Standards, to parent/ guardian-child dances and everything in between. I tis suggested that every family contribute 20 hours annually to making our community a better place. Many families choose to attend events and participate in activities like Make-a-Difference-Day or Friday Families, which serves two purposes: making our school community stronger and earning service hours. While CECA provides numerous opportunities for family engagement and school-to-home communication, there is always room for improvement. We continue to need opportunities to engage our English learner population and our socioeconomically disadvantaged population. Providing before, during and after school intervention and enrichment opportunities is one way we "hook" EL students and SED students into engaging in the school environment. Developing relationships with families by providing personalized invitations to events via paper invitation is also a means by which we try to maintain good communication. Staff and administration continue to take advantage of opportunities to grow our skills and knowledge in providing the best service for our underrepresented families.|4|4|4|4|4|4|4|4|5|5|5|5|2019-10-22|Met|2019 19734370000000|Compton Unified|3|CUSD seeks input for decision-making from parents to jointly develop plans and policies throughout a variety of advisory and decision-making committees both at the site and district levels. Among these committees we have the following: School Site Council (SSC), District Advisory Committee (DAC), English Language Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), District African-American Parent Advisory Committee (AAPAC), and . In addition, there are multiple opportunities for parents to share input, including ongoing Special Education parent meetings, LCAP community meetings, Safety Committee meetings, etc... Although there are multiple systems in place within the organization to seek input from parents, more effective ways need to be explored to reach and engage more parents. CUSD will continue to involve all pertinent district departments (e.g. Pupil Services, English Learner Department, Special Education Department) in family involvement activities. We will also provide training to parents to emphasize the importance of their participation in both decision-making as well as advisory committees, and how their voices play an important role in informing policy. Finally, we will share with parents information regarding the roles and responsibilities of school site councils as well as other advisory committees that are available to them in our district.|CUSD builds partnerships for student outcomes by supporting parents/families in understanding the need to foster academic achievement, closely collaborating with schools, and exercising their legal rights through a variety of forums. In addition to events such as Back-to-School Night or parent-teacher conferences, various school sites hosted literacy nights and math nights. Community Relations Specialist also facilitated workshops to provide information to parents regarding the California Content Standards utilizing the services of both staff and community partners. With the development of the newly formed Family Leadership Academy, the Office of Special Projects assisted the Family School Partnership team to facilitate and enhance the sites math, literacy and college nights. Some Digital Family Nights were held to give families the opportunity to become familiar with computer-based literacy and math programs utilized in classrooms. Parents received hands on instruction, demonstrations, and learned how to support 21st century learning at home that would prepare their children to be college and career ready. CUSD will continue to provide ongoing training to all staff regarding the value of parent/family contributions and to work as equal partners. We will also provide training for parents at the most convenient times to develop skills that they can use at home to support their children’s academic efforts. Finally, additional efforts are necessary to find ways to reach and engage more families. Feedback from parents/families have determined that meetings/trainings/workshops need to be more captivating and hands-on. Therefore, a needs assessment will be created to identify areas of improvement for our underrepresented parent/family engagement practices and to generate ideas on the subject.|One of our strengths in the Compton Unified School District (CUSD) is the use of our Community Relations Specialists (CRS) as liaisons to support and maintain relationships between the school community and families. CRSs oversee the Parent Centers at the school sites, and they closely communicate with parents, teachers, and school administrators to identify needs and provide resources and services. They also help recruit and train volunteers; conduct and facilitate training and workshops for parents and staff; and provide information and orientation to teachers, staff and community concerning program objectives. In order to improve the engagement of our underrepresented families, a concerted effort will be made to effectively train staff, teachers and administrators on how to cultivate trusting and respectful relationships between schools and families. CUSD offices and departments will cultivate an atmosphere that is welcoming to parents, and CRSs will supply the front office with important information to disseminate among parents: leadership opportunities (SSC, ELAC, AAPAC), Volunteers in Public Schools (VIPS), workshop calendar, Parent Center resources, and calendar of school and district events. All these resources will help promote parent participation and engagement, while educating parents on effective ways to navigate the school system. Administrators will also encourage regular two-way and meaningful communication with parents, and they will use ParentSquare and other written or electronic methods to reach out to and systematically communicate with our families.|4|3|3|5|4|5|5|4|4|4|4|4|2019-10-23|Met|2019 56737590000000|Conejo Valley Unified|3|Parent Engagement for shared decision making continues to be a priority for the District and though continued effort is required, some progress was achieved during the 2018/19 school year through informational meetings regarding LCAP, the CA. Dashboard and associated data, and a concerted effort to engage parents in meaningful ways through our four parent engagement committees: District Advisory Council (DAC), District English Language Acquisition Council (DELAC), GATE-District Advisory Council (GATE-DAC), and Special Education District Advisory Council (SEDAC) which was re-established during the spring of 2018. Of note was the LCAP feedback received during the March and April meetings of the aforementioned council's that included members working in small groups and providing input on LCAP actions from the standpoint of implementation at the sites, the efficacy of said action, and suggestions for continuous improvement. Parent representatives approached these tasks with purpose and their input helped to shape and update our current LCAP document. Prompted by stakeholder engagement, the focus of funding continues to be on: staffing, a professional learning plan focused on Universal Design for Learning (UDL), addressing the social-emotional needs of our students, increased support services, textbooks, professional learning for both certificated and classified staff, elementary counseling, mental health personnel, Special Education (SWD) support with an emphasis on best practices as related to inclusion in an effort to positively impact the District's least restrictive environment rate, and a continued focus on funding for the support and engagement of at-promise students which include the targeted student groups of foster, homeless, English Learner and students with disabilities.|CVUSD provides support to teachers and school administrators in building partnerships to maximize student learning. This school year CVUSD implemented a new School Plan for Student Achievement (SPSA) process to better incorporate parent and community feedback into school growth goals. School principals received several hours of initial training, as well as follow up discussions facilitated by members of the Executive Cabinet and the Instructional Services department to ensure that site principals were prepared to lead this collaborative process. Teachers communicate with students and families using a variety of methods, including face-to-face parent teacher conferences, emails, school and class newsletters, the Q student information system, Remind text messaging, and direct voice phone calls. The variety of communication options is considered essential by CVUSD to maintain an open channel with parents on student progress and ensure positive student outcomes. CVUSD also provides support directly to families in the format of parent outreach and information nights. As a part of our annual parent survey, we request parents choose the areas they would like to learn more about in regards to helping their children. The top 4 most requested topics were: developing self-management skills, internet safety, responsible decision-making and developing social awareness and relationship skills. Based on the results of this survey, as part of our parent outreach program, CVUSD offers classes and informational talks for parents on various topics. For example, during the 2018-2019 and 2019-2020 school years, our Breakthrough counseling department has offered parent information talks on topics such as strategies for dealing with student anxiety, teaching children resilience, the dangers of vaping, building relationships, social awareness, and technology and internet safety.|Each year, the CVUSD distributes a survey to parents and guardians of our district students to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requested input on several key areas, including academics, school fit, parent engagement, student engagement and support. After analyzing the results of the survey, CVUSD found that 93% of parent/guardian respondents believe that their child’s school values the diversity of student backgrounds, 86% responded that other students in the school respect each other’s differences, 95% responded that school staff effectively create a school environment that helps children learn, and 93% responded that their school is a good fit for their child given their cultural background. The parent/guardian respondents overall feel that they receive key information from the school and district, with 92% responding that they are informed about their child’s academic progress. Parents receive information a variety of ways from the school, including (but not limited to) the school website (48%), school newsletter (19%), and teacher conferences (15%). Parent engagement is encouraged at each school in the CVUSD in a variety of ways. We conduct the annual parent survey in the spring and facilitate multiple district and school-level committees, including (but not limited to) PTA, School Site Council and multiple District Advisory Councils (DAC), such as the District English Learner Advisory Council (DELAC), GATE DAC, and Special Education DAC (SEDAC). CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on our unduplicated students and offer enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions. Of those responding: 88% of parents/guardians are comfortable sharing their thoughts and ideas at their child’s school. Further, 94% feel welcome at their child’s school, indicating an overall positive culture for parent engagement. The CVUSD is proud that parents feel welcome at our schools and engaged in student learning.|4|5|4|4|4|5|4|3|4|4|4|4|2019-06-04|Met|2019 41690050127282|Connect Community Charter|3|Connect gives an Educational Vital Signs survey bi-annually to all parents, and works to get feedback from staff, parents, and students alike. The school is committed to addressing any important issues that arise. Additionally, Connect’s SSC and ELAC committees are involved in making and approving both funding and financial decisions as well as contributing to school culture and bringing up concerns to the administration.|Connect continues to provide professional learning to families and staff to improve relationships and support student learning. Connect Community Meetings include parent information sessions that are given by staff on important and relevant topics. Meetings can be arranged whenever needed between families and staff to support students in their learning.|Connect has seen increased participation in school community meetings and governance. Connect aims to continue working towards 100% attendance at parent-teacher conferences by the end of the year. Connect will continue to serve all students who qualify for IEPs and as English Learners.|3|3|3|4|3|3|4|3|3|3|3|3|2019-10-03|Met|2019 50755725030317|Connecting Waters Charter|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement. Our data analysis did reveal, however, that additional training may be required for our teachers to better support parents in knowing how they may exercise their legal rights to advocate for their students.|Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis.|5|5|5|5|4|5|5|3|3|3|4|3|2019-10-21|Met|2019 01100170136101|Connecting Waters Charter - East Bay|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement. Our data analysis did reveal, however, that additional training may be required for our teachers to better support parents in knowing how they may exercise their legal rights to advocate for their students.|Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis.|5|5|5|5|4|5|5|3|3|3|4|3|2019-10-21|Met|2019 50711670138057|Connecting Waters Charter School - Central Valley|3|Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.|Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement. Our data analysis did reveal, however, that additional training may be required for our teachers to better support parents in knowing how they may exercise their legal rights to advocate for their students.|Connecting Waters, Central Valley is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis.|5|5|5|5|4|5|5|3|3|3|4|3|2019-10-21|Met|2019 55724135530191|Connections Visual and Performing Arts Academy|3|There are many opportunities for parents and students to engage, make suggestions and/or air concerns about issues that are dealt with at the school level. Listed below are some examples of how these communications can occur. - Incoming 9th grade GLC conferences - New Parent Welcome, Information/Orientation Presentation, BBQ dinner - Site Council - Back to School Event - Fall, Winter, Spring Sports Information Nights - SSTs - 504s - Pre-Expulsions - Choir Concerts - Band Concerts - Senior Projects - Warning letters mailed to students failing, invitation to contact GLC - Every Student Succeeds Breakfast - Talent Show - College Night - FAFSA workshop - CTE Advisories - Parent Chaperone's for dances - Theater performances - Band Review - FFA Awards Night - Ballet recital - Dance class performance (2018-2019) - Graduation Ceremonies - Sober Grad - Sports Boosters - Scholarship night - Rotary Awards Night - Connections Advisory Board - Creative Arts Support Team (CAST) - Community evening presentations - phone and internet responsibility and use, vaping and drug information night - GLC/Student/parent meetings at elementary schools for incoming Freshmen And many informal parent meetings throughout the year|Communication with all participants is the most important facet of our business. Student progress toward meeting standards is reported on a regular basis. As well, parents and students can access their student portal on Powerschool for the most up to date information about progress. Summerville staff makes every effort to conduct Student Study Team Meetings, IEP and 504 meetings to address specific student needs. Parent and student input in these meetings is critical toward our success of meeting the needs of each and every student.|Summerville has many opportunities for parent and student engagement from boosters clubs, to Associated Student Body groups, School Site Council, Bond Oversite Committee, school board meetings, special study sessions, clubs, daily classes and after school interventions, performances and athletic competitions. The goal is to always work to increase participation of parents, students and our community. We all work hard to create opportunities for open lines of communication.|3|4|3|4|4|4|4|3|4|4|3|3|2019-10-23|Met|2019 01612590132555|Conservatory of Vocal/Instrumental Arts High|3|COVAH strives to reach parents to engage in advisory groups to enhance decision-making and provide participation in school planning. It has been a struggle to get high school parents out to meet and do strategic planning around school climate, curriculum, and engagement. A student/parent B-B-Q was held at Back to School Night to help engage parents in discussion and interest in the school. We continue to develop this area.|COVAH is working with staff to build a team process where teachers and staff conference weekly regarding student needs and how to partner with students on a personal level. Best practices are discussed and implementation planned.|COVAH Encourages participation from parents in many ways. Parents are reminded that we have an open door policy and that they are welcome at any time to visit the school and classrooms. Parents participate in the school Boosters and are welcome to attend board meetings. COVAH students also perform 2 concerts a year where parents are encouraged to come and participate. COVAH is working toward building relationships to understand family structures and cultural sensitivities. To engage students and parents all COVAH teachers provide a tutoring/help session from 3:30 – 4:30 daily.|3|3|2|3|3|4|4|4|2|2|2|2|2019-09-23|Met|2019 07100740000000|Contra Costa County Office of Education|3|- School staff worked with probation to allow for parents of student representatives to attend Site Council Meetings. - Sent out 120 parent surveys in Spring of 2019. The survey was also made available digitally. Twelve (12) were returned. - Returned surveys report a reduction in the feeling of bullying at our school sites. - Nine parents attended our LCAP engagement meeting in March at Byron campus.|- School staff worked with probation to allow for parents of student representatives to attend Site Council Meetings. - Sent out 120 parent surveys in Spring of 2019. The survey was also made available digitally. Twelve (12) were returned. - Returned surveys report a reduction in the feeling of bullying at our school sites. - Nine parents attended our LCAP engagement meeting in March at Byron campus.|- School staff worked with probation to allow for parents of student representatives to attend Site Council Meetings. - Sent out 120 parent surveys in Spring of 2019. The survey was also made available digitally. Twelve (12) were returned. - Returned surveys report a reduction in the feeling of bullying at our school sites. - Nine parents attended our LCAP engagement meeting in March at Byron campus.|2|3|2|3|3|2|1|4|4|4|1|3|2019-10-16|Met|2019 07100740134114|Contra Costa School of Performing Arts|3|The Contra Costa School of Performing Arts is an independent LEA governed by ChartHouse Public Schools, 501c3. This is the only school that ChartHouse Public Schools Governs so the Board work is exclusively about the single school. In its bylaws, ChartHouse Public Schools stipulates that at least one Trustee will be the parent of a currently enrolled student. The design intent was to include parent perspective and input in decision making at the highest level. This reflects our core belief that parents are partners in our efforts to educate children. ChartHouse Public Schools has been operating with two parents on the Governing Board (exceeding the minimum) for some time. As a result, these parents are heavily involved in our school community. In addition, they will act as spokespersons for the Board and bring information back to the parent community, especially in specific groups like our school parent organization (Ensemble, 501c3). One focus area for improvement is to increase the number of parent advisory bodies, both ad-hoc and standing, in order to provide more options for parent engagement. As such, we have formed a variety of focus groups sharing input on a range of topics including school culture, academic programming, etc. In addition, each arts major is in the process of creating a parent council, led by the arts director, that will serve to offer feedback and support strategic planning on the mission and implementation of our arts programs.|Contra Costa School of Performing Arts has invested time and resources into its professional development programming which works to support teachers in fostering strong parent partnerships. We underscore the important of relationships with all stakeholders within our mission statement and our daily practices. In addition, we have implemented a transparent and highly accessible learning management system which allows parents to engage meaningfully in the student learning experience through real time achievement data and coursework. The school offers multiple layers of parent education to support the use of this tool and to acclimate parents to our general pedagogy. One focus area for improvement would be to increase parent/guardian on-campus engagement at school functions (both academic and extracurricular). Both as a result of our "commuter" school status for many families as well as the complex work schedules of parents and guardians, we sometimes do not achieve our attendance goals for campus programming. As a result we have started to provide access through streaming technology and other non-site based alternatives as well as increased our communication channels and efforts.|Contra Costa School of Performing Arts is committed to strong relationships with parents and guardians. This is expressed within the core values of our mission statement and informs many of the programs and systems that we have implemented over time. We have had explicit focus in annual professional development on stakeholder relations and offer teacher and other staff coaching support that build on this work. The school has designed a schedule of parent engagement opportunities to both build culture and engagement. This is in addition to our arts performance season which is a meaningful way for families to engage with the school. One focus area for improvement would be the systematic collection of feedback and perspective from parents and guardians. While the school does conduct annual surveys, we feel that the frequency and complexity of the data (both qualitative and quantitative) could be more robust and we want to ensure that we reach all subgroups in order to get a comprehensive picture of the parent experience. To this end we continue to iterate on our surveys and other feedback collection methodology.|4|4|4|5|4|5|3|2|3|3|2|2|2019-10-10|Met|2019 16638910000000|Corcoran Joint Unified|3|The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Local Stakeholder Advisory Council (LSAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in parent advisory councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services.|Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop an intervention plan. An identified focus area for improvement is to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC or to give these families voice by having them participate in DELAC or the district’s Local Stakeholder Advisory Council.|Staff is available and visible to families before and after school. The district has worked on providing school site offices with training to promote welcoming environments for families and community members. In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance. We communicate with our families in a variety of ways: Parentlink, Twitter, Facebook, phone calls home, newsletters, Seesaw, Gradebook, Remind, and personal notes. In surveys conducted in the Spring of 2019, 74.3% of parents felt the schools are inviting and a place they belong, while 75% of parents feel welcome at parent meetings. 76% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community. The district would like to focus on creating welcoming environments for all families in the communities. We are also working on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.|3|3|3|5|3|3|4|4|4|4|4|3|2019-10-22|Met|2019 04100410114991|CORE Butte Charter|3|CORE Butte’s CAC (Charter Advisory Council) is comprised of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active in the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is comprised primarily of parents as well. Thus, parents are driving the decisions the school is making. Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC anc BOD. One barrier to full implementation is that the school has not focused on increasing the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. Another barrier is that all surveys are sent electronically, thus potentially not reaching the underrepresented populations as well, potentially skewing the data.|As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team is encouraged to advocate for the rights of the student and decisions are made based upon this information. Again, the major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access trainings and meetings would be beneficial for these families. Another barrier may be that the curriculum library is not fully developed such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.|CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school. The school needs to work on better engaging underrepresented populations by working to reduce the transportation barrier for families and offering alternative means to accessing trainings, meetings, and communication with staff.|5|5|5|5|5|5|5|5|5|5|4|4|2019-09-13|Met|2019 58727286115935|CORE Charter|3|As mentioned above, the school seeks a growing partnership with parents through the Parent Club, Learning Period meetings, the Advisory Council, Governance Board, Associated Student Body (high school leadership) and Middle School Models (middle school leadership). We work to solicit feedback, offer availability, and provide opportunities to engage for all family groups. Some of these include annual surveys, casual conversations, access to appointment calendars, and/or open doors – literally. Our findings are conclusive based on attendance to workshops, meetings and events, mutual familiarity and trust within partnerships, survey results, and use of the resource center and resources.|At monthly meetings, staff regularly addresses the need to develop partnership with families in order to better serve students. These are times of sharing helpful ideas, communication tips, leadership opportunities, and the core of our school’s vision. Staff is always encouraged to attend similar school workshops to gain broader perspective. Student Study Team and Student Success Plan meetings further provide opportunity to engage parents to meet students’ needs at a deeper level. We are eager to hear from parents and understand more about their student’s learning capacities and interests. In this way we can advocate for all student and parent provisions and rights. Families are made aware of their rights through policies posted on website, parent/student handbook and ongoing communication with the school.|We take pride in our "Open Door" philosophy, which encourages ideas and involvement. CORE strives to promote parent engagement in school programs and activities. For example our Parent Club hosts a variety of events, at least one per month, which contributes to our family oriented school culture. These events require both parent and student involvement in planning and operation, which the school fully supports by providing access to its calendar, website, resources, and staff oversight and attendance. Leadership regularly attends meetings to encourage engagement and offer suggestions. As a result this year parents 1) hosted a Parent 2 Parent workshop in which parents shared their experiences as parent educators, 2) offered availability as support mentors, 3) assumed roles with the school newsletter, door greet, supervision, new-family orientations, lobby and bulletin board décor, and fund raising events. As strong as this aspect already is, CORE has seen an increase in Parent involvement including the engagement of underrepresented families. New-to CORE parents recognize the value of joining to contribute to the family culture. CORE continues to prioritize Social/Emotional development. Staff is trained with the use of specific practical strategies to help safeguard student health. As needed, we share research and information with parents as it pertains to their student’s ability to and mode of learning. Meetings are held privately so that parents can feel actively engaged in planning for a successful education program. In all meetings, to the extent possible, CORE will communicate in the preferred parent language. In some cases an interpreter will be asked to facilitate the conversation.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 31103140119214|CORE Placer Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 52714980000000|Corning Union Elementary|3|All sites have substantial representation through site council and parent clubs/groups. These organizations are active and kept informed on issues of school governance monthly. The district meets formally with these groups to identify ideas, gather information and ideas, and participate in the formulation of the LCAP goals. The goal and focus is to increase the amount of input these groups provide, by improved communications regarding district priorities and goals.|CUESD has created a strong system of parent conferences and opportunities to meet and interact both during and after the school day. Relationships are at an all-time high in the community with parents, families, and staff. An area of focus is to increase the number of community events with continued bilingual support.|CUESD has made numerous contacts with parents and families throughout the year, utilizing EL, Academics, Art, and school spirit activities to bring together staff and families. Multi-cultural events have also been utilized across the district. A focus area is improving the attendance of chronically absent students through the use of an attendance coach, who creates positive contacts with families and students.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-05|Met|2019 52715060000000|Corning Union High|3|Our capacity building in this area is strongest with staff because of our ongoing professional development opportunities and investment over a long period of time. Our advisory groups and board meetings meet all state and federal requirements and have done so consistently over time. With that said, we have room to grow with regard to the amount of actual engagement we get from the community in the development of documents like the LCAP.|Professional learning communities have been standard in our District for close to two decades. Within our professional community, we provide the opportunity for robust professional development including how to better engage with families. Providing resources directly to families and meeting with families is more difficult to accomplish, but we continue to work at it. In addition to recurring outreach like DELAC, Back to School Night, Site Council, Parent's Club, Sports Association, community concerts, and sporting events, we attempt to communicate with parents/guardians regularly regarding their individual student progress through the use of Aeries Parent Portal, parent/teacher conferences, and regular progress reports. A focus area for this area will be to increase engagement of Spanish speaking families through our EL Coordinator position.|Probably the most significant development in this area over the past 1-2 years is the intentional approach we've taken to engage our English Learner families. Specifically, we have worked with an outside consultant to evaluate our EL program and assigned an EL Coordinator, who also works as our counselor for EL students and serves as our DELAC Advisor. This creates a consistent point of contact for families to give input and/or express concerns. In the coming year, we will try to build on this progress while also working to connect more effectively with other subgroups of our population. One main focus in our county is social emotional learning and understanding how trauma is affecting our students. Our District is currently going through a strategic planning process and these topics will be a focus of this time.|4|3|3|4|5|3|3|4|5|4|4|3|2019-10-17|Met|2019 37680310000000|Coronado Unified|3|Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year. The policy is included in the CUSD Registration Handbook, as well as the Student Handbook at each school site. CUSD ensures that ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translated, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. CUSD also closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services.|CUSD provides assistance to our families in understanding academic expectations through several strategies. These include regular principal coffees at all school sites, including our targeted assistance school. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent advisory committees provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on the district and school websites. Three annual surveys for stakeholders, including parents, are given throughout the school year. Requests for feedback and participation is sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced lunch. Although none of our over 18 language groups met the 15% threshold for translation, event fliers for families are provided in English and Spanish.|CUSD staff has a deep appreciation for the high levels of parent involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of the effectiveness in this area. Regular communication from school and district leaders reinforce the importance of parent involvement. Leaders continually model and provide ongoing messaging regarding actions needed to support active parent involvement. This messaging begins intentionally during orientation for new staff regarding parent communication. Additionally, site and district leadership partners with our parent groups to educate staff regarding specific parental needs, preferred modes of communication, critical information that parents want to know, etc. This information is shared with staff in order to improve educational services for all students. CUSD will continue to improve efforts to ensure all families are connected to published school communications and have internet access and/or a device at home.|4|4|3|3|3|4|4|4|4|4|4|4|2019-10-17|Met|2019 33670330000000|Corona-Norco Unified|3|CNUSD prides itself on the district's collaborative approach as well as the district's focus on relationships to support our students and families in the district. One example that demonstrates this collaboration is the work that is part of the ongoing LCAP development. The CNUSD LCAP Advisory Committee is comprised of 44 members - 11 from each constituent group, Parents, Classified Staff, Certificated Staff and Management staff. The Parent group is strategically comprised to include parents of the at-risk groups, English Learners, Low Income and Foster Youth. Additionally, Parents on this committee represent the District English Language Advisory Council, the District Advisory Council and Community Advisory Council. The LCAP Advisory Committee meets on the average of nine times a year monitoring district progress and providing input on next steps for the district and revisions to the LCAP. In 2019, the LCAP Advisory Committee identified the need for more comprehensive data as an area of improvement. The rationale is that by providin augmented, disaggregrated data, the LCAP Advisory team can more precisely guage district growth and progress in the LCAP Initiatives. The LCAP Advisory Committee has requested that we augment all presentations with specific data to enrich the input process. Conversations have occurred and each presentation will contain the desired data. CNUSD seeks input using a variety of tools. When considering the LCAP, a community survey is used to broaden the voice of the community and is used when considering the annual revisions to the LCAP. CNUSD schools use surveys to gather input and monitor progress as the consider their Single Plans for Student Achievement. These surveys provide data to the schools and support decisions made by the School Site Councils as they revised the SPSAs.|For the 2018-2019 school year the total amount of participants in family engagement activities was 12,903. This includes those taking part in activities and workshops at the center as well as those participating in our annual survey. This count specifically includes participation in adult education, parent workshops, community organizations, professional development, and the receiving of community resources. CNUSD provides services through the centralized Parent Center. These services are delivered at the Parent Center as well as at the school level. Programs such as "Dads All In" and PIQUE are organized at the Parent Center and are examples of site delivered programs. Parents are referred to the parent center for a variety of reasons. When referred a family is provided with a case manager. So far this year 225 families have been provided with one to one consultation and given resources to support their specific needs. We currently have four primary case managers, which averages 55 families per manager. Approximately 45% of those cases will need a follow up. This data allows us to know that the need for services is great, but also provides us with a challenge of being able to provide quality services at such a high ratio of families assigned to each case manager. Detailed reports of services offered are available. 42 families have been referred to Parent Center Counseling support. Due to limited slots, only 30 of those families have been seen directly by the counselor. Many families are in need of follow up but outside resources must be maximized in order to support the ongoing need for family support. Parent Education responses are used to analyze the quality of classes and instructors. Below is a list of typical comments provided by parents: • “Thank you so much. The information I learned in this class has already made such a difference in our home.” • "My relationship with my son has gotten more better. Thank you for your help and advice. You taught me that it’s ok to not be perfect. I recognize my shortcomings, but you have taught me to stop and listen.” • “Gracias Mrs. Villela por apoyarnos con esta clase, que para nosotros es de alta calidad para poder sobre llevar con nosotros hijos. Estamos muy agradecidos de aver participado en esta clase y de lo mucho que aprendimos. Muy buen facilitador ella ensena muy bien. Es muy atenta, paciente, su calificasion es muy alta, muy puntual, y responde a toda pregunta que le preguntamos.” The Parent Center staff sits on the SARB panel and is assigned to provide individual family support plans for families in need of assistance. This year through the SARB process, we have provided individual support plans to the families. Out of the 32 families, 19 are in need of ongoing monitoring and follow-up.|CNUSD uses various means to gauge progress in the area of Parent Engagement and parent partnership. During the LCAP revision process, the LCAP community survey is administered which addresses components of this important initiative. 95% of the respondents report that a safe school and class environment is extremely important. An additional survey is administered at various parent engagement sessions and reports that 88% of the respondents feel that school is an inviting place to learn. When examining the numbers of attendees at Parent Engagement Sessions, the numbers continue to rise with 12,903 individuals participating last year. Using these sources of information, CNUSD continues to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement.|4|4|3|4|4|4|5|4|5|5|5|4|2019-11-12|Met|2019 49738820000000|Cotati-Rohnert Park Unified|3|The Cotati-Rohnert Park Unified School District sought parent involvement and input throughout the school year. Parents were invited to a variety of venues to provide feedback and share insights regarding their children's academic and social/emotional experiences. Parents were also asked to provide feedback for needs assessments to help focus the LCAP. Parents were asked to complete a district survey and were invited to join a host of meetings including the Local Control Accountability Plan Committee (LCAP), the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), Board of Trustees Meetings, Site Councils, Wellness Committee, Special Education Committee, and school connected organizations (PTA, Boosters). The district used the student information system, district website, social media sites, and site newsletters to inform parents of meeting dates and opportunities for input. Sign in sheets were gathered to measure parent participation and attendance at the meetings. During the meetings, parents indicated that they were satisfied with their student experiences in CRPUSD but had many suggestions for improvement. The key findings from the meetings and surveys included: requests for more offerings for gifted students, greater academic and behavioral support for students with special needs, additional counseling supports to assist in student mental health, additional site supervision, increased after school academic supports, greater outreach to parents, continued multi-use of methods of communication, more support around anti-bullying curriculum, greater consequences for student misbehavior, and continued sharing of student data and information among teachers and parents. Data from the districtwide parent survey indicated that seeking input for decision making is an area of growth. 63% of elementary parents, 50% of middle school parents, and 51% of high school parents felt that the district sought input from parents in decision making. 65% of elementary parents, 54% of middle school parents, and 56% of high school parents felt that sites sought input from parents in decision making. The district needs to improve its ability to help parents understand their ability to help partner and make decisions for their students. While the required meetings are offered at the district level, there has been minimal parental attendance. Parents do attend site specific meetings but perhaps the connection to providing input to guide the sites and the district has not been explicitly stated. The district will work to better communicate the sense of urgency and need for parent participation in meetings that help shape the educational delivery and allocation of resources for their children. Greater effort needs to be paid to advertise important events and publicize the need for all parents to be included in the decision making process.|The primary goal of CRPUSD is to improve outcomes for students. In order to achieve this goal, it is essential that the district helps schools partner with families to ensure both academic and social/emotional growth for the students. Our Title I sites understand the necessity to provide resources to support student learning and development in the home but more work could be done in terms of providing this information to all of our sites. The schools send home newsletters and informational resources to help parents grapple with the myriad of issues facing students today. The schools also detail a number of online resources for parents to use to help increase student achievement. Greater work can always be accomplished surrounding professional learning for staff to help support a school’s capacity to work with families. The school sites hold numerous evening events that help provide parents with a wide variety of information. These events include math, science, STEAM, and literacy nights, digital citizenship and anti-bullying information, financial aid planning, college and career information, behavioral and social issues information, and basic computer classes. These events provide a wealth of information but are not as well attended as our family fun nights. The sites have done a great deal of work in helping families understand their students’ academic and social/emotional progress. At the elementary level, teacher conferences are held with all of the families, and at our 2 middle schools, the students lead their own conferences and present to their parents. At the high school level, the counselors do a tremendous job meeting with the students and families to help develop four and six year plans for the children to inform both secondary and postsecondary expectations. The teachers use the online student information system to allow parents and students to see academic progress and growth. The district supports the sites with helping families to understand their legal rights and advocate for their children. The district office has a wonderful special education department that helps parents navigate the special education system and the IEP process. The district has also formed a Special Education Committee to help families participate in the learning process. Continued work needs to occur to increase this understanding and improve advocacy, especially in the area of 504 plans. This is an area of growth for the district. The district must continue to improve its outreach to families of English Language Learners and special education parents. The district is committed to calling families and personally inviting them to important meetings and events. The district office staff is participating in professional learning to help improve and increase this outreach through our county office of education and the English Language Learner Collaborative.|CRPUSD strives to build strong and positive relationships with our families. These relationships are evident at all of the sites and within the student body. The staff works adamantly to build caring relationships with their students and their families. Sites offer family fun, extracurricular events and educational evenings to help strengthen these relationships and develop a sense of community for their respective families. Both the sites and the district attempt to reach families by offering translation services at meetings and sending home translated communication documents and notifications. In addition to the required district committees, CRPUSD established a Special Education Committee in the 2018-19 school year to ensure parents of students with special needs have a forum to provide input and gather information. Through data from the 2018-19 districtwide parent survey, the following information was collected: data indicated that 94% of elementary parents, 85% of middle school parents, and 87% of high school parents felt that the schools have welcoming environments. 88% of elementary parents, 78% of middle school parents, and 80% of high school parents felt that the district values and encourages parent participation. Parents also reported that many families wanted to be more involved in school activities but they were juggling many responsibilities and obligations that prevented them from attending all of the events or volunteering in their children's classrooms. CRPUSD encourages parent participation and aims to partner with our parents to ensure a thriving school community. The district is aware that it needs to do a better job of contacting and engaging the families of English Language Learners and students with special needs to ensure they have a voice at the table. Increased effort needs to be given to help these families feel comfortable to partner with the district to help their students experience exceptional educational careers. Greater attention needs to be paid to help staff understand and support families from diverse backgrounds and cultures. This is an area of growth for CRPUSD.|4|4|3|3|3|3|3|3|3|3|3|3|2019-10-15|Met|2019 45699550121640|Cottonwood Creek Charter|3|Cottonwood Creek Charter has consistently used its annual on-line parent survey to gather feedback from families for the purpose of school improvement. Cottonwood also utilizes its Parent Club Meetings and LCAP Parent Advisory Meetings to support families and engage them in decision making. For the future, Cottonwood Creek will better track its parent survey data to make sure there is increased input from underrepresented families.|Cottonwood Creek Charter School's model requires staff and parents to work together to improve student learning. Each teacher partners their students and families to support learning and development in the home. Families receive frequent feedback from their teacher on the educational progress of their child. For the future, Cottonwood Creek staff would like to improve its communication to parents with regard to the progress each child is making in key state standards (i.e. primary reading diagnostic results, reading fluency, reading comprehension, math fluency, etc.).|Cottonwood Creek Charter School's educational model provides a framework for school staff, students, and families to work together. Teachers meet will of their families frequently throughout the year as they partner together to deliver the educational program. Back to School Nights, Field Trips, and variety of school events allow for school staff to build trusting relationships with families. Teachers always have an open-door policy as they encourage and foster a welcoming environment for their families. For the future, Cottonwood Creek will seek to increase field trip opportunities, school events, and parent outreach events so as to increase engagement for underrepresented families.|4|5|3|4|3|4|4|3|4|3|4|3|2019-11-12|Met|2019 45699550000000|Cottonwood Union Elementary|3|Principals work hard to reach out to the community and provide a parent liaison for underrepresented families. We are constantly working to improve things for our families as evidence of our communication committee, attendance committte, community involvement committees and other community events. Our Parent Club is very active and provide the "extras" for areas of need that the general budget does not support. The Parent Club and School Site Council work to improve the school climate and academics for students and staff.|We have a parent liaison to support our English Learners, Foster Youth and Low Income students. This makes a great connection to the community, parents, and schools. The liaison goes out of her way to connect parents with local resources and also includes a Health Fair. An area that we would like to improve is offering ways that parents can support their students with academics. We currently are working on an Attendance campaign to educate the parents and students of the importance of attending school. We believe that with increased attendance we will see a gain in student achievement.|Our community is a close-knit community and our staff is available inside and outside of school to discuss any areas of concern with parents. Attendance and communication are our areas of concern. We are making a concerted effort to make personal contact with parents regarding academics and attendance. We formed a communication committee this year to consider three different apps to improve our a communication efforts with parents. We are trying to open up the lines of parent communication by using multiple means of communication including a Parent App, all calls, principal's monthly newsletters, emails, text messages and a Cottonwood Facebook page.|3|5|5|4|5|2|5|4|5|5|5|5|2019-10-15|Met|2019 37682130129668|County Collaborative Charter|3|The school is currently in the initial process of developing a parent committee to participate in the planning and implementation of student activities. To create opportunities for engagement and connectedness to our school for all families with focus on our underrepresented families, we monitor all correspondence of school information and opportunities to provide input. As requested, we provide translation, transportation and wifi access for access to our school program.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our family's. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|4|4|5|5|5|5|5|3|5|2|2019-10-10|Met|2019 19644360000000|Covina-Valley Unified|3|100% of schools have a School Site Council. 100% of schools have an English Learners Advisory Committee. 100% of schools have representation on the District English Learner Advisory Committee. Teachers and administrators receive yearly professional development on engaging parents/guardians in decision making through participation in advisory committees, parent-teacher organizations, and other school/district programs. The LEA promotes participation in programs and advisory committees by underrepresented groups by actively encouraging parents to participate and by working with the local PTA chapters to find diverse members who represent all stakeholder groups. 100% of schools have access to interpretation and translation services allowing parents to participate fully in educational programs and while meeting with individual school staff members. When seeking feedback from stakeholder groups, the feedback tools are available in languages other than English to ensure that all parents are heard and are able to provide valuable feedback. The LEA chose to focus on SSC's, ELAC's, and DELAC's because these advisory groups are identified in the LEA's LCAP as critical groups in determining progress toward the LCFF priorities and allocating district resources to meet the goals. These identified groups also represent a wide range of stakeholder groups. The LEA also chose these advisory groups to ensure that under-represented groups of parents have a voice in decision-making. In addition to the SSC’s, ELAC’s, and DELAC’s, the LEA also holds regular LCAP/LCFF Community Meetings to seek input on the overall Mission, Vision, progress towards meeting goals. The LCAP/LCFF Community Meeting attendees are comprised of parents, teachers, administrators, and students. The meetings are open to the public, posted, and parents are notified using mass communication tools.|The mission of Covina-Valley Unified School District is “Success for All.” Part of the District’s mission focuses on building relationships with students and parents. District staff works hand in hand with parents, teachers and students on an ongoing basis to ensure that all stakeholder voices are heard and all stakeholders are engaged. Parents have multiple opportunities to provide input in school programs. local advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committees, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees), PTA’s, booster clubs, attending special events, as classroom volunteers, by participating in advisory committees, and special events, attending extra and co-curricular activities, and attending parent/teacher conferences. A focus area for improvement is targeted outreach to underrepresented student populations. This targeted outreach includes the use of technology to engage stakeholders as well as traditional methods of communication. The primary foci are to provide agency for underrepresented stakeholders, provide parent education opportunities, and help parents provide support for their students both in and out of school. C-VUSD supports families in understanding and exercise their legal rights and provides them opportunities to advocate for their children. This support includes web-based as well as traditional printed access to their rights and responsibilities, trained staff to assist parents in how advocate, and translation services|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. C-VUSD provides numerous opportunities for families to be involved at school, including serving on the: local advisory committees (School Site Councils, English Learner Advisory Committees, District Advisory Committees, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees), PTA’s, booster clubs, attending special events, as classroom volunteers, and by participating in advisory committees, and special events, and attending extra and co-curricular activities. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. Outreach is provided to underrepresented families in the form of increased formal parent education through the Parent Institute for Quality Education (PIQE), through the English Learner Welcome Center, and through site-based outreach and intervention. C-VUSD is committed to communicating with and engaging parents as partners in their children’s education. Most communication with parents and families is in the family’s primary language. The District works to ensure that all forms and communications are transcribed into Spanish. C-VUSD uses technology to ensure that parents have ready access to school information. This access includes the District’s webpage, a mobile app, mass communication tools, and social media.|4|4|2|4|5|4|4|5|5|5|5|4|2019-10-07|Met|2019 01100176001788|Cox Academy|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-31|Met|2019 38684786112601|Creative Arts Charter|3|According to our family survey, 82.4% of families agree or strongly agree that the school staff welcomes parent suggestions. There are quite a few opportunities for families to make important decisions that impact our school community. One of those opportunities is by running for a seat on our Board of Directors, which is a governing body mainly comprised of families from the school with some outside community board members. The Diversity and Outreach Committee is a subsidiary committee that is overseen by the Board of Directors, and one of the goals of the committee is to reach out to a wide variety of preschools in San Francisco to increase the diversity of our applicant pool, prior to our lottery for admission. Our preferences for our lottery have always included sibling preference and preference to children of staff members who reside in San Francisco, but this year, the members of the Diversity and Outreach Committee voted unanimously to hold four spots in kindergarten for students residing in public housing in San Francisco. We included this enrollment preference into our charter renewal hearing in Spring of 2019, and will spend time doing outreach to housing developments during the 2019-2020 school year to raise awareness about Creative Arts as an option amongst the SFUSD landscape. Finally, each year, a family survey is sent out to members of the community asking them for feedback about a variety of issues (figures from the survey are included in the Dashboard) to take a pulse about how families are feeling about the school and their involvement. The results and data from the family survey are then taken into account when setting priorities for future years in our LCAP.|Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences, but our teachers also post monthly curriculum updates so that families know and understand specifically what their students are learning about in different subject areas. In addition, families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice a year. Based on the family survey, 86.5% of families agreed or strongly agreed that their communication needs are being met. In addition to the more traditional approaches, Creative Arts has put a lot of resources into family education. We have hosted a series of Math Learning Events in the evenings led by teachers, and also welcomed families into the classrooms for a Math Workshop Morning, so that they could learn about how math is being taught with the Common Core Standards. We have also offered workshops on Talking to Kids About Race, featuring Dr. Alison Briscoe-Smith so that families can understand how children understand race, to discuss implicit bias and its impacts, and to create family mission statements around communicating about race. Finally, our Executive Director also hosts monthly coffees, so that families can attend, ask questions, and learn about what’s happening at school. Despite all of our efforts, our internal data and test scores have continued to show that the Opportunity Gap is negatively impacting our African American students. As a result, we have begun to investigate ways to improve support and engagement for African American families and students through our African American Performance Initiative. During the iteration process, some ideas that have surfaced include: hiring a liaison at school who can support families, ensuring that our progress reports and report cards include practical ways to work on skills at home, and creating a “road map” so that families understand how to advocate for their children through the SST, 504, and IEP processes both at Creative Arts and SFUSD. One other effort to increase communication is an effort to provide regular interpretation, both at Back to School Night and Family/School conferences. Up to this point, members of the administration have been providing translation into Spanish, but we would like to offer services to families with more predictability and consistency. A goal for the 2019/2020 school year is to ensure that all of our written communication on our internal school site is written in both English and translated into Spanish.|Family participation is one of the founding principles of Creative Arts Charter School. It is understood by all constituents that family involvement increases a child’s personal growth and academic achievement. It is important that families take an active role in their children’s education, both at school and at home. The school understands that it must make a concerted effort to ensure that our families have opportunities to find meaningful and relevant ways to get involved. On our family survey, 95% agreed or strongly agreed that they have multiple opportunities to get involved, but only 80% agreed or strongly agreed that they volunteer regularly. One way that families are automatically brought in to the community is with automatic membership to the Family Association, which happens upon registration at Creative Arts Charter School. Unlike a traditional PTA, the Family Association communicates to the whole community by encouraging volunteers and building community morale by coordinating social events, work parties and clean up days. However, even given the numerous ways to get involved, only 83.9% of survey respondents agree or strongly agree that they feel comfortable getting involved with activities at CACS. In an effort to try to reach the additional 16% of families, the Diversity and Outreach Committee, a subset committee of the Board of Directors, has organized an affinity group for families of color called the Unity Social Group. The Unity Social Group hosts social events and creates a safe space for families of color to develop community and have their voices heard. In addition, our staff has been engaging in Professional Development around culturally responsive teaching practices, using Zaretta Hammond’s Culturally Responsive Teaching and the Brain as a guiding text. We have been bringing those practices into our classrooms and engaging in professional dialogue around strategies and pedagogy with the intention of honoring the unique backgrounds and home cultures of each student.|5|4|4|5|5|4|4|3|4|5|4|5|2019-10-15|Met|2019 34765050108795|Creative Connections Arts Academy|3|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 49738820123786|Credo High|3|In the 2019/20 a Parent Council was formed. The Credo Assistant Director is collaborating on a monthly basis with the Parent Council on family engagement activities. Additionally, there are regular sport, musical and theatrical performances at the school that parents are encouraged to attend.|Credo has developed strong student support services within the context of the college prep program.|Credo has a comprehensive enrollment process during which families are introduced to the full program through shadow days, orientation meetings, and Open Houses. A newly formed Parent Council is building community among families, fundraising and supporting school activities. The school and Parent Council will collaborate to support engagement of underrepresented families.|4|4|4|4|4|4|4|4|4|3|3|3|2019-10-07|Met|2019 31668520120105|Creekside Charter|3|We have several meetings throughout the year that parents participate in to give feedback to the school. Additionally, we conduct surveys for our annual LCAP where parents can give feedback. We also utilize TRIPOD surveys for students to give feedback on their learning environment. Lastly, we have teacher teams that act as advisories on our lcap improvement. Our focus area of improvement is to increase the percentage of families that come to our advisory meetings. We would like to see a greater number of parents at these events, but overall we are pleased with the community we have fostered here. Parents continually report their satisfaction with how open and receptive we are to feedback.|For the 19'-20' school year, Creekside Charter has focused on curriculum/ unit planning that will allow greater transparency around curriculum. We are using, these maps to support families with an understanding of what is expected of their child, how their child is progressing, and how they can support their child if they are struggling with a specific concept. The next step takes our curriculum mapping and link it to our grading. If students can have greater metagognition, it will help them know where to improve on their learning. For underrepresented families, we have increased study after school sessions, intervention services, and aide services in the upper grades. We hope to support these families with the demands of independent study by scaffolding and stronger organization skills of what is expected.|Creekside Charter has an extremely active parent community. In addition to our annual survey, the Executive Director actively seeks input at several “coffee hours” scattered throughout the year. We survey parents on participation, feedback on communication, and access to our programs. We are very proud of the open community we have at our school. Twice a year we have parent/teacher conferences. All announcements are available in translated text in multiple languages using Parentsquare translation services. We would like to increase our diversity numbers. This has been difficult to do with the lack of transportation options to our rural charter school, but we do actively recruit students of color. We will be bolstering our advertisements to local pre-school with greater diversity. In summary, relationships are the foundation of our school. We believe strongly that parents should be welcomed on campus and part of their child's education. Our strong test scores stem from building a community where parents, students and teachers are accepted as soon as they step onto campus.|5|5|4|5|4|4|5|5|4|4|4|4|2019-10-07|Met|2019 54721400136507|Crescent Valley Public Charter II|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 73% responded that they agreed and strongly agreed. However, this was a concern for our focus group. The school holds board meetings on campus, parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that one area of focus for improvement is to get more parents involved in attending meetings where decisions are made. This can be done by increasing communication in primary language and more personal phone calls to bring parents into these meetings. Providing high quality translations will continue to improve the engagement of underrepresented families.|There were over 1,571 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers. At events there is always a wide range of families representing the diversity of the school. Staff will continue to invite families and host community events. One focus area for improvement to consider is for staff to engage more with students while at school and communicate strategies for families to help at home. When building relationships with families of underrepresented families the school can ensure that there are adequate translation services for Spanish speaking families.|One key strength was the results from our parent survey showed that 73% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were 44 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were over 1,300 parents attending conferences and open house last year. Parents reported that the school is welcoming and that the staff uses various means of communication with students and families. Teachers get the families involved and make both positive and negative phone calls to help the students, especially if they are falling behind. One focus area is for the school to hold more events with parents and families that are meaningful. Besides the parent conferences, quarterly ELAC and PAC meetings, Teachers, counselors and administrators will also schedule more face to face meetings with parents. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and ensure that translation services continue to be utilized.|3|3|2|3|2|2|3|2|2|2|2|1|2019-10-14|Met|2019 10625470136523|Crescent View South II|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, 73% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences, Open House, CTE/Dual enrollment event. Some parents reported that the school needs to continue to improve communication with families whose children are not attending on a regular basis. This can be done with more home visits, letters sent home and constant phone calls home. The SRS, teachers, counselor and administrators are all involved in communicating with parents on a regular basis. The SRS conducts weekly home visits for students who need additional support. The school can improve by engaging their underrepresented families through personal phone calls in their primary language that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings. Translators are available for parents who need this resource.|Parents have stated that the staff provides clear and concise explanations of student’s progress which has helped the parents work together with the teachers to provide support for the students. Parents have stated that working with the teacher one on one is the strength of the school. Parents also reported the school’s strength is having multiple bilingual staff that can help translate to parents and support the students’ academic needs. Parents appreciate that they have immediate access to the teacher to discuss student’s academic progress. The school can improve upon have continual parental involvement by allowing parents multiple opportunities to meet with the teachers. This can be done with parent-teacher conferences, ELAC meetings, phone calls, and sending informative flyers home to parents on engagement opportunities. The school has involved parents by giving them the opportunity to give back to their community. Students and parents donated Halloween items to the Marjaree Mason Center. Parents also had the opportunity to participate in the beginning stages of the WASC process. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights. Parents were provided handouts on students can become successful with the personalized learning model.|Parent outreach has greatly improved at the school and participation numbers increased this year. 21 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 632 parents attending conferences and awards last year. Parents have stated that the school does a great job with communication. They feel they are well aware of their child’s academic progress. Parents appreciate that the school has multiple ways of communicating to them. For example, the school uses an Onecall system, text messages, emails, Learn4Life Connect and most importantly phone calls. The school can improve is by having more parent-teacher conferences, having workshops on what accountability and time management looks like for parents and students. On October 10th, the school hosted Open House where parents had the opportunity to participate in a time management and accountability workshop. These workshops were facilitated by our WIOA representatives. To improve engagement of underrepresented families, the school and ensure that Spanish speaking families all receive translation services when necessary. Handouts were available in Spanish during the Open House for the time management, accountability workshops and ELL reclassification.|3|2|2|2|2|1|2|1|2|1|1|2|2019-10-24|Met|2019 10101080109991|Crescent View West Public Charter|3|Parent responses to the school survey showed that 77% agreed and strongly agreed they felt that their school tries to get parents/guardians to be part of the decision-making process. The school holds parent engagement activities like PAC/ELAC meetings, LCAP meetings, awards, student recognition days and parent-teacher-student conferences. Parents have stated that the staff collaborates well with stakeholders. The LEA’s focus area of improvement is to give families an opportunity to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. To improve in this area, the school will be sure to make extra efforts to reach the underrepresented groups and expand our scope of communication to ensure all groups are notified, in their primary language, of opportunities to provide input. The school can improve by engaging their underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|The LEA’s current strength is in collaborating with parents to best support their students as well as supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is done through orientation, IEP meetings, and 504 meetings. The focus area for improvement for the LEA is in providing families with more information in their primary language and resources to support student learning and development in the home. To improve, the LEA will work to increase resources and inform parents of those available resources such as Virtual Tutoring. We can communicate through personal phone calls to invite parents to engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families in Spanish about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has been consistent this year. There were 40 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 3,010 parents attending conferences and awards last year. The LEA’s current strengths are building relationships with parents/guardians and communication. Parents feel that staff is always willing and able to assist them with their needs and accommodate as necessary. Also, they appreciate the open lines of communication with teachers (All Calls, L4L Connect, phone calls). In addition, parents would appreciate more consistent communication of events and student opportunities. An area of improvement for the LEA would be to increase communication with regard to events and student opportunities. In order to do so, the school will increase digital communications and announcements as well as have printed versions on site. To improve engagement of underrepresented families, the school will ensure that Spanish speaking families all receive translation services when necessary.|2|3|2|2|2|2|2|1|2|1|1|2|2019-10-24|Met|2019 19647330135616|Crete Academy|3|Crete Academy is currently working to enhance our School Site Council, which is a group of teachers, parents and staff who work together to set priorities for the school and hold us accountable towards our goals. We will continue to work collaboratively to communicate with families about the School Site Council and other resources at the school. Special effort will be made to contact and engage underrepresented families.|Crete Academy established a process for engaging with families in our first year of operation. Since then, we have continued to build trusting relationships between our staff and families. We will continue to build such relationships while also working to empower our families to support their student's academic progress at home. Special effort will be made to contact and engage underrepresented families.|Crete Academy staff work diligently to meet, engage and collaborate with our students and families. To that end, our school has established a trusting and safe community Improvement can always be made however, and therefore, we would like to begin engaging our families around academic plans and decisions. Special effort will be made to contact and engage underrepresented families.|5|5|4|5|4|3|4|2|3|3|3|3|2019-11-01|Met|2019 16638750101717|Crossroads Charter|3|Crossroads Charter Academy does a great of making our families feel welcome and included in their child’s education. One are of need is making sure that all families are included in all stakeholder decision, hence the reason we started a School Site Council as well as an ELAC committee. We will continue to encourage all families to participate in these 2 meetings.|Crossroads Charter Academy started a Student Site council and an ELAC committee to better capture the interest of all families especially underrepresented students. We will continue to advertise and encourage all parents to attend and be a part of these groups, especially our underrepresented groups of parents.|This is an area of strength for Crossroads Charter Academy in that our staff get to know the students who return year after year. Our teachers can remain the students teacher of record depending on the credential type; ie. Single subject teacher could remain with a student from 7th grade year until they graduate, or a Multiple subject credentialed teacher could be the teacher of record starting the student’s kindergarten year through 8th grade. Each student/parent is greeted everyday by our front office staff. Our I.T. employee works with students and families who may be having any difficulties in logging on to their computers or having connectivity issues. We will continue to reach out to families and students to have more engagement in our Site council and ELAC meetings.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 19647330121848|Crown Preparatory Academy|3|CPA provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. We have a Parent Center and a Parent Liaison that support creating a welcoming environment. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges.|5|5|5|5|5|5|4|5|5|5|5|5|2019-02-06|Met|2019 36676940000000|Cucamonga Elementary|3|CSD continues to refine the process of gathering input and involving all stakeholders in decision making. We need to improve seeking input from all underrepresented groups. Our district parent liaisons will ensure all groups are represented in our gathering of input for decision making. Outreach will be conducted through surveys online and in print surveys at events at the school sites.|We continue to work with parents on student and family needs. We have added in school solution advisors at the school sites to help students create plans for improvement as necessary. We need to refine our MTSS process at the district level to improve comprehensive help for all students. A plan will be developed for this process that will streamline the process for better use and effectiveness.|We continue to improve communication in CSD. Our area of focus is continued development in 2 way communication. A concerted effort will be made to enroll more parents in the Aeries Parent Communication system for 2 way communication to occur.|4|4|4|4|4|4|4|4|4|4|3|4|2019-09-26|Met|2019 12627370000000|Cuddeback Union Elementary|3|Cuddeback Union Elementary School District seeks input from parents/guardians in a number of ways. The school invites decision-making input from stakeholders through the Parent Advisory Committee. Additional opportunities for input are available during intake meetings, online surveys, and family events. Additional formal input meetings, including LCAP advisory meetings and monthly Board of Trustees meetings, are scheduled throughout the school year.|Cuddeback School has a history of building partnerships among families, students, and school. Teachers have many parent contacts throughout the year in conferences, phone calls, school/community events. Many of our families have second and third generations attending Cuddeback School, often with the same teachers. The school has not provided in depth formal professional development opportunities in the past related to building these relationships. This long-standing practice has simply been a part of the culture of Cuddeback School. The LEA will look to improve in this area by utilizing online training information from accredited sources such as National PTA and NEA Today, as well as local training opportunities to provide professional development for staff on how to promote parent partnerships with the school.|Cuddeback Union Elementary School District promotes parental participation in a variety of ways. The District encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, and parent participation in extracurricular activities. The District utilizes a variety of means to communicate with parents including newsletters, telephone calls, electronic messaging and email. Additionally, our interactive website has staff contact information, calendars, and a parent feedback page designed to encourage parental participation. The District promotes participation in a very active Parent Teacher Organization as well. Also, the District utilizes online training information from accredited sources such as National PTA and NEA Today, as well as local training opportunities to provide professional development for staff on how to promote parent participation. Athough CUESD historically has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|5|4|5|5|3|5|5|3|4|3|3|2|2019-10-16|Met|2019 19644440000000|Culver City Unified|3|Results from the Spring 2019 LCAP Survey indicate that 83% of parent respondents were Very Satisfied or Satisfied with efforts to encourage meaningful parental input and participation in decision-making. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful participation of underrepresented families who do not feel as welcome to provide input into their child's education. This outreach will come from a variety of sources, ranging from the staffing of a Parent Liaison at the District's Parent Center at Culver City Middle School, to sending follow-up surveys to families to identify barriers to their participation.|Such opportunities for families to engage in meaningful opportunities to gather information and resources to support learning include regularly scheduled informal "Coffee & Chat" meetings with Staff (Principal, Counselors, etc.), Back-to-School Night, Grade-Level Parent Meetings, Parent Conferences, referrals to outside community organizations, volunteer orientation and training, PTSA / School Booster Clubs, special interest topic workshops for families of students with special needs, English Learners, GATE, immigrant status, food and housing insecurity, Family Literacy/Math evenings, as well as AVID and College Nights. The District will focus improvement efforts in this area on increasing the capacity of staff to partner with families.|Results from the Spring 2019 LCAP Parent/Community Survey indicates that 87% of respondents agree or strongly agree that CCUSD celebrates diversity as a strength for our district and that 83% agree or strongly agree that CCUSD promotes inclusive practices that allow students with different abilities to learn together. Additionally 86% agree or strongly agree that their child's school encourages parental involvement and participation. Our efforts for the coming year will focus on outreach opportunities to encourage and improve meaningful engagement of underrepresented families who do not feel as welcome to participate in their child's education. This outreach will come from a variety of sources, ranging from the staffing of a Parent Liaison at the District's Parent Center at Culver City Middle School, to sending follow-up surveys to families to identify barriers to their engagement.|4|4|3|3|3|4|4|4|4|4|4|4|2019-10-22|Met|2019 43694190000000|Cupertino Union|3|Parents are essential partners in advisory groups at all schools and at the District level, providing input into site and District goals and contributing to the development of site initiatives/programs. Areas for improvement to consider for our 2020-20201 LCAP include expanding the reach of these conversations to include broader input from underrepresented groups, as well as connecting the work of site and District teams in this area so that we are working together to evaluate family engagement activities. As part of our District priorities this school year, we will gather baseline data through a District survey in order to identify more specific strengths and areas for growth in this area. Principals will be asked to assist with achieving desired response rates, including a commitment to ensuring we engage underrepresented families. Data will be shared with staff, site and District advisory teams, and the Board in order to inform LCAP goal setting for 2020-2021.|At all CUSD schools, parents/guardians and staff partner in order to discuss student progress. As part of our Strategic Plan, we are committed to developing these partnerships in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education events are focused on these areas. Areas for improvement to consider for our 2020-2021 LCAP include providing professional development for teachers and school staff to build capacity for partnering with families towards key areas of focus, as well as providing resources for families to support learning at home. These areas tie closely with our current priorities and could strengthen our work in the areas of personalizing learning and the development of the whole child. This school year, these areas of focus will be brought to our PAC/DELAC and school principals/site teams for input as part of our LCAP process, with a focus on improving the engagement of underrepresented families.|Families and staff members take pride in our schools and value the rich diversity of our community. Parents/guardians are essential partners in supporting the success of school programs, spearheading school events and contributing volunteer hours. Many of our schools hold events to celebrate our cultural diversity and build connections between families. As part of our LCAP this school year, we are working with our PAC/DELAC to share the ways that school sites welcome and connect new families so that we can strengthen our work in this area and continue to build upon the assets of strong-home school partnerships.|4|4|3|3|2|3|4|4|4|4|3|3|2019-10-24|Met|2019 55723550000000|Curtis Creek Elementary|3|This school district has various parent and staff committees that are extremely active. Curtis Creek also sends out periodic surveys to get all stakeholders' opinions on various matters. Every Friday is designed for staff collaboration and professional development. An area of improvement would be to implement more effective strategies to include our underrepresented families.|Superintendent, Assistant Principals, and Lead Teachers have developed various committees such as Instructional Leadership Teams, School Site Council, CCPA (parent club), and other committees to safeguard our students and families. An area for improvement would be to develop programs for parents to help with issues at home using County programs and behavioral health services.|Curtis Creek utilizes the ConnectEd program for parent communication. The district also has open lines of communication, through phone calls, emails, and written correspondence. Within the classroom, teachers implement Google Classroom, Class Dojo, parents emails, the Remind App and many various ways to communicate pertinent information to our families. An area of improvement would be finding experienced translators for various parent meetings and recruit staff to improve the engagement of our underrepresented families.|4|3|3|4|4|4|5|5|3|3|2|4|2019-06-18|Met|2019 54718600000000|Cutler-Orosi Joint Unified|3|9.The District believes in systematic inclusion of families in programs that promote student learning and development. Building the capacity of staff to effectively engage families in advisory groups is an area of focus. The District will support principals in establishing other methods of engaging families including parents of migratory children and/or foster students. 10. Schools invite parents to Title I meetings where they are encouraged to engage in school advisory groups so they collaborate and be decision-making partners. Schools have established parent advisory committees; SSC and ELAC. Parents on these committees meet to analyze program data and student achievement, provide input on: SPSA, budgets, parent engagement and instructional programs. At the District level, there are two parent advisory committees; DAC and DELAC. DAC and DELAC members provide input and make decisions regarding instruction, Parent Involvement, LCAP, LCAP Addendum, and budgets. 11. The District provides all families with opportunities to provide input on programs, policies and implements strategies to reach and seek input from underrepresented groups. School sites conduct Title I Parent Survey seeking input from all parents on effective communication, strategies to increase parental involvement, and supplemental support of the core curriculum. The District provides parents opportunities to participate in providing input without participating in a formal committee. The district conducts Community LCAP Forums where LCAP is reviewed and data on the State Priorities is presented. At Forums, parents provide input on programs and services for each state priority via a survey. Underrepresented groups such as parents of student with disabilities and/or parents of foster students are invited to an LCAP forum specifically intended for them. The LCAP survey is also available on the district website for those unable to attend Forums. There is ongoing communication with parents, in both English and Spanish through a variety of means such as letters, newspaper, phone calls, and handbooks. 12. The district provides opportunities to have teachers, principals, and district administrators evaluate parent engagement activities at school and district levels. The district holds LCAP Forums to review data on the State Priorities. At Forums, family engagement data is analyzed and attendees provide input on programs and services via a survey. School sites also conduct a Title I Parent Survey, where parents provide feedback on effective communication and parent engagement strategies that support student achievement. The Title I Survey results are evaluated by the parents, teachers and administrators on the SSC, ELAC, DAC and DELAC. At the District level, administrators collaborate and evaluate family engagement activities by analyzing student achievement and attendance data to determine if the family engagement activities are effective.|5. The District has made great effort in improving the participation of parents in trainings that are linked to student learning, social development and building their capacity in working collaboratively with schools. The district has provided support by sending some staff to become site facilitators for Parenting Partners Program. 6. School have site facilitators attend an annual Parenting Partners workshop and Conference. Elementary schools also offer a variety of workshops which focus on specific grade level content standards and instructional strategies parents can use at home. The middle school offers a variety of workshops that focus on building parenting knowledge on school programs such as AVID and English Learners. At the high school level, meetings are conducted on a monthly basis focusing on building parent knowledge on graduation requirements, college admission and financial aid. The District coordinates with the Family Education Center (FEC) to provide workshops that build parent knowledge and skills on social issues relevant to the community such as suicide awareness and immigration laws. FEC also collaborates with the Adult School to provide digital literacy skills development for parents. The district also coordinates with Migrant and Preschool programs to ensure parents are encouraged to participate in the education of their children and build their capacity in literacy skills development at home. 7. The District believes in the importance of communication between teachers and parents. Personnel and parents are expected to work together to support learning. The District requires schools to have Parent-Teacher conferences to discuss student progress. Supporting staff at the secondary level to conference with parents is an area of focus. Secondary schools have Report Card Night each semester, where teachers meet with parents to discuss their student’s academic progress. The focus will be to increase parent attendance. Secondary teachers will call parents via School Messenger to invite parents that have not attended in the past. 8. The District supports families in understanding and exercising their legal rights and to advocate for their own students and all students by encouraging parents to engage in SSC or ELAC. At SSC and ELAC meetings parents are informed about Uniform Complaint Procedures and stakeholders rights to file a complaint. The FEC’s Outreach Aides work with families that have been referred for assistance or seeking assistance with school or other personal matters. Outreach Aides support families in understanding and exercising their rights and advocating for their students. Outreach Aides serve as liaisons between schools and families. At the secondary level, Parent-Student Advocates provide additional counseling services to at-risk students. Parent-Student Advocates serve as liaisons between teachers and parents and students. The Parent-Student Advocates support families in advocating for their students.|1. The District is committed to educating teachers and support staff, along with administrators, about the importance of collaborating with parents and establishing a partnership with them. The district has been developing the capacity of staff by sending some site facilitators to a 2-day Parenting Partners workshop which focuses on developing skills that center around social-emotional student support and how to successfully partner with the school to improve student academics. 2. The District strongly strives in creating welcoming environments for all families in the community by having school sites conduct an annual Title I Parent Survey where parents provide feedback on the school’s culture, welcoming environment, effective communication, engagement strategies that support student achievement, strategies to increase parental involvement, academic intervention programs, parent outreach and education, and supplemental support of the core curriculum. Title I survey results are regularly evaluated by the School Site Council (SSC), English Language Advisory Council (ELAC), District Advisory Council (DAC), and District English Language Advisory Council (DELAC). The results are shared with the school staff and goals are set to improve results yearly. 3. The District believes school personnel and parents should work together to support the learning and development of students. The District’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children is an area of focus. Elementary schools will implement a “Goals Questionnaire” during Parent-Teacher Conference, where parents will identify their family’s strength and personal goals for their student. 4. The District promotes two-way communication through variety of means. Schools have Title I meeting where parents are encouraged to engage in SSC and ELAC where they can provide input and be decision-makers. Parents and school staff also collaborate and make decisions on instructional services, parent engagement opportunities, the Parent Involvement Policy, and categorical budgets. At the District level, Directors meets regularly with parents on the DAC and DELAC to seek input in decision-making process as well. Advisory committee members provide input on the adequacy of parent involvement opportunities and barriers that may inhibit parent participation school sites. The District also promotes two-way communications for parents without having to participate in a formal committee. The district holds Parent and Community Forums at the start of the school year. The LCAP is reviewed and data on the State Priorities are presented. During the Forums parents provide input on programs and services for each state priority via a survey. The survey is also available on the district website. LCAP and Title 1 presentations and surveys are provided in English and Spanish to ensure parents understand.|3|4|3|4|4|4|4|3|4|4|4|4|2019-10-10|Met|2019 12627450000000|Cutten Elementary|3|The Cutten District seeks input from parents/guardians in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. Additional opportunities for input are available via parent surveys, and during LCAP advisory and information meetings, Back to School events, and the three TK/Kindergarten Orientations. LCAP advisory meetings will be scheduled during the 19-20 school years. An LCAP parent input meeting occurs each year in the spring. The participation rate has increased at these meetings every year, from 20 parents the first year to over 50 last year. We hope to welcome at least 60 participants in this year's spring meeting. Our school social workers will reach out to underrepresented families to personally invite them to parent and family events and meetings.|The Cutten District recognizes the need to partner with families to maximize student outcomes and is committed to retaining the services of two school social workers. Constant interaction with teachers and families helps achieve the social work program goal – to lessen or to remove barriers to learning. The social workers foster beneficial connections between district staff, parents and community services. Present at class study meetings and student placement meetings for the upcoming year, the social workers apply their training, experience, and knowledge of every student and their families to ensure balanced classrooms, and equitable support services allocation. They provide support and training to district staff to improve capacity to partner with families. Their services are invaluable for connecting all parents to the school, treating all with fairness and recognizing and appreciating their unique needs. The responsibility for children’s educational development is a collaborative partnership between the school and home. Parents are provided with documentation of their rights at the beginning of each school year and are encouraged to advocate for their children. Teachers begin each school year establishing connections quickly. Most use an online App to allow for two-way communication between home and school. Scheduled communication with parents occurs at Back to School Night, parent-teacher conferences twice a year, and Open House. We also conduct Student Study Team meetings and IEP meetings as necessary. Both schools communicate with families via a weekly newsletter. Regular communication is a priority and is imperative to best support student learning. The Cutten District will explore an innovative model for increasing communication earlier in the school year. This model involves conducting parent-teacher conferences to address student needs and set academic, behavior, and/or social goals for the year.|Cutten and Ridgewood Schools enjoy and nurture an open, respectful, and highly beneficial relationship with parents. A hallmark of our educational success is the extremely high parent and community participation in all aspects of the school program. It begins with an open invitation to parents to visit the Cutten or Ridgewood School site. Parents of incoming kindergarten students attend four orientation events prior to the first year of school. By the first day of school, we know our new students and they know us. The transition from Ridgewood School second grade to Cutten School third grade is eased through many opportunities to visit the Cutten site, a student and parent orientation evening, and an open invitation to parents to visit Cutten School as often as they desire. Parents feel at ease and supported. Every class has nearly 100% attendance at parent and teacher conferences, and the annual Back to School Night and Open House Night attendance rate is about 80%. So that parents, students, and teachers feel comfortable working together, a trusting relationship is necessary. Teachers and administrators establish an environment where parents feel welcome and valued, resulting in increased direct instruction for children. As their children move through the grade levels, parent volunteers are an extremely important part of the academic program. Our teachers rely upon them to provide small group instruction. Families are invited to attend our school assemblies and on-site events and celebrations. Parents are greeted in the Ridgewood School parking lot each morning by the principal and all staff at both sites foster a warm camaraderie, leaving their classroom and office doors open before, during, and after school. The Cutten District will continue to promote parental participation in a variety of ways. The District will encourage parent classroom volunteers, parent participation at school events, and parent attendance at parent teacher conferences. The District will continue to promote increased parent participation and will implement some suggestions offered by parents in the parent and staff surveys, including encouraging parents to contribute to cultural and career events. Though Cutten District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|5|4|4|4|5|4|4|4|4|4|4|4|2019-10-14|Met|2019 42750100000000|Cuyama Joint Unified|3|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 24. 43.5% of parents state that, "The school actively seeks the input of parents before making important decisions." The school will attempt to increase the number of parents that participate in LCAP, SCC and other planning meetings.|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 2. 65.2% of parents state that, "I receive frequent communication from my child’s school about my child’s academic progress." 6. 30.4% of parents state that, "Last year the school sponsored workshops to help parents understand and work with their children." 11. 82.6% of parents state that, "The school’s office staff is friendly and helpful." 12. 69.6% of parents state that, "The school’s teachers are friendly and helpful." 13. 65.2% of parents state that, "The school’s administrators are friendly and helpful." The district will focus on providing more workshops that support parents in their efforts to help their students academically.|The LEA's parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2019. The sample included 23 responses in an LEA with an estimated family count of 124 for a response rate of 19%. The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 1. 73.9% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 3. 87.0% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 5. 78.3% of parents state that, "I receive frequent communication from my child’s school about upcoming events." The district needs to continue to build relationships with families through continued use of technology to enable more efficient school to home and home to school communication.|4|3|3|3|4|3|3|2|3|3|3|3|2019-10-21|Met|2019 44697650100305|Cypress Charter High|3|SCC Cypress Charter High School continues to provide outreach to all families, including those who are underrepresented. We are working to translate all documents into Spanish and to make translators available at parent events.|Cypress has had great success in working with families to address their students social emotional, behavioral and academic needs. We have systems in place to identify at risk students early and to bring their families in to make support decisions as a team. We assist the parents in advocating for their students and the students advocating for themselves. Staff also regularly meets to discuss student progress and to identify students who need more support. A continued area of growth is to develop ways to connect and communicate with the families of our students for whom English is not their primary language.|Santa Cruz County Cypress Charter High School surveys parents annually to gather input regarding their perception of academics and services at Cypress. Questions in the survey were written to address state Priority 3 - Parent Engagement. The survey was most recently administered during the 2017-2018 school year. In order to measure if our parents felt informed about their children’s academics, we asked parents if they “felt their students were making adequate academic progress” if they believed their student was on track to graduate” and whether they knew if their students was “making progress towards a-g eligibility.” The majority of respondents answered “yes” to these questions, with the lowest yes response for the a-g eligibility question. This discrepancy prompted us to hold parent/student academic meetings to review graduation and a-g requirements so parents could be more educated about the academic expectations students are required to meet. Parents responded favorably that staff at Cypress is welcoming and supportive and available to answer questions about their students’ learning. From clerical staff to the principal, counselor and teachers, parents feel that their students are known and cared for at school and that staff are quick to respond to any concerns they might have. They overwhelmingly agree that Cypress students are provided with a rigorous and relevant curriculum and have access to unique learning opportunities. Parent participation is measured by the percentage of parents who attend events on campus such as Back to School Night. This fall, 48% of students were represented by at least one parent at Back to School Night, with higher percentages in 9th and 10th grade. Open ended responses included multiple requests for more outreach from teachers regarding grades and student performance, as well as a desire for more learning opportunities. Parents are interested in more education about our curriculum and instruction as well as issues related to parenting teens (discipline, drug and alcohol use prevention, vaping, etc.) As a result of these responses, administration implemented a policy that required teachers to contact parents every two week if students met one of the following criteria: D of F in any class Missing a major project or assignment, regardless of overall grade Slip of more than 2 letter grades (i.e. A-C) Change in behavior or class participation Teachers keep logs which are turned in every two weeks. Staff are also encouraged to reach out to parents to report positive information about student growth and achievement. Additionally, we will be holding multiple parent education night to support parent learning and provide all information in both English and Spanish.|5|4|4|4|3|3|5|4|4|3|3|3|2019-10-17|Met|2019 30664800000000|Cypress Elementary|3|Cypress School District continues to seek input for decision making in various ways. Each school site actively promotes and seeks parents to be a part of their School Site Councils, English Language Advisory Committees, and Parent Teacher Associations. School sites seek input for parent engagement activities to involve their communities and families. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote our annual LCAP survey and encourage sites to host focus groups for input. There is interpretation available at the various meetings and translation of documentation as well. Seeking input, providing families with opportunities and working together with families continues to be a priority for the Cypress School District.|The Cypress School District continues to help foster the partnerships between families and our schools. We strive to provide families with information and resources and continuously reach out to strengthen our partnerships for positive student outcomes. We offer parent education and involvement opportunities with various topics such as English Language Arts, Writing, STEM Night, student performances. The Cypress School District provides regular communication through fliers and newsletters that are distributed in English and Korean. Additionally communication is face to face during conferences, Back to School Nights and Open House. Additional information on student performance is be provided as appropriate.|The Cypress School District has strong family support and involvement. We continue to focus on building stronger relationships with a focus on families that that needs additional support. The staff and families report they have strong relationships and school environments are welcoming. Principals are developing site systems and protocols to build staff capacity to work with all families, inclusive of using language that is understandable and accessible. Currently, on-demand interpretation is available on an as needed basis. A Korean interpreter is available for outreach and support. American Sign Language interpreter is provided to families needed sign language. Written translation is done for Korean and other language as requested. Constant Contact and School Messenger is used for sending our school and district communication. We encourage parents to come to Back to School Nights, Parent Conferences and volunteer at our school sites.|4|4|1|4|1|4|4|3|4|3|2|3|2019-10-10|Met|2019 57726780119578|Da Vinci Charter Academy|3|DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site-level due to its status as a dependent charter. At the district level, parents participate in the Superintendent's Advisory Committees which includes representation for EL, SPED, Site Council/Advisory and a PTO/Booster representative. At the site level, the DVCA Administration holds monthly Advisory Board meetings which are open to the public and include four parent board members that are elected to provide representation for the stakeholder community. Notably, the Advisory Board Members provide important input on items such as the DVCA LCAP, Site Safety Plan, charter renewal process and WASC Accreditation. DVCA also includes stakeholders, including DVCA parent/guardians, in the DJUSD School Governance Nights and the Parent Engagement Nights.These practices are firmly in place and represent ongoing strengths for involving parent/guardians in the decision-making process. A recent area of progress for involving parent/guardians in decision making is the use of surveys to solicit parent input on the progress and needs of the program. This is done using the Youth Truth Family Engagement Survey which asks for parent/guardian feedback on a range of areas including school climate, academics and student safety. The feedback from this survey is analyzed annually by DVCA staff and the DVCA Advisory Board to determine areas for improvement. DVCA, along with DJUSD, has also strengthened its ability to involve underrepresented families in the decision making process through a sustained effort to provide communication and outreach in multiple languages, especially Spanish. Surveys and communications from DVCA are now done on multiple languages using a digital translation service and two DVCA employees have been formally trained on the process for translating in the educational setting. While DVCA is proud of the strong record of parent/guardian participation in the decision-making process, it recognizes a need to diversify the population of parent/guardians who choose to participate. An area of focus moving forward is to ensure that there is a wider range of participants and DVCA hopes to accomplish this by seeking a diverse group of Advisory Board Members. DVCA would also like to achieve a larger and wider range of parent/guardians participating in the Family Engagement Survey and is undertaking additional steps to advertise and encourage this outcome.|Building partnerships for student outcomes is key for success. An important tool for building partnerships with parents/guardians for student outcomes is the use of Echo, the school's online learning management system. DVCA teachers are trained in the use of Echo and it is policy for teachers to provide access to agendas for each course at the start of each week and to provide updates in the student gradebook. Students receive Echo training at orientation each year. DVCA hosts two Parent/Guardian Echo Nights to provide tutorials and guided support on the use of Echo. Each parent/guardian receives a Parent-Observer account. Thus, both students and parents/guardians have ongoing, consistent access to tools to monitor performance and provide additional support at home. Staff emails are available to families through the website and listed within each course. Additionally, DVCA teachers are instructed on professional email communications and expected to make timely communication to parents/guardians when academic or social-emotional challenges arise. Finally, students not meeting standards receive quarterly progress reports and counseling staff reach out to parents/guardians to schedule meetings with a support team. There are two areas of notable progress in this area. DVCA has recently developed a restorative approach to community building, conflict resolution and discipline which can be accessed through the DVCA Restorative Practices Referral System. Through orientation activities and parent engagement nights, DVCA educates students and parents about this system which can be accessed in or out of school to assist when challenges arise. Additionally, DVCA Administration and support staff utilize two recently acquired communication tools to support positive student outcomes. Using an updated website and School Messenger communications system, DVCA is able to provide timely information on school events, activities, policies, and opportunities for students and families. As a dependent charter, DVCA holds a Memorandum of Understanding with DJUSD, which describes the many instances in which DVCA contracts for services through DJUSD, including Special Education and Student Support Services. DJUSD provides training in legal and policy requirements in these areas and provides oversight for employees. DVCA staff provides parents/guardians with notices of their rights and follows the processes for S.S.T., 504 and I.E.P meetings. All processes for complaints or conflict resolution are available on the DVCA and DJUSD websites and these processes and protocols are followed by DVCA. DVCA observes that Special Education and socioeconomically disadvantaged students demonstrate disparities in student outcomes and will focus on relationships with these students and families going forward. One of the hopes in this area is to increase the efficiencies in delivering services to these families through the Multi-Tiered System of Support that is in development.|Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These "flagship project nights" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expected that DVCA teachers respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provides periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities. One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past two years, DVCA counselors have held Grade 10 Parent meetings during the Fall. In these meetings, counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized, face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals, fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information. Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence. DVCA observes a lower level of engagement with its unduplicated families and intends to focus on increasing in-person communication and face-to-face time with these students and families in the coming year.|5|3|3|5|5|5|4|5|3|5|4|5|2019-10-17|Met|2019 19768690131128|Da Vinci Communications|3|Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to School Site Council meetings, where student data is reviewed and parent input is valued. Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the School Site Council, and will also expand its outreach to underrepresented families.|Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school, to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Da Vinci Communications will re-examine the format of student-led conferences in order to ensure that parents have a place as partners in their student’s education.|Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College Information Meetings. Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors.|5|5|5|5|5|4|5|4|5|5|5|4|2019-10-16|Met|2019 19768690128728|Da Vinci Connect|3|Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued. Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's principal will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved. The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.|Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning. Da Vinci Connect will re-examine the format and content of Parent Educator Conference days, curriculum workshops and the assessment feedback teachers share with parents regarding their children’s progress. This will ensure meaningful dialogue between parents and teachers as well as an understanding of next steps for student growth in a variety of skills (academic and non-academic). Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.|Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including multiple Parent Educator Conferences, curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center to collaborate with staff and other parents. Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.|5|5|5|4|5|5|5|5|5|5|4|5|2019-10-16|Met|2019 19768690119636|Da Vinci Design|3|Da Vinci Design has a School Site Council that meets regularly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. Our parents are actively involved in our hiring process, as well; a parent panel is a crucial part of the half-day symposium process that is the final step of our hiring process for teachers, counselors and administrators. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.). Parent volunteers are heavily involved in the planning of school dances; we are hoping to start a parent spirit committee for all of the Da Vinci Schools that will take effect for the 2020-2021 school year.|Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Each grade level teaching team sends out a monthly newsletter to parents/families. Also, parents can be invited see classroom resources and assignments for all core classes as presented to Google Classroom. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. This year, we are hoping to include parents on our Pathways Advisory board so that parents can have more input into the goals and direction of our CTE pathways, as well as share feedback with industry professionals who participate on this board as well.|Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council worked with staff advisors last year to host the first ever Multicultrual Food Fair; parents and students volunteered to feed the school and teach about different cultures. Da Vinci Design’s area of growth is in reaching out to families who may not have easy access to email/internet, and also making messaging easily accessible to Spanish speaking families. We are providing more and more materials in both English and Spanish (including our annual parent surveys), and are hoping to host a Parent Workshop series based on topics of interest to parents in the Spring.|5|5|5|5|5|5|5|5|5|5|4|4|2019-10-16|Met|2019 19101990138669|Da Vinci RISE High|3|RISE successfully launched its Family & Stakeholder Collaborative (our equivalent of PTA/PTO) as well as our School Site Council. These forums ensured that stakeholders had multiple opportunities to participate in the decision-making processes around LCAP and budget development. To further strengthen the extent to which we implement strategies to reach and seek input from underrepresented groups, we are launching our EL Advisory Committee this year.|As stated previously, the RISE staff receives training and support in engaging in families and stakeholders in a variety of ways, including but not limited to the following: • Student-Led Conferences • STAC (Student-Teacher-Adult-Counselor/Case Manager) meetings, which can be requested by staff, students, or family members • Re-entry meetings following a breach of community of norms or other disciplinary/behavioral concerns The two indicators for which we ranked scores of 3 and 4 will be addressed through the implementation of family & stakeholder workshops, which will address topics identified by families to ensure the material is beneficial and meets their needs.|Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the RISE team. These relationships are built via STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), Student-Led Conferences, Family-Stakeholder Collaborative Meetings, and School Site Council. We ensure consistent communication with families (in both English and Spanish) in a variety of ways, including text notifications, robocalls, updates on our school blog, and individual phone calls and updates from Advisors. We also provide translators for all meetings and ensure that any school-wide communication is provided in both English and Spanish. We plan to further increase our partnerships with families and stakeholders in the 2019-2020 school year in the following two ways: • The implementation of workshops around a variety of topics that help families build skills to support their students. • Tracking the number of touch-points our staff has with families and stakeholders to ensure every single student’s larger support team is being consistently communicated with and that no one slips through the cracks.|5|5|5|5|5|3|5|4|5|5|3|3|2019-10-09|Met|2019 19768690119016|Da Vinci Science|3|Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms. Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and the Da Vinci Science Families group. By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers. These workshops focus on both academic and socio-emotional student outcomes. Da Vinci Science also hold Student-Led Conferences every semester, in which parents come to the school, to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. Da Vinci Science will improve the number of underrepresented families participating in professional development days.|Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents in summer and winter professional development days, seeking feedback and input on school programs and practices and building empathy between parents and teachers. Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and the Da Vinci Science Families group. By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families.|5|5|5|5|5|4|5|3|5|5|5|5|2019-10-16|Met|2019 37683386039457|Darnall Charter|3|Darnall Charter School seeks families for input in decision-making through the school’s School Site Council (SSC), English Language Advisory Committee (ELAC), DELAC, annual parent surveys, during the annual update and development of the school’s LCAP, and a parent representative on the governing board. A focus area for improvement is to continue to implement strategies to increase parent participation in our school’s SSC, ELAC and DELAC in order to seek input in decision-making.|At Darnall Charter School (DCS) we believe that when parents are engaged in their child’s school, students receive the home support and knowledge they need in order to engage in their education, but also develop a lifelong love of learning. We know that community engagement requires collaboration and communication from the school, families and the community, by creating networks of shared responsibility that support student success. Darnall Charter School offers a parent education workshop series to empower them with the tools to support their child academically. Feedback from the 2019-19 Family Survey, parents responded that they are not involved in their child’s educational pathway other than attending Back to School Night and other events. Therefore, a focus area for improvement is to continue to develop additional methods to partner with families in a meaningful way; and provide opportunities for parents to volunteer in their child’s classroom, with the intent to build capacity with our parents and empower them on how to support their child academically at home. Another area of focus is to support families to understand and exercise their legal rights and advocate for their own child.|Darnall Charter School places great emphasis on building relationships with families that encourages learning at home, and involvement at school, which is also a strong predictor of student success. Our school has worked extensively to develop and maintain respectful and nurturing relationships between all stakeholders (school staff, parents, students, and community). Promoting a partnership with parents as outlined in our school’s LCAP Goal #3 is critical to student success. Additionally, our school provides interpreter services at all schoolwide events, and upon request. Materials sent home are translated to Spanish language, as it is the identified 15% or more threshold language group. These partnerships are developed and maintained through activities that build trust between the school and families. For specialized meetings, our school provides interpreter services in targeted languages such as Vietnamese and Somali. Darnall Charter School provides all families, students and staff with a welcoming school environment that creates the foundation for making families feel comfortable within the school community. We do this by offering the following: 1. TK, Kinder, and new student in-take meetings with the school counselors, parents, and students. 2. Welcome and orientation for TK and Kinder parents and students. 3. School tours throughout the school year. 4. Monthly parent meetings in English and Spanish 5. Goal Setting meetings with parents, teachers, and students 6. Back to School Night 7. Parent, student, and teacher Conferences (twice a year) 8. School-wide events: Fall Carnival, Jog-a-Thon, Sports Banquet, and Sports Night Darnall Charter School understands that two-way communication between the school and families is imperative and has implemented a school-to-family communication system that has effectively increased communication. A focus area for improvement is to continue to develop and implement systems where parents and teachers collaborate and improve communication, based on feedback from parent surveys. Darnall Charter School is committed to developing meaningful activities to increase engagement and will continue to do so.|3|3|3|3|2|3|4|2|3|3|2|2|2019-10-17|Met|2019 57726780000000|Davis Joint Unified|3|Our sites and district continue to make progress in engaging our communities as a result of a deliberate focus on hearing from parents and students through surveys, site councils, ELAC, climate councils, and focus groups or open forums for topical matters. As our community conversations focus on our second goal, closing of the opportunity and achievement gap, leaders and staff have prioritized hearing from diverse voices about how we can best meet the needs of students. This has increased our awareness around practices, curriculum, social emotional health, and how we can show care and inclusion of all students. A specific area of success is in moving our Superintendent Advisories and many other gatherings toward a focus on understanding our LCAP goals, the data that informs our planning, and in the development of this plan. As a result, our leaders and staff are in continual reflection on promoting access and outcomes for all learners; this also puts our community in the position to inform our decision making. Additionally, we are moving toward having a representative council (comprised of members from other advisories) to see where consensus lies in our most important decision making with the LCAP. As we continue this work, we also note needs. In a deliberate series of focus groups our African American staff and community members note that we do not have a deliberate mechanism or group in place to meet the needs of our African American youth, nor mentor them. We heard concerns from our Native American families as well. Our collaboration with them is in infancy, but we have planned for several opportunities to speak with them, hear feedback, and hope the outcome will be a deliberate advisory with actionable items in the coming months.|We have shown success in several areas: increased participation in the Youth Truth Survey (including those translated to other languages) and in the implementation of a computer lab and wireless network at our migrant center. Additionally, many positions that support our English Learners were included in the LCAP, and training for community members in high quality interpretation/translation resulted in a bank of community members able to increase our communication capacity with families, specifically for better student outcomes and advocacy. Every site hosted a MTSS retreat to continue the work of analysis of student outcomes, especially for those furthest from opportunity. Needs and areas for further development are evident in the dashboard results where it is clear that we are not achieving with equal success in all demographics; results in Math, ELA, and suspensions are clear disproportionate and necessitate focused work on best first instruction and skillful intervention. While we are engaging, through MTSS, in research based, best first instruction and in providing universal access for all students, our staff, counselors, leaders, and school decision making practices need to shift to address disproportionality. We note that parents of our English Learners are present at our ELAC and DELAC meetings and influence our understanding of student outcomes. We would like to parallel this type of feedback, partnership, and impact with parents of African American Students, Native American Students, Parents of students living in poverty, and students who are part of the LGBTQIA community.|DJUSD values high quality relationships between staff and families and identifies our parent/guardians as vital partners in student education. This is evidenced in layered systems in place at the district and site levels in order to build, maintain, and when needed, repair relationships within the community. These values are clearly stated and reinforced through Board Resolutions like "We all Belong" and consistent parent outreach in the form of Town Hall Meetings, Superintendent's Advisories, events for dialogue with staff on topics like facilities, safety, CTE. Our expectation and experiences is that site leaders own much of this work and design varied opportunities for conversation and relationship building with parents. Our year begins with Back to School Nights at each site where staff communicates methods for parents and educators to work together. Additionally our staff discusses the resources available for student learning and engagement. Every year we hold a School Governance Night that is intended to highlight district vision and work, but also teach parents how to take on leadership at the site level and include a larger parent stakeholder group in decision making and understanding. Our sites hold "Math Nights" and "Literacy Nights" in addition to nights that target the needs of different grade levels (transition nights for 6th to 7th grade, college planning for incoming 9th, etc.). To varying degrees sites host movie nights, fun runs, auctions, and parenting workshops. All events are designed to build relationships and make schools and staff accessible to parents. Should parent/guardians need support, every site has leaders trained to hear and respond to concerns and suggestions. Each site has a School Site Council and School Climate Council, both of which partner with teachers and leadership on program, culture, and relationships. Progress has been made in the past year in the area of school counseling. Our counseling FTE has increased to allow for proactive work and this included parent communication and connecting our parents with resources. We also note intentional outreach and community building with our students who are supported by the Migrant Center through sites Bridge coordinators and our English Learner office. Parent connections are being made with the Native American Family Alliance and through events coordinated for graduating students of African American heritage. It is also important to note that our entire district, at every site, went through comprehensive website revision to include ADA compliance and use of the websites as communication tools. As such, information is more readily accessible for parents and we are better able to market opportunities for parent events or messages to our community. Additionally, we continue to train all leaders through the National Equity Project and send growing numbers of staff to be trained through the NEP and in Restorative Practices.|4|3|2|4|3|4|4|3|4|4|3|3|2019-10-17|Met|2019 19647336016729|Dearborn Elementary Charter Academy|3|Dearborn Elementary Charter Academy is fully implementing and sustaining the progress of building the capacity of staff in effectively engaging families in advisory groups and with decision-making. Dearborn Charter Governance Council (DCGC) meets once a month and discuss various topics. In addition, Dearborn's School Site Council (SSC) also meets once per month. Dearborn's SSC meets right before DCGC and discuss various Title I topics such as Dearborn's Single Plan for Student Achievement. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. Dearborn's SSC and DCGC meetings are announced and advertised in ConnectEd messages, flyers, and school announcements (Monday Morning Assemblies). Quorum is reached at all SSC and DCGC meetings. The meeting's agenda is posted in our school website and public open spaces on campus. Families are encouraged to be active members in all of Dearborn's councils. Dearborn Elementary Charter Academy is fully implementing and sustaining progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups. Dearborn welcomes input from all families. Teachers send out surveys to parents to allows them to reflect and rate on the current and previous teaching practices. Dearborn's advisory councils also provide families with the opportunity to provide feedback such as the school's Budget Needs Assessment survey. Dearborn Elementary Charter Academy is fully implementing progress in providing opportunities to have families and teachers work together to plan, design, implement and evaluate family engagement activities at the school. Dearborn's advisory councils provide input on the family engagement activities of the school. Dearborn's Fall Festival is the school's largest family engagement event of the school year. Dearborn's DCGC provided input on planning and implementing the event. Post the event, the council is given the opportunity to reflect and make changes to the plan for the next school year. Dearborn is challenged with getting input and engagement of underrepresented families. Dearborn's Parent Community Representative actively promotes schools events, and provided translation in English and Spanish.|Dearborn Elementary Charter Academy is fully implementing as sustaining the progress in providing professional learning and support to teachers to improve the school's capacity to partner with families. Families are given the opportunity to meet and talk to their child's teacher during the Back to School Night, Parent- Teacher Conferences, and Open House. Teachers provide parent workshops on various academic subjects to help families close the gap on their child's learning. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in providing families with information and resources to support student learning and development in the home. Dearborn provides monthly workshops on various academic and nonacademic topics. Dearborn's Parent Community Representative advertises and sends flyers home with students. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Families first meet their child's teacher during Back to School Night. Notice of Unsatisfactory/ Low Grade Notice is review with the family during teacher- parent conferences six weeks before the report card. During the conference, families are given resources and strategies that they can implement at home with their child. Dearborn's Parent Community Representative is available to translate for families requesting translation during the conference. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in supporting families to understand and exercise their legal rights and advocate for their child and all children. 87% of families at Dearborn completed the School Experience Survey. 88% of parents agreed/ strongly agreed that the school overall provides high quality schooling.|Dearborn Elementary Charter Academy is fully implementing and sustaining the development of staff to build trusting and respectful relationships with school community/families. Dearborn Charter's strengths can be attributed the vast opportunities for parent/family engagement. Some activities include weekly Monday morning assemblies, ConnectEd phone calls home, and teacher- parent conferences. Dearborn's Parent and Community Representative provides Spanish translation to during all school functions and activities. Dearborn Elementary Charter Academy is fully implementing and sustaining a welcoming environment for all families in the community. Dearborn's school marquee gives families and community the most up to date announcements. Dearborn's main office is staffed with bilingual personnel that can assist families in English and Spanish. Dearborn's overall customer service according to the School Experience Survey is 90%. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Dearborn's annual "Career Day" invites students and families to learn about different careers and universities. Students learn about various careers, and families learn about the requirements to attain the desirable career. Moreover, Dearborn hosts an annual Multicultural Fair in partnership with the school's Parent Teacher Association (PTA). Students showcase their own culture or a culture they have been studying during the fair. Student projects, special cultural performances, and food from different cultures are shared during the event. Dearborn Elementary Charter Academy is fully implementing and sustaining the progress in developing multiple opportunities for the school to engage in 2-way communication between families. Dearborn sends weekly phone and/or mobile text messages home with important information. Dearborn's Parent Community Representative is available every day for four hours to talk to parents. Families are welcome and encouraged to visit our Parent Center. Dearborn's 87% parent response rate on the School Experience Survey demonstrates the school's strength in building relationships.|5|5|5|5|5|5|5|5|5|5|5|4|2019-10-30|Met|2019 14632710000000|Death Valley Unified|3|Another strength for Death Valley schools is the positive working environment and collaborative culture that exists amongst staff members. As a result positive relationships are built with families and other student stakeholders. One area of needed improvement is to increase parent attendance at school governance meetings. The District includes families in school activities with the belief that a field trip or student activity is a family activity, not just a student activity. The principal, therefore, meets with parents at diverse settings such as water parks, aquariums and, of course, homes, as well as other venues within the District boundaries or in Southern California or Las Vegas. The majority of families are from underrepresented groups, and they help support and participate in school activities and events. Many of families live in what has been described as America's Outback. If they don't have transportation to school events, the District provide it for them. If they don’t have a means of communication between school and home, we find a way to help establish it for them. Thus, the District operates as a kind of community help center in this desert wilderness region, and communication is paramount.|Being an isolated rural district allows the school to form close relationships with families and other partners. The district frequently partners with the county to provide services to students. The district also partners with nearby colleges and cultural venues to provide students with enriching experiences. An area for improvement is to develop opportunities to help parents learn how to support their student’s academic and social/emotional growth. Death Valley USD students are spread over some 5000 square miles. Each family and each problem is addressed on an as needed basis. Working for the District necessitates direct contact with families with support provided by experienced instructional aides, a counselor and a teaching principal. Daily meetings keep all staff members aware of issues affecting staff, students and families.|Because of our small size an area of strength for Death Valley Schools is in the area of family engagement and building strong relationships with students and their families. Our staff makes an effort to have an open door policy and a welcoming environment to create and sustain relationships with students and their families. Interpreter services are provided as needed. The district educates its staff in the value and utility of contributions of parents, how to reach out to and communicate with, and work with parents as equal partners, implement and coordinate parent/community programs, and build ties between parents and school through professional development at the beginning of the school year and at staff meetings. This helps to build connections between the community and the school, which is included in LCAP Goal 2. Parents and family members are encouraged to volunteer at the school and participate in school events and field trips. Death Valley USD is small and, as a result, is able to work individually with each family regarding positive relationships. Summer visits to homes, meetings at locations convenient for parents and an interface with the schools via bus drivers who act as community liaisons. Direct contact will continue to be the direct link with families as many of our students come from homes with no electricity, landline or cellular phone service. The District will continue to advocate for cell phone and Internet service throughout the district so that parents and students can better participate in Death Valley's school programs and culture.|5|5|5|5|4|4|4|4|4|4|4|2|2019-10-16|Met|2019 37680496119564|Dehesa Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37680490000000|Dehesa Elementary|3|At the beginning of 2019-20 school year, a Parent University Survey was sent home to gain arent input as to what type of workshops they would find benificial in giving them additional skills to help in their student learning. In September 2019, an election of new members of School Site Council were elected. Dehesa will provide families, staff, and students surveys at the beginning of the second trimester and at the end of the school year to gain a better understanding of what our shool communities appreciate about our schools, and where they think we ca continue to improve.|Certificated staff/teachers participate in professional growth goal setting at the start of each school year. Teachers also work together with administration to determine a site-wide professional growth focus in which year long, teacher professional development is designed around. Professional learning is measured using the “Plan, Do, Study, Act” method of strategic planning, data/work sample review, and collaboration for improvement. Staff meet weekly to create goals on ways to engage parents and invite them to be active participants in their students' learning. Teachers communicate with parents through ClassDOJO, weekly progress reports, emails and/or phone calls. Dehesa has a set parent/teacher conferences dates so teachers may share student growth and goals. Progress Reports are shared with parents at mid trimesters. Report cards are completed tri-annually. We need to continue building positive partnerships with parents by welcoming them as volunteers or as programs and committee members. We need to empower more parents by continuously giving them information of the many ways they can share their feedback and/or input.|Parent input is encouraged during School Site Council Meetings which is held once a month. The council consists of elected members from different school subgroups ensuring diverse background knowledge and opinions. Twenty-one percent of parents who participated in the survey said they were aware of School Site Council Committee but none of these parents participated in the committee. A Parent Advisory Committee, along with School Site Council, provides input regarding school activities, programs, curriculum, and assessment data. Stakeholders learn about the district initiatives and provide feedback during these meetings. Parents Club contributes by meeting monthly to organize fundraisers, provide entertaining activities, and help support classroom teachers. Parents Club recruits other parents to be active participants in Dehesa programs. Parents Club currently have 80 members. Our focus area will be to continue increasing Parent engagement. We will continue to welcome parent input during commitee meetings and through Surveys.|2|3|2|4|3|4|4|2|3|3|2|3|2019-10-29|Met|2019 37680560000000|Del Mar Union Elementary|3|Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent Teacher Association (PTA), President's Advisory Council, English Language Advisory Committee (ELAC), District Language Advisory Committee (DELAC), School Site Council (SSC), Del Mar Certificated Teachers Association (DMCTA), Classified Advisory Committee, District Wellness Advisory Committee, District Design Team, District Leadership Group, District Cabinet, and Facility Master Planning Committee. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level as well as focus group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of the focus group sessions will contribute authentic stakeholder input, including from students and families from underrepresented groups, for both school sites and the district.|We assist our parents in understanding academic expectations through several strategies. Meetings include regular principal coffees at school sites and District level parent education evenings. Various topics are addressed, including information about state standards and the instructional program. Strategies for supporting children's academic achievement and emotional wellbeing are provided to parents. Information is also provided via Back-to-School Sessions and at one-on-one conferences with parents held two times during the year. A report card companion containing parent-friendly language describes the academic goals for each trimester for English language arts and mathematics is provided to parents. For the 19-20 school year, parent education evenings will focus on how mathematics instruction can be supported at home, as well as how parents can use the language of the district's social-emotional program, Second Step.|Our staff has a deep appreciation for the importance of parent involvement. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on including all parents as equal partners in the education of their children. Elements of this professional learning focus on effective modes of communication, which help to build and maintain positive relationships between all parents and the school. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals at each school send out weekly communication and have regular principal coffees and/or parent education sessions. They also provide welcome events for incoming kindergarten students. This year, a Welcome to Del Mar Event was facilitated to welcome all new families to our district. District and site administrators from every school attended. The Welcome to Del Mar event was designed to introduce new families to programs and services available both at our school sites and also in the community. DMUSD staff will continue to developed personalized learning experiences in a way that supports learning styles and maintaining culturally responsive learning environments.|5|5|4|5|5|4|5|5|5|5|4|5|2019-10-23|Met|2019 08100820000000|Del Norte County Office of Education|3|DNCOE would like to see an increase of parents attend and participate in the School Site Council (SSC), as well as continue to grow our partnerships in the community. The LCAP community input sessions, School Site Council meetings, and P.T.O. organizations all represent strengths. An area of improvement would be the COE’s endeavor to survey parents and community members to get their input as to their perceptions of being engaged in the development of policies, programs, and resources to support the achievement of students. Through developing more comprehensive and well-publicized parent and community surveys, the District anticipates an increased response rate to help us get a more accurate read on the extent to which parents and community members feel that they are truly engaged.|Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), parent workshops and meetings with teachers. A focus area for improvement is supporting families to exercise their legal rights and advocate for their students. County schools provide educational service to 6th-12th grade students in our Community School and Elk Creek (Juvenile Hall). We have increased the different ways that we communicate with parents/guardians. We are now posting more information online, sending home mailings, and sending home information with the students. The survey was selected because it asked questions about a variety of topics including curriculum, school safety, relationships with staff and school, and other areas pertinent to student enjoyment and learning. Questions including inquiry around the COE's LCAP goals and how we can improve. The limited number of responses received on the survey indicated that there is satisfaction with the progress made in these areas.|Parent engagement and communications is a priority of the County Office of Education, and the COE is actively strengthening the engagement and communication. A communications director has been hired to support to the County and Districts web presence and mass communication programs as well as smaller site communication needs such as having all fliers posted on site webpages. The County is active in being on the radio, in the newspaper, in the inbox, as well as postal mailings. A need for improvement is maintaining active phone numbers for phone calls and text messages and maintaining mailing address for the homeless and socio-economically disadvantaged youth.|3|4|4|3|4|3|4|4|4|4|4|4|2019-10-24|Met|2019 08618200000000|Del Norte County Unified|3|The LCAP community input sessions, School Site Council meetings, and P.T.O. organizations all represent strengths. A challenge or improvement area is in establishing and operating a viable DELAC Committee, such that, on a District level, families of English Learners are fully represented. Another area of improvement would be the District’s endeavor to survey parents and community members to get their input as to their perceptions of being engaged in the development of policies, programs, and resources to support the achievement of students. Through developing more comprehensive and well-publicized parent and community surveys, the District anticipates an increased response rate to help us get a more accurate read on the extent to which parents and community members feel that they are truly engaged.|All school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance, and approves plans for improving student academic progress. The District also posts academic performance information for every school on the website. The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site. This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non English Learners. As mentioned previously, the District will improve its efforts to work collaboratively with families of Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless Director and a full-time Foster Youth program coordinator. They are working actively to ensure that FY&H students get the services and support they need at each school site.|Through the LCAP process, the District makes an intentional effort to reach out to all the families of students of our traditionally under presented subgroups. Other parent organizations such as ELAC, PTO, and School Site Council (SSC) facilitate more parent involvement. The District’s DELAC is an organization that will be the focus of improvement this year. The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site. The District will also actively work with families and community members to include more parents on the Foster Youth Advisory Council. Finally, the District will make a concerted effort to put together a more comprehensive survey of parent needs and parent assessment of District programs and services.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-24|Met|2019 15634046009369|Del Vista Math and Science Academy|3|In the most recent parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child; 93% feel that the district provides training on how to support a safe learning environment; 94% of respondents indicates that the district provides activities to increase parent engagement.|Family engagement events are also held for our Foster Youth and Mckinney-Vento families such as a Welcome Lunch, Giving Tree event and Coffee and Community event. The district director provides the families resources and connects them with Community Connection and Health/Vision services. Family involvement will remain a very high priority for Del Vista Math & Science Academy, as we are well aware of the great importance of community support. This year the school is taking science to the community via a community Street Fair. We will be encouraging our families to participate in the community Street Fair while giving them the opportunity to use telescopes to observe the moon (International Observe the Moon event). This provides an opportunity for the community to interact with the school as well. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. Parent involvement events are held in the evenings, which is the most opportune time according to parents.|Del Vista Math & Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. The school promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/guardians), student recognition assemblies, family math and literacy nights, School Site Council, ELAC (English Language Advisory Committee), Title I Annual Meeting, GATE PAC, Star Gazing Family Night, and International Observe the Moon Night help promote positive interactions. To improve engagement for underrepresented families, Del Vista Math & Science Academy migrant parents are provided the opportunity to participate in the “Feria de la Educación” (Education Fair) sponsored by the California State University, Fresno. Parents are provided information regarding financial aid, tuition, prerequisites and the college application process.|5|5|4|4|3|4|5|4|4|5|5|5|2019-10-14|Met|2019 15634120000000|Delano Joint Union High|3|The Delano Joint Union High School District will continue to involve parents of socioeconomically disadvantaged pupils, English learners, foster and homeless youth, and students with disabilities. The district’s current strength is the active participation of families in the evaluation, approval, and monitoring of the district plan for student achievement. Parents surveys were administered in September 2019 to 862 parents. The results of these surveys indicate that 99% of parents agree the school/district seeks input from parents in making decisions for the school and district. Parents and students play an active role in the development of our district and school plans. Title I parent committees, ELAC, DELAC, the District Parent Advisory, the Special Education Parent Advisory Committee (SEPAC), and School Site Council review, approve, and monitor the goals and actions of the district and school plan for improved student achievement. Parents are consulted on identified needs and provide valuable recommendations. Data is reported to the parent groups and committees. Parents annually review goals and strategies planned for the year to meet the new targets. This review includes a needs analysis and identification of root causes for the identified areas of growth. Our district will focus on increasing family participation in the decision making process to improve student achievement by hosting family stakeholder meetings at each school site. The district currently involves families in parent advisory meetings at the district level.|The Delano Joint Union High School District provides several opportunities for staff and community relationships. All staff is trained in Solution Tree’s Professional Learning Communities to provide professional learning and support to teachers and principals to improve the school’s capacity to partner with families. The school sites provide Parent University training, parent/teacher meetings, and meetings with the counselor to support student learning and development in the home. The parent and family engagement policy is reviewed and developed jointly by parents and school site staff every year to support improved student outcomes. The teacher and counselor duty day was extended so that teachers and counselors may work with students and meet with parents after school. The classified work calendar was modified to improve services for students and families. Several staff members and students participate in a variety of community events throughout the school year. An area of focus and improvement is to develop better ways to increase attendance at parent workshops hosted at school sites.|The Delano Joint Union High School District (DJUHSD) celebrates student successes and accomplishments. Families are invited to participate in recognition of student achievements. Events are hosted in the evenings to maximize family participation. The district will continue its efforts in engaging families in all school activities. Notices will continue to be sent home in English, Spanish, and, when available, in Tagalog. The district will continue to involve families in Parent University trainings and site and district stakeholder meetings. The DJUHSD will focus on increasing relationships with our families by continuing to inform and communicate with families about school events. Parents and families will be contacted via phone, Blackboard messaging, social media, the school marquee, mailings, and posting events on our websites. The DJUHSD will continue to conduct family surveys every year during the Back-to-School Night to seek input on improving student and family sense of school connectedness. The parent and family surveys administered in September 2019 reflect that 99.8% of parents feel connected to their school.|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 15634040000000|Delano Union Elementary|3|Delano Union School District values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. The district promotes both academic and culture building activities at school sites to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), family math and literacy nights, Parent Project, and coffee with the principal help promote positive interactions. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child. 93% feel that the district provides training on how to support a safe learning environment. 94% of respondents indicates that the district provides activities to increase parent engagement.|The district recognizes that social determinants of health are closely linked to educational outcomes. Although wages and income are not directly linked to health, educational attainment allows for access to the essential needs such as health care, a safe place to live, food, clothing and clean water. Several of our families fall far below the poverty line and lack basic needs. These basic needs are essential in order for parents/families to be stable and to send their children to school ready to learn. The district is continually identifying students/families in need and efforts are made to provide services to families and students that are underrepresented. Delano Community Connections Center (DCCC) is a family resource center that is sponsored by DUSD. The resource center regularly does outreach to children and families to provide essential resources for family stability. Our partnership with the Kern County Food bank allows for food distributions on the 4th Tuesday of every month. We also maintain a well-stocked food pantry for our students and their families. Holiday Food Baskets with a turkey or canned ham are provided to at least 100 families every winter. Through our partnerships with various agencies such as the Salvation Army, United Way, HEAP (home energy assistance program) and FEMA (Federal Emergency Management Agency) we help families pay their utility bills ranging anywhere from $100-$500. These resources are offered to our under represented families or for any family in need. Partnerships with other agencies such as the Delano Community Alliance help us keep families in their homes and apartments. Families that receive an eviction notice are referred to our district Health Services Director and are case managed by a family advocate at DCCC to help guide them to self-sufficiency and prevent any potential evictions. Families who are homeless or at risk of becoming homeless are placed in a hotel for 5-10 days thanks to Supervisor David Couch (4th district) and referred to outside agencies for assistance with permanent housing.The district’s family advocates sign families up for Covered California (medi-cal) so that students can have health coverage allowing for routine physicals, dental appointments, vaccinations as well as access to mental health services. School nurses regularly improve student attendance and academic achievement by assessing student health and make referrals to appropriate medical providers/agencies as needed. Nurses keep students healthy so that they can learn and stay in class. Recently LCAP funding was used to open up a full service student vision center at Pioneer school. Students in need of an eye exam are scheduled for an appointment at the vision center. On the day of the student’s appointment a district van picks up the student from their school shuttles then to their appointment then back to their school. These services are provided free of charge.|DUSD supports some of our most underrepresented families in the district. Our McKinney-Vento Families need more support and care than most as they are in transition constantly while attempting to provide stability to their families. It is our mission to ensure that our families are made to feel like they are our family. We start out by hosting a welcome breakfast or luncheon to inform them of site, local, and county resources that are available while they are in their transition. During that time, we do activities that allow the families to get to know each other in order to remove the stigma associated with their situation. The message is that “we understand and you are not alone in the journey”. During that time we also provide a meal and lots of engagement activities for the children. The families are introduced to School Social Workers, and other support personnel that would provide assistance to them at school or to the family. We also give a personal invitation to coming events that would provide additional support to the families throughout the rest of the school year. We host a Thanksgiving dinner, a Christmas event called the “Giving Tree”, and several Springtime events are called, Coffee and Community. This is where we speak with families about subjects such as Trauma and Self-Care, etc. in order to support the adult so that they can gain tools to support their family. Our Foster Families (Resource Families) are also supported in a similar way. Since they have new children, their families are also in transition and need extra help in making sure they have what they need to create as much stability in the lives of their foster youth as they can. We also host a Welcome Breakfast or lunch for all the members of the immediate family with food fun, resources and care. We host a Harvest Event for the children and their families, a Christmas Giving Tree event, Springtime events and we take our middle school foster youth to a County conference to be empowered and inspired. We also host a field trip for both our MV youth and our Foster youth at the end of the school year.|4|5|4|4|5|5|3|4|4|4|4|4|2019-10-14|Met|2019 24753660000000|Delhi Unified|3|Delhi USD is a small, unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. The district is the civic center of the area and parents look to the district for many of their educational and non-educational needs. The more parents are involved, the more the community is involved in moving forward with a positive culture and increased student academic achievement. Although the greatest number of participants indicated Initial Implementation in this section, coming in a very close second was Full Implementation in most of the subcategories. Delhi Unified School District continues to strive to ensure active parent involvement and student engagement through: a. research-based parent involvement practices b. family input in school decision making c. educational programs, designed for families, to empower them in supporting student achievement and success. Increasing Parent participation in school activities and governance has been an ongoing commitment and challenge for the sites, struggling at times to have a minimum amount of parents participate in advisory or decision making committees/meetings such and the English Language Advisory Committee and the School Site Council. In support of the above, besides high expectations placed on the various parent-included committees, DUSD has brought in a couple of parent institutes such as PIQE (Parent Institute for Quality Education) and the Parent Leadership Training Institute (PLTI). In addition to this, DUSD also fully funds parent participation at various parent-centered conferences provided by local consortiums, universities and non-profit organizations such as California Association of Bilingual Education (CABE). The aforementioned provide specific guidance and training to improve the engagement of underrepresented families throughout the district.|Delhi Unified School District is, overall, at full implementation in building partnerships for student outcomes. Strengths for the district range from providing parents with a variety of venues to discuss their children's academic progress, by ensuring teachers, specialized staff, and site and district staff are constantly monitoring the progress of the students. Principals act on such information by collaborating with the teacher and/or specialists, ultimately conferencing with the student and/or parent if progress still isn't being made, and following up on the various levels of intervention provided within an appropriate amount of time. Although the largest number of respondents indicated Initial Implementation regarding the LEA's progress in providing families with information and resources to support student learning and development at home, the second largest group felt that the implementation was done fully. Nevertheless, improvements can be made, and the most common area of weakness determined is clearly in the area of providing the families with the necessary resources to support the students' academic progress at home. Underrepresented families will be identified and provided with individualized communication, collaboration, guidance and follow through via parent/teacher conferences, specialized meetings for English Learners and/or students with various needs, including those on an Individualized Educational Program.|DUSD makes it a point to reach out to our families and community and respondents have indicated that the district is meeting this area fully. Adding value to this effort is the established collaborative relationship with the Parent Delhi Committee (DPC), and the newly introduced collaboration with the PLTI, the Parent Leadership Training Institute, and PIQE (Parent Institute for Quality Education). Our schools continue to be hubs of parent participation during various school-based activities. An identified are for improvement is the development and support for staff to learn about each family's strengths, cultures, languages, and goals for their children. Principals and Department Directors will receive guidance and support in leading their staff towards a better understanding of the indicator. DUSD will encourage more staff participation during school and district sponsored parent centered events as well encourage and support more staff participation during student centered events such as athletics, music and art performances, and other after school or weekend activities. Communication is an area where DUSD is constantly seeking to improve. Stemming from the newly redesigned webpage, to a clearer and improved emergency implementation and information dissemination plan. These are new implementations, added to the continuous improvement of the site-based LCAP meetings, intended to provide more information on the LCAP expenditures to more parents and community members, allowing them to also provide feedback on current practices as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed.|3|4|3|4|4|3|4|4|3|3|3|3|2019-11-12|Met|2019 47702270000000|Delphic Elementary|3|Delphic Elementary has close relationships with families and holds bi-monthly parent meetings and LCAP meetings to engage and seek input from families. An area of improvement would be to continue to proliferate staff to parent conversations regarding school policy.|Academic conferences for all families are provided annually. As needed meetings are set up at parent or teacher request to discuss student progress and needed interventions. The area of focus would be for the district to provide information to parents regarding their legal rights to advocate for their own and all students.|An area of strength for Delphic Elementary is parent, family and community relationships. Based on fall parent surveys, 100% of parents strongly agreed that the school provided support for all students. Back to School Night had a 70% participation rate.|5|5|5|5|3|2|4|3|4|3|3|3|2019-09-25|Met|2019 39686270132050|Delta Bridges Charter|3|The school regularly holds Local Control Accountability Plan meetings to promote transparency and stakeholder input. The LCAP is reviewed and updated annually by the school and its stakeholders. The school has an active Parent/Teacher Club that works to engage families to get involved with a variety of school activities. The site also provides opportunities to meet and discuss activities, such as school BBQ, fundraisers, and school climate. This occurs during Parent/Teacher Club meetings, English Language Advisory Committee meetings, and Stakeholder meetings.|The school is committed to partnering with parents. We have several avenues where we provide opportunities for our parents and staff to sit together and share information about the school. We discuss things such as local test scores, state test scores, curriculum we are using in the class, learning goals that we have for the students, school climate and our school as a whole. We find these opportunities through our ELAC, SAC, Stakeholders, SST meetings, IEP meetings and Parent/Teacher conferences.|The LEA promotes a culture of openness by working closely with families throughout the school year. Our faculty meets regularly with parents through Parent/Teacher conferences, IEP meetings, SST meetings, ELAC meetings, Stakeholder meetings, Latino Literacy Club, and Student Activities Committee (SAC). Additionally, there is consistent communication via email and phone to share student progress, achievement, and student activities. Finally, the school provides volunteer opportunities through our Parent Teacher Club.|2|2|3|3|2|2|2|5|2|2|2|2|2019-10-17|Met|2019 39686276119309|Delta Charter|3|As a school of choice, our families vote with their feet. All of our parents have made and continue to make an active choice to enroll their children in our program. If we are not responsive, they will simply enroll in their local district school. Accordingly, the k-8 principal meets almost daily with the PTC leadership and maintains an open door policy. The PTC works with the staff in presenting family engagement activities such as an annual carnival, dramatic and musical productions and student award ceremonies. DCHS has surveyed parents and students annually. Parent surveys were available and parents were encouraged to complete surveys during the “After 5” parent/teacher conferences. By making the survey available when parents were on campus, DCHS experienced a growth in the responses to the annual Climate Survey. In addition, DCHS teachers made time in their classrooms for students to complete the student survey. DCHS staff and administration are available for stakeholders to provide informal input in the decision making process. LCAP meetings are poorly attended and DCHS could improve on communicating the importance of being involved with the LCAP process. DCHS will seek ways to increase formal participation in the decision making process.|During weekly staff meetings at the K-8 level creating a growth mindset for students, staff and families is a top-level goal. In order to facilitate working with families to improve student outcomes we are codifying procedures for Student Growth Conferences that will occur three times per year in order to support student learning and development in the home. We plan to implement a “Four Pillars of Growth” program to emphasize this partnership. We hope to improve by collecting data on participation of underrepresented sub-groups to help us develop strategies to increase participation. Teachers at DCHS are accessible to students and families. In response to data provided through surveys of parents, DCHS implemented Back-to-School night in order to allow teachers and parents to connect at the beginning of the school year. Additionally, DCHS holds parent/teacher conferences two times per year midway through each semester. DCHS teachers are accessible to students before school, during lunch, and after school. Students and families are informed of their legal rights when IEP/504 meetings are held. Students are afforded due process in disciplinary situations. School Student Attendance Review Team and Discipline Review Board procedures are explained and legal rights are provided.|A strength at the K-8 is a very active parent/ teacher organization. The leadership of this group is at the school on a daily basis. All teachers K-5 use Class Dojo to encourage two-way communication in understandable language. A weekly “Principal’s Message” goes out in our newsletter both electronically and in a hard copy sent home with students. We are building capacity to move forward with goal-setting meetings with teachers and parents three time per year. This will help us improve in learning about our family’s strengths, cultures, and languages. Delta Charter High School strives to create a welcoming environment for both students and families. DCHS holds “After 5” parent/teacher conferences each semester to allow families and teachers to discuss progress report grades and work together to improve grades, behavior, and work habits. Back-to-School night was implemented during the 18-19 academic year and has been well attended for the past two years. Through surveys of parents and students, DCHS has determined a need to support staff in learning about families’ strengths, cultures, languages, and goals for their children. In 18 -19 DCHS held its first Multicultural Fair. DCHS will continue to explore opportunities to engage staff and families.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 44698234430187|Delta Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 39686270136135|Delta Charter Online|3|Delta Charter Online supports the school’s principal and staff to effectively engage families in decision making. The school also provides opportunities to have families, teachers, principals and school administrators work together to plan, implement and evaluate family engagement activities at school and district level through the use of parent surveys, it’s website and Facebook page. Delta Charter Online provides families with the opportunities to provide input on policies and programs and implementing strategies to reach and seek input from unrepresented groups in the school.|Delta Charter Online provides professional learning and supports the teachers and principals to improve the school’s capacity to partner with families. The school also progresses in supporting families to understand and exercise their legal rights and advocate for all students. Delta Charter Online provides families with the information and resources to support learning and development in their home. The school also implements polices and/or programs for teachers to meet with families and students to discuss student progress and ways to work together to support and improve student outcomes.|Delta Charter Online develops the capacity of its staff, administrators, teachers and classified staff, to build a trusting and respectful relationship with families. The school also develops multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Events include Orientation to the school, Back to School Nights, FAFSO College Workshops and monthly parent and teacher conferences. As a result, these opportunities help Delta Charter Online build a welcoming environment for all families and community. The communication and engagement with the families and the community helps the staff learn about each family’s strengths, cultures, languages and goals for their students.|4|4|4|4|4|4|4|4|4|3|3|4|2019-10-17|Met|2019 34674130114660|Delta Elementary Charter|3|DECS has a very strong PTC, ELAC and School Site Council. Through these groups more work is being done to engage and reach as many families as possible though open meetings and continued outreah during school events.|Delta Elementary Charter School strengths include school climate, inclusion of all students, and building strong, positive relationships with all stateholders. DECS continues to give more opportunities to reach out to our underrepresented families through Town Hall meetings, needs assessments, and free school and community events.|Overall rating on an “A” from parents 5 years in a row. • 95%+ of Parents: 1. Feel that DECS takes actions to ensure their child’s safety 2. Feel welcomed into their child’s classroom 3. Would rate DECS environment as very positive 4. Feel DECS is clean and in good condition Parents are very satisfied with the academic program at DECS. • 95%+ of parents: 1. Report that DECS provides them with information about grade-level standards 2. Sets high standards for academic success 3. Feel the school meets the individual needs of their child 4. Believe DECS prepares their child academically for his/her next phase of schooling 5. Overall, would rate the academic program at DECS as very effective Parent’s evaluations of DECS school support services were also positive. • 95%+ of parents: 1. Overall, would rate the support services at DECS as very effective 2. Feel their child has regular access to technology • 85+% of parents: 1. Feel the PTC is organized and welcoming (8% decrease) Consistent with prior years, parent evaluations of DECS school culture remain overwhelmingly positive. • 95%+ of parents: 1. Overall, would rate the school culture as very positive 2. Successfully communicates and fulfills its mission according to its charter 3. Reports the school communicates its mission effectively 4. Creates an environment where children succeed 5. Believe the school establishes strong partnerships with its community 6. Feels the school’s main office is responsive 7. Reports their child enjoys going to school 8. Feel their family is part of a school community • 90%+ of parents: 1. Feel DECS asks parents for input on important school decision making Parent’s satisfaction with the administration remained unchanged. • 95%+ of parents: 1. Feel the principal is respectful and professional 2. Fell the principal is approachable with comments and concerns 3. Report she is highly visible throughout the school 4. Believe she consistently enforces school rules and policies 5. Overall, would rate the principal at DECS as very effective • 90%+ of parents: 1. Believe the principal provides information about how the school is performing comparing to other schools. Parents were once again overwhelmingly satisfied with teacher effectiveness at DECS. • 95%+ of parents: 1. Feel their child’s teacher communicates with them about their child’s academic progress 2. Responds to emails, phone calls, and notes in a timely manner 3. Report that their child’s teacher plans creative and engaging lessons 4. Feels their teacher understands their child’s strengths and weaknesses 5. Feels their child’s teacher is respectful and professional 6. Overall, would rate their child’s teacher as very effective (5% increase in satisfaction)|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-07|Met|2019 39686270129890|Delta Home Charter|3|Having families engaged in decision making on policies and programs is an area of improvement. Parent participation in this area is very limited. When meetings are held to allow family participation in decision making at the school, attendance of parents are low or not available. Family nights have been held where parents can fill out feedback surveys. Parent survey participation is also very limited. We continue to explore and find new ways to help with parent involvement.|Professional development is in place for the various curriculum we provide families. Teachers understand all the curriculum in order to support student learning in the home with the support of the professional development opportunities throughout the year. Teachers are able to utilize NWEA MAP testing to discuss student’s progress and the skills they may need to improve upon. Supplemental materials are available to help support the growth of skills to be developed. Improvement could be made in making sure that all families know their rights in order to advocate for their students. Student’s on Individualized Educational Plans are the families that we ensure are aware of all their rights. These families of special needs are the ones focused on, when we ensure all families understand their rights.|Delta Home has face-to-face meetings with families once a month which helps build personal relationship between teachers and families. Teachers check in with families at least once a week through e-mail, phone, or text to encourage continued communication and goal setting. The principal has a face-to-face meeting with every family that enrolls at Delta Home. The principal also checks in with families through e-mail, phone, or text to help encourage student engagement, set goals and praise student’s achievements on a regular basis. The office and classrooms are clean and inviting. A “home” atmosphere has been created in order to help families feel comfortable. We could improve on supporting the various cultures of our families.|5|5|5|5|5|5|5|5|3|3|3|3|2019-10-17|Met|2019 39686270136028|Delta Keys Charter|3|Delta Keys supports the school’s principal and staff to effectively engage families in decision making. The school also provides opportunities to have families, teachers, principals and school administrators work together to plan, implement and evaluate family engagement activities at school and district level through the use of parent surveys, it’s website and Facebook page. Delta Keys Charter School provides families with the opportunities to provide input on policies and programs and implementing strategies to reach and seek input from unrepresented groups in the school.|Delta Keys school provides professional learning and supports the teachers and principals to improve the school’s capacity to partner with families. The school also progresses in supporting families to understand and exercise their legal rights and advocate for all students. Delta Keys Charter School provides families with the information and resources to support learning and development in their home. The school also implements polices and/or programs for teachers to meet with families and students to discuss student progress and ways to work together to support and improve student outcomes.|Delta Keys develops the capacity of its staff, administrators, teachers and classified staff, to build a trusting and respectful relationship with families. The school also develops multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Events include Orientation to the school, Back to School Nights, FAFSO College Workshops and monthly parent and teacher conferences. As a result, these opportunities help Delta Keys build a welcoming environment for all families and community. The communication and engagement with the families and the community helps the staff learn about each family’s strengths, cultures, languages and goals for their students.|4|4|4|4|4|4|4|4|4|3|3|5|2019-10-17|Met|2019 50710685030267|Denair Charter Academy|3|DCA has an active Parent Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DCA and district administrators are using the CDE Family Engagement Toolkit as a resource this year.|DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a "customer service" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources.|4|4|4|4|4|4|5|5|4|4|5|5|2019-11-14|Met|2019 50710680132662|Denair Elementary Charter Academy|3|DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators are using the CDE Family Engagement Toolkit as a resource this year.|DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.|Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a "customer service" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|4|5|4|5|3|4|5|3|3|3|4|4|2019-11-14|Met|2019 50710680000000|Denair Unified|3|Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement. An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups. While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DUSD administrators are using the CDE Family Engagement Toolkit as a resource this year.|DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal. Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.|Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a "customer service" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need. An area for improvement (our current focus) is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States. We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.|4|4|4|5|3|4|4|3|3|3|3|3|2019-11-14|Met|2019 33670410000000|Desert Center Unified|3|The parents, community and school work very well together, The community joins the school in hosting a winter program. We have 80% of our parents attend school site council meetings where we discuss how our students are doing and what events should we host each year. Parents are actively involved in attending field trips sponsored by the school. The parents are surveyed each year for input about how our school can improve and the safety of our school.|The District holds annual parent/teacher conferences with 100% participation. In addition, the District holds many family functions at school which include providing skills and practices that parents can use to support their children at school. The teachers will make home visits to meet with parents if they are not able to come to the school.|Parent participation at school functions is well over 80% of our family population. Flyers, e-mails, and texts messages are sent frequently to communicate with our families. Being a small community, it makes it easier for us to have one-on-one conversations with each of our families. Since the community has no resources, the school is the activity center of the community. The District strives to communicate with all families and based on our participation rate, we have been quite successful and will continue to utilize the methods listed abovve to communicate.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 19642461996537|Desert Sands Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 84% responded that they agreed and strongly agreed. The school holds board meetings on campus, parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that one area for improvement is to develop less formal townhall meetings and increase more opportunities for engagement with flexible meeting times, and communicating in advance. Providing high quality translations will continue to improve the engagement of underrepresented families.|There were over 700 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers. There are phone calls, flyers, L4L Connect, Parent Square, school website and emails to ensure parents have access to information. To ensure students have the resources needed to advocate and navigate the Antelope Valley community, Desert Sands has over 30 community partners who work to provide social, emotional, academic, parenting, and financial supports. Three times per year, these community partners engaged the families. In addition, the orientation process was revamp to provide more meaningful family engagement. Families now have the opportunity to analyze the student’s transcript and to learn of opportunity to develop an academic plan tailored to the student’s needs and interests. During student meetings, families are apprised of their rights to advocate for their student. Families understand their options to choose or /and opt of our services. One focus area for improvement could be to build relationships with families and provide them with meaningful information and resources to support their student’s learning, and completing credits towards graduation. When building relationships with families of underrepresented families the LEA will focus on professional development for the staff and principals. The professional development will serve to educate the school community on the needs and methods to connect with underrepresented families. Communication and proactive planning will be a focus of the ongoing professional learning.|One key strength was the results from our parent survey showed that 70% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were 30 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were over 1,200 parents attending conferences and open house last year. Parents reported that the school is welcoming and that there are multiple ways the school communicates, including translation. The focus group expressed an interest in more opportunities for parent engagement and one on one meetings. One focus area was to improve parent engagement in a meaningful way, possibly increasing student and parent celebrations, and personally call families to invite them to on campus events. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and ensure that translation services continue to be utilized.|3|4|2|3|2|3|3|2|3|3|3|3|2019-10-14|Met|2019 33670580000000|Desert Sands Unified|3|Areas of strength include participation in the annual parent Panorama survey, the collaboration between schools and families via parent advisory groups (PTO, SSC, ELAC/DELAC, DAC, Native American Ed., Migrant Ed., etc), parent participation in the LCAP advisory committee. Areas to improve include providing parents with a more informal opportunities at the school to provide input on school decisions.|Areas of strength include the collaboration between schools and families via parent advisory groups (PTO, SEPAC, SSC, ELAC/DELAC, DAC, Native American Ed., Migrant Ed., etc), open house, parent/teacher conferences, bilingual staff to support communication, PIQUE parent education, and inclusive practices for students with an IEP. Areas to improve include increasing opportunities for parents to connect to the school community to bring them into the schools, especially those of our unduplicated student population.|Areas of strength include parent nights, parent centers as some schools, school messenger, and parent conferences. Desert Sands also offers PIQUE, a parent education program at several of our schools for all grade levels. Areas to improve include increasing the number of schools that offer parent centers, communication with families whose students struggle the most academically and/or behaviorally, providing parents with more opportunities to participate in our schools, and more opportunities for cultural activities.|3|4|3|4|3|3|4|4|4|4|4|4|2019-10-15|Met|2019 36103636111918|Desert Trails Preparatory Academy|3|DTPA makes every effort to continue to seek and utilize parent input within the school decision making. The administration is aware of the importance of parent input and therefore regularly holds Coffee with the Principal meetings and maintains an Open Door Policy for communication and visits by the parent community. The school, at one point, even had a parent on the school board who was vital in school decision making. DTPA does acknowledge that there is a need for more family engagement activities. Thus, the school has taken strides to hire staff members who work in close relation with scholars and parents in various programs on campus such as counseling, sport teams, and various extracurricular activities. This is an effort to gain dialogue with parents and meet their needs and interests as well.|DTPA maintains a welcoming environment for all families in the school community. Parents play a vital role to the success of the school. Parents are often welcomed to volunteer and work on programs for the improvement of the school. The parents are invited to attend regularly scheduled Coffee with the Principal meetings and ELAC meetings. Parents are also invited several times per school year to meet with teachers during Parent-Teacher conferences. Further, parents are made aware of school policies and state education laws which are shared annually with parents in the Parent-Scholar handbook. DTPA will continue to implement and enhance the professional development that teachers and staff receive regarding building healthy relationships with our DTPA families.|DTPA is open and transparent in all communication with stakeholders. We maintain on Open Door Policy where parents have access to teachers and administration to communicate the needs and successes of our scholars. The school provides ongoing and regular professional development regarding cultural diversity and fostering relationships including offering three set meeting times per school year for Parent-Teacher conferences. The school always provides important documentation in both English and Spanish in an effort to make communication understandable to all families. Furthermore, DTPA will continue to make progress of meeting the goal of getting stakeholders more involved with scholar growth and building a positive school culture.|5|5|5|5|4|5|5|5|4|3|4|3|2019-10-24|Met|2019 41690470129759|Design Tech High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 15634200000000|Di Giorgio Elementary|3|Di Giorgio is a single school school district. Our School Site Council is involved in the planning and implementation of our LCAP and School Safety Plan along with other important District plans. Parent surveys are sent home in Parents' home language and the data is gathered and analyzed to help in the planning of how to improve the way the District communicates with our parents and other community partners. The LEA will focus on making sure our parents on our various councils have any training they need to help them provide input on how our District can best serve the needs of our students.|All teachers in the LEA hold Parent Conferences twice a year. Interpreters are provided for all parents in need of the service. All notices are sent home in each parent's home language. The LEA holds IEP meetings for specific students that include parents, administrators, teachers and students which are focused on improving student outcomes. A Student Handbook is sent home to each family in their home language which outlines the rights of all students and families and includes information about various programs available for families. Our District will focus on providing information to families about beneficial services provided by community partners.|The LEA has a very active and strong School Site Council/District English Language Advisory Council that meets regularly to discuss ways to improve parental involvement. The LEA plans many parent and community involvement activities such as Parent Conferences, Back to School Night, School Carnival/BBQ, and Christmas Program to name a few. The LEA recognizes that there are still a number of parents that are reluctant to participate in their children's education. The LEA and it's parent and community partners will continue to create opportunities for these parents to become more involved in their children's education.|4|4|3|4|3|3|4|3|4|4|4|4|2019-10-16|Met|2019 44697994430245|Diamond Technology Institute|3|This information is taken from an ongoing annual Parent Survey aligned to both WASC and LCAP goals and priorities. Key Findings: 30/31 parents agree that school leadership regularly reviews existing processes to determine actions for successful student learning. 30/31 parents agree that Diamond Tech has a clear vision. 31/31 parents agree that funds spent within the school are dedicated to student learning. 28/31 parents agree that the school-wide learning goals are communicated clearly 22/31 parents agree that teachers regularly communicate student grades and assignments 31/31 parents agree that classes are challenging and aligned with Common Core Standards 29/31 parents agree they know what to do in an emergency From key findings, Diamond Tech identifies communication of school-wide learning outcomes as an area of need. Incorporating student learning outcomes into digital portfolios and senor defense and communicating the student learning outcomes that are linked to graduation will assist with this.|This information is taken from an ongoing annual Parent Survey aligned to both WASC and LCAP goals and priorities. Key Findings: 29/31 parents agree that they are involved as a partner in helping to educate their student. 31/31 Parents agree that they feel valued, supported and a part of the educational process at Diamond Tech. 23/31 parents agree that their student is involved as a partner in developing their academic success 30/31 parents agree that school leadership reviews existing processes to determine actions for successful student learning. 22/31 parents agree that teachers regularly communicate student grades and assignments 23/31 parents agree that they know how to access student class assignments. During academic interviews for individual learning plans students/parents have an opportunity to: 1. Review classroom progress and speak with teachers 25 2. Discuss missing work 22 3. Review testing results 22 4. Get more help from teachers 22 5. Discuss graduation requirements 21 6. Set goals for academic success 23 7. Discuss classroom responsibility and discipline 20 From key findings, Diamond Tech identifies communication of grades and assignments as an area of improvement and focus. Holding parent training's and conferences regarding this need will help to support all parents and students of Diamond Tech.|This information is taken from an ongoing annual Parent Survey aligned to both WASC and LCAP goals and priorities.Key Findings of Parent Input: 30/31 respondents agree that Diamond Tech has a clear vision 29/31 parents agree that school rules and discipline is enforced by teachers, staff and the principal. 31/31 parents agree that the climate of Diamond Tech is professional 31/31 parents agree they feel supported by the administration of Diamond Tech 31/31 parents agree that they feel appreciated as a parent of Diamond Tech 31/31 parents agree that their student feels supported by Diamond Tech 13/31 parents state they do not attend functions and activities From the key findings, Diamond Tech identifies parent participation as an area of improvement and focus. Diamond Tech families and students are 87% low socio-economic and we will continue to keep our underrepresented families informed of school activities and student progress in their primary language in order to improve engagement.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 37680490136614|Diego Hills Central Public Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 79% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Through the LCAP surveys we are able to see what our parents want improved. Our strength is that we follow through with parent requests. Our staff will work collaboratively to improve this year’s activities, events, and instruction. Focus group parents expressed that they’ve received invitation to these activities; some said that they were never asked at all. Some parents expressed more engagement and some said what the school has is already adequate for them. We will definitely improve the attendance of families of underrepresented families by increasing communication and raising awareness of how parental engagement can improve their children’s education and then help remove any barrios, like transportation, that might inhibit parent participation in school events.|The parents report that the school does a great job in communicating with parents in English and Spanish. We hold important meetings with parents, students and staff that need to attend. We provide parent/teacher conferences, students study teams, IEP‘s meetings, disciplinary meetings and attendance meetings as a way of working with parents and students to improve student performance and behavior. We recognizing students who do well academically and behaviorally by holding award ceremonies throughout the school year. We conduct ELAC meetings to inform our parents of school wide expectations for students. Parents are listened to and treated with respect by all school personnel. One focus area for improvement could be to hold more evening parent meetings. We can provide more informative meetings and provide families with information about their parent rights and their students’ rights, as well as and resources to support their student’s learning, and completing credits towards graduation. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|One key strength was the results from our parent survey showed that 59% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. 100 parents participated in our parent meetings including PAC/ELAC committee throughout the year. Additionally, there were 805 parents attending conferences, open houses, and annual family engagement festivals four times last year. Parents reported that the school is doing a good job in building trusting and respectful relationships with our stakeholders. Parents also reported that they feel welcomed by the school. Moreover, constant communication is done through staff calling families weekly and also leveraging technology such as the L4L Connect, student portal and one-call for calls and messages. Parents report that they are aware that the school also uses “All” call which sends out a mass message to all families in our system. The school provides bilingual and sign language interpreters for parents and students and we ensure that all letters and forms that are sent home are in English and in Spanish. Parents and students are invited to talk and ask questions with the Guatemalan consulate as they enjoy a hearty breakfast or lunch that is provided by the school at no cost to students or families. We provide LCAP surveys in English and in Spanish to get parent feedback on our school program One focus area could be to develop measure the quality of relationship/partnership with teachers and families. This would give us an understanding as to an areas of need or growth. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and work around them to ensure that these families receive the same information as the rest. We can also identify parents who need help with transportation, for example and assist them as necessary to ensure they participate.|2|3|3|3|3|2|2|2|2|1|2|2|2019-10-17|Met|2019 37681630137109|Diego Valley East Public Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 66% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Focus group parents expressed that they, “love the way the teachers reach out,” but they felt there could be more events. We can improve the engagement of underrepresented families by increasing communication in Spanish and raising awareness of parent rights and how parental engagement can improve their children’s education and then provide parents the tools and skills to do so.|The school have parent-teacher-student conferences as well as a system that tracks students’ progress. Students are aware of their progress at all times and can be shared to the parents if they ask for an academic update. Some of the parents reported satisfaction in the school’s encouragement of their participation; some expressed dissatisfaction. One focus area for improvement could be to provide families with information and resources to support their student’s learning, and completing credits towards graduation. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|One key strength was the results from our parent survey showed that over 90% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. 20 parents participated in our parent meetings including PAC/ELAC committee. Additionally, there were 730 parents attending conferences and open house last year. Parents reported that the school is doing a good job in building trusting and respectful relationships with our stakeholders. Parents also reported that they feel welcomed by the school. One parent said, “Every staff member I have been in contact with has been very helpful in every step of my child’s education.” One focus area was to improve access to interpreters and to ensure that Spanish interpreters are available when necessary. To improve engagement of underrepresented families, the school can target communication barriers that impede engagement for these families and work around them to ensure that these families receive the same information as the rest.|2|2|1|2|1|1|2|1|2|1|2|2|2019-10-17|Met|2019 37103710137752|Dimensions Collaborative|3|Staff has worked hard to develop skills in effective engagment strategies. Parenting classes have been provided and staff is trained in poisitive discipline strategies as well as social emotional learning standards. Parents are involved in decision making through the school advisory council. Adding additional advisory council meeting opportunities could help strengthen parent engagement. Dimensions is working on developing student and parent agency in developing and imlementing policiesand programs to support all learners.|As an independent study charter school, Dimensions provides a great deal of support to student learning and development in the home. Parenting classes are provided to support positive discipline in the home based learning environment. Teachers meet with the student and parent every 20 school days to support improved student outcomes. School admin is working to ensure underrepresented families are identified and supported in a proactive manner.|Dimensions creates welcoming environnments for all families through regularly scheduled meetings with parents every 20 school days. Staff are trained in using learning styles, positive discipline, and social emotional learning standards to support all families. More training is needed in the area of empathy for some staff members.|4|4|3|4|3|4|4|4|3|2|2|3|2019-10-30|Met|2019 54755310000000|Dinuba Unified|3|All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision making related to instruction, parent engagement activities, English Learner programs and on site level budgets and expenditures. At the District level parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year.|Community Liaisons assist in reaching out to parents regarding student attendance and school activities. They also lead the district initiative of Parenting Partners, a forum for engaging parents in the education of their children. Parents are invited to attend parent-teacher conferences, back-to-school nights, student performance, academic awards events and many other school sponsored activities that allow parents to hear from school staff and engage in conversations related to their child's progress. The district provides access to current student progress through the student information system parent portal. Parents may access student attendance and grades through the portal allowing them to monitor their child's progress on a regular basis. Teachers also use various forms of communication to keep parents informed of activities and student progress such as Blackboard Connect and the Remind app. Parent workshops are held on various topics throughout the year with each site focusing on their specific parent needs. Department leads and coordinators provide workshops for Migrant families, parent of English Learners, GATE students, Academy students|Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications. We have identified the need to provide professional development and opportunities for staff to learn more about students' cultures and to be sensitive to students from diverse cultures as they assimilate into our district. Recognizing the contributions of the diverse cultures, traditions and families within our community is critical in helping our families engage in the education of their children.|3|4|2|4|4|3|3|2|4|4|3|3|2019-10-24|Met|2019 37680236111322|Discovery Charter|3|Discovery's current strengths and progress in the area of seeking input for decision making is carried out through stakeholder engagement opportunities, where qualitative and quantitative data is presented to staff, families, and community members. Examples of this are our monthly school board meetings, School Site Council meetings, English Learner Advisory Committee, Parent Teacher Child Association meetings, and Coffee with the Principal meetings. An area of focus is to increase the diversity within the parent voice at these meetings by strategically reaching out to families that are traditionally absent from these stake holder events.|Discovery Charter School (DCS) builds partnerships for student outcomes through professional learning opportunities. Professional development opportunities for staff include using Class Dojo effectively, implementing restorative practices, as well as using the Sanford Harmony and Sandy Hook Promise resources. These programs not only help the school build partnerships with students, but parents as well. DCS teachers present their curriculum and expectations during curriculum night and in ongoing parent meetings focused on programs the school is currently using. DCS teachers meet with parents for parent teacher conferences to communicate the strengths and growth areas of each student. During these opportunities, teachers share with parents best practices, strategies, and resources to guide each student to success. DCS posts the legal rights of families and guardians in all classrooms and provides notification of legal rights during IEP meetings and 504 meetings. An area of focus for building partnerships for student outcomes would be providing access to multiple platforms for families to acquire resources to support student learning. Although we provide opportunities to share resources, we are strengthening our outreach efforts to increase attendance at school-wide informative academic content meetings.|Discovery has several stakeholder meetings, such as GATE Advisory meetings, ELAC meetings, Bilingual Language Advisory meetings, and SSC meetings, as well as other parent engagement events, such as Discover Discovery night, STEAM Night, Multicultural Night, and goal setting conferences twice a year to engage parents and families in their child's education. The school uses the Class Dojo app as a 2-way communication tool between families and educators. A focus area for improvement is getting parent support with students who have behavior and attendance concerns. The school is making a greater effort to reach out to parents through Class Dojo, emails, phone calls, and even via face-to-face conferences to improve academic, attendance, and social-emotional concerns. Every parent of a student with attendance concerns has met with a school administrator in the office to discuss how the school can support the parent in getting their child to school every day and on time. Discovery is now tracking data with an online program called SWIS that gives immediate specific data on student behavior, the triggers for the behaviors, and what interventions are working. The school continues to invest in professional learning for families of students in state-identified target populations as identified by state indicators via services from the Parent Institute for Quality Education and other parent/community supports, such as the CABE mini-conference.|3|4|4|5|3|5|5|5|4|5|4|5|2019-10-24|Met|2019 39754996118665|Discovery Charter|3|The school assessed its needs and developed a comprehensive action plan based on goals for improvement after identifying critical needs. The action plan was completed last May and is being implemented now. There is a school improvement committee (SIC) which meets monthly to check on the progress of the plan and the effectiveness of the actions identified for improvement. The committee is made up of parents, staff, students and the leadership of the school.|Student progress is measured with testing that matches the state priorities. Progress is desired for each student. Parents are involved in the SST process when there are academic or behavioral needs. Parents feel free to email teachers and teachers respond within 24 hours.|Parents are encouraged to attend the two parent conferences for two of the trimesters for grading. Teachers have their grades on line for parent access and send reports to the parents twice a month. SSTs are set when a student is having difficulty. Parents are included in the restorative justice system used for discipline. Parents indicate great satisfaction with the school.|4|4|4|4|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 43104390111880|Discovery Charter|3|Discovery Charter Schools is a place where family engagement is not only supported but actively promoted by staff, teachers and school site directors. Families are encouraged to attend board meetings where policy, finances and important issues are discussed. From there an interest might be generated and committees formed. Family members can volunteer or be recruited for participation. The committees or advisory groups report back to the board any recommendations or discoveries that may then be acted upon by that board. The very hierarchy of the school from classroom coordinators, fieldtrip coordinators to a celebrations coordinator have opportunities to engage in a decision-making process that could ultimately affect school policy. Parents learn from these volunteer positions, the inner workings of the school where the student is valued as an individual learner and a team member. The Program Site Council’s (“PSC”) main function within the Discovery Charter Schools organization is to support the various school programs the Director and teachers have adopted to supplement classroom curriculum, enrich school life, and enhance the school community. This is a keyway in which parents are involved in the governance of the Charter School. The PSC is a volunteer organization run by parents. All Discovery parents and teachers are welcome to attend and participate in PSC meetings. The Program Site Council holds monthly meetings to discuss school activities. The Program Site Council makes recommendations and reports directly to the Director. According to the California Education Code, each school with twenty-one (21) or more ELs must establish a functioning ELAC. The ELAC is an advisory committee whose purpose is to provide input and advice to the site administration. ELACs are not decision-making councils nor do they approve expenditures from any funding source. However, they do provide input and advice on school decisions and the use of funding sources dedicated to ELs. Direct invitations are sent to every parent of an EL student asking them to attend and/or join the ELAC committee. These meetings have been poorly attended. Changes in venue and time of day have been unsuccessful at drawing attendance. We continue to explore other options and have reached out to other schools to inquire about how and when they hold their ELAC meetings. Most have combined this committee meeting with other school meetings. We plan to include this committee meeting with a popular “Donuts with Debby” meeting. Such topics as the LCAP, current fiscal news, and Q&A are covered. Discovery Charter Schools has a relatively small number of socioeconomically challenged families, approximately 3%. The business office reaches out to these families directly to keep them apprised of important events, deadlines, and opportunities. Once a family is engaged they become a highly valued contributing member of the community.|At Discovery, the word "community" describes more than a group of families whose children attend the same school. Discovery parents share a common vision that includes lifelong learning and the importance of every parent's involvement in the school. Families choose Discovery Charter School in part because of the strength that this commitment brings to its diverse community. Discovery's staff designs its curriculum around the partnership of teachers and parents. Teacher-led training helps parent volunteers to increase their understanding of teaching methodology and small group management skills. Under the direction of the teacher, parents become valuable aides in the classroom. Discovery students complete the community. Discovery families have chosen the school because of a mutual commitment to the dynamic educational environment that it offers. Parents represent a wealth of skills, interests, talents, and resources that add to the breadth and depth of students' learning. Discovery has created a culture of parent volunteerism with high expectations of our students' families, just as we want them to hold the school's professional staff to the highest expectations. We believe this formula of high expectations of all members of the learning community is crucial to the success of each student entrusted to our school. The benefits of parent volunteers are numerous. Parents helping side-by-side with teachers fosters mutual understanding and respect, which leads to more positive home-to-school relationships. Teachers act as role models in every aspect of teaching. Children see their parents at school, aiding in the classroom, at lunch, on field trips, and on the playground, and without a word being spoken they know that being at school is a valuable place to be. Parent-teacher conferences are held twice a year and more often as needed. At Discovery we believe student-led conferences are educationally meaningful for students and an extremely informative format for parents to learn about their child’s goals and progress. Therefore, the teacher and family meet together to give the student an opportunity to discuss their progress with his/her parents. Students direct the conference and share evidence which best represents his/her growth to date. Evidence folders follow the student as they move from grade to grade at Discovery. Students use the portfolios to select evidence to demonstrate their growth and areas of improvement. Sharing of work is part of the learning process for the student. Students, parents, and teachers set goals Discovery Charter Schools’ primary mode of communication is the newsletter. Weekly publication of the school-wide newsletter and classroom newsletter written by the teacher are electronically distributed. An area we are addressing is translating our newsletters into Spanish on a regular basis.|Discovery Charter School prides itself on the successful partnership it has developed between all stake holders. Since the founding of Discovery Charter School in 2006, we have worked hard to build trusting and respectful relationships with our families. This relationship provides many opportunities for the community to engage in dialogue that is constructive, creative and understandable. Every time we come together as a community, we become better, stronger. By partnering staff, students, parents, and community Discovery has created a unique, challenging, and individualized learning environment. Discovery Charter Schools are dedicated to creating lifelong learners that are prepared to meet the challenges of the future by educating the whole child through family involvement, project-based learning, and respect for individual learning styles and developmental readiness. Discovery Charter Schools have a very active parent population. Our statistics show that we have a 97.4% participate rate. Not only do parents volunteer every day they serve in numerous advisory capacities. Parents work collaboratively with staff by serving on Task Forces that meet monthly. Task Force members work on bringing innovative and relevant programs to school and integrating them into the curriculum. The Program Site Council is a volunteer organization run by parents who are, elected by the school community that works with and directly for the School Director. English Learner Advisory Committee or ELAC is comprised of staff and parents whose purpose is to advise the site director and staff on programs and services for ELL students. We have a relatively low turn-out for these meetings, but we also have a low percentage (6.7%) of English Language Learners at Discovery. We continue to look for ways to increase attendance and may try to couple them with other meetings or events that are better attended. Another way Discovery builds strong relationships is when parents and teachers collaborate to provide students TK-8 with meaningful, engaging and experiential enrichments. Teachers and parents have more opportunities to learn about each other at evening classroom meetings. Parents attend and learn about a variety of topics. Some examples are: Adolescent Brain Development, Cyber Safety, Appreciating Differences, and Small Group Management. This is also an opportunity for parents to share about their family cultures or their student’s individual learning styles. These classroom meetings are well attended, as the teachers ensure a comfortable, inviting and safe atmosphere to share.|5|5|5|5|5|5|5|5|4|4|4|4|2019-10-30|Met|2019 43104390127969|Discovery Charter II|3|Discovery Charter Schools is a place where family engagement is not only supported but actively promoted by staff, teachers and school site directors. Families are encouraged to attend board meetings where policy, finances and important issues are discussed. From there an interest might be generated and committees formed. Family members can volunteer or be recruited for participation. The committees or advisory groups report back to the board any recommendations or discoveries that may then be acted upon by that board. The very hierarchy of the school from classroom coordinators, fieldtrip coordinators to a celebrations coordinator have opportunities to engage in a decision-making process that could ultimately affect school policy. Parents learn from these volunteer positions, the inner workings of the school where the student is valued as an individual learner and a team member. The Program Site Council’s (“PSC”) main function within the Discovery Charter Schools organization is to support the various school programs the Director and teachers have adopted to supplement classroom curriculum, enrich school life, and enhance the school community. This is a keyway in which parents are involved in the governance of the Charter School. The PSC is a volunteer organization run by parents. All Discovery parents and teachers are welcome to attend and participate in PSC meetings. The Program Site Council holds monthly meetings to discuss school activities. The Program Site Council makes recommendations and reports directly to the Director. According to the California Education Code, each school with twenty-one (21) or more ELs must establish a functioning ELAC. The ELAC is an advisory committee whose purpose is to provide input and advice to the site administration. ELACs are not decision-making councils nor do they approve expenditures from any funding source. However, they do provide input and advice on school decisions and the use of funding sources dedicated to ELs. Direct invitations are sent to every parent of an EL student asking them to attend and/or join the ELAC committee. These meetings have been poorly attended. Changes in venue and time of day have been unsuccessful at drawing attendance. We continue to explore other options and have reached out to other schools to inquire about how and when they hold their ELAC meetings. Most have combined this committee meeting with other school meetings. We plan to include this committee meeting with a popular “Donuts with Debby” meeting. Such topics as the LCAP, current fiscal news, and Q&A are covered. Discovery Charter Schools has a relatively small number of socioeconomically challenged families, approximately 3%. The business office reaches out to these families directly to keep them apprised of important events, deadlines, and opportunities. Once a family is engaged they become a highly valued contributing member of the community.|At Discovery, the word "community" describes more than a group of families whose children attend the same school. Discovery parents share a common vision that includes lifelong learning and the importance of every parent's involvement in the school. Families choose Discovery Charter School in part because of the strength that this commitment brings to its diverse community. Discovery's staff designs its curriculum around the partnership of teachers and parents. Teacher-led training helps parent volunteers to increase their understanding of teaching methodology and small group management skills. Under the direction of the teacher, parents become valuable aides in the classroom. Discovery students complete the community. Discovery families have chosen the school because of a mutual commitment to the dynamic educational environment that it offers. Parents represent a wealth of skills, interests, talents, and resources that add to the breadth and depth of students' learning. Discovery has created a culture of parent volunteerism with high expectations of our students' families, just as we want them to hold the school's professional staff to the highest expectations. We believe this formula of high expectations of all members of the learning community is crucial to the success of each student entrusted to our school. The benefits of parent volunteers are numerous. Parents helping side-by-side with teachers fosters mutual understanding and respect, which leads to more positive home-to-school relationships. Teachers act as role models in every aspect of teaching. Children see their parents at school, aiding in the classroom, at lunch, on field trips, and on the playground, and without a word being spoken they know that being at school is a valuable place to be. Parent-teacher conferences are held twice a year and more often as needed. At Discovery we believe student-led conferences are educationally meaningful for students and an extremely informative format for parents to learn about their child’s goals and progress. Therefore, the teacher and family meet together to give the student an opportunity to discuss their progress with his/her parents. Students direct the conference and share evidence which best represents his/her growth to date. Evidence folders follow the student as they move from grade to grade at Discovery. Students use the portfolios to select evidence to demonstrate their growth and areas of improvement. Sharing of work is part of the learning process for the student. Students, parents, and teachers set goals Discovery Charter Schools’ primary mode of communication is the newsletter. Weekly publication of the school-wide newsletter and classroom newsletter written by the teacher are electronically distributed. An area we are addressing is translating our newsletters into Spanish on a regular basis.|Discovery Charter School prides itself on the successful partnership it has developed between all stake holders. Since the founding of Discovery Charter School in 2006, we have worked hard to build trusting and respectful relationships with our families. This relationship provides many opportunities for the community to engage in dialogue that is constructive, creative and understandable. Every time we come together as a community, we become better, stronger. By partnering staff, students, parents, and community Discovery has created a unique, challenging, and individualized learning environment. Discovery Charter Schools are dedicated to creating lifelong learners that are prepared to meet the challenges of the future by educating the whole child through family involvement, project-based learning, and respect for individual learning styles and developmental readiness. Discovery Charter Schools have a very active parent population. Our statistics show that we have a 97.4% participate rate. Not only do parents volunteer every day they serve in numerous advisory capacities. Parents work collaboratively with staff by serving on Task Forces that meet monthly. Task Force members work on bringing innovative and relevant programs to school and integrating them into the curriculum. The Program Site Council is a volunteer organization run by parents who are, elected by the school community that works with and directly for the School Director. English Learner Advisory Committee or ELAC is comprised of staff and parents whose purpose is to advise the site director and staff on programs and services for ELL students. We have a relatively low turn-out for these meetings, but we also have a low percentage (6.7%) of English Language Learners at Discovery. We continue to look for ways to increase attendance and may try to couple them with other meetings or events that are better attended. Another way Discovery builds strong relationships is when parents and teachers collaborate to provide students TK-8 with meaningful, engaging and experiential enrichments. Teachers and parents have more opportunities to learn about each other at evening classroom meetings. Parents attend and learn about a variety of topics. Some examples are: Working with Neurodiverse students, Cyber Safety, Appreciating Differences, and Small Group Management. This is also an opportunity for parents to share about their family cultures or their student’s individual learning styles. These classroom meetings are well attended, as the teachers ensure a comfortable, inviting and safe atmosphere to share.|5|5|5|5|5|5|5|5|4|4|4|4|2019-10-30|Met|2019 19647330115253|Discovery Charter Preparatory #2|3|STRENGTHS & PROGRESS: The LEA has parent decision-making input take place in the following ways: 1. Hosts at least 2 ELAC meetings annually to address the schools Title III/ELL/LTEL Educational Program, address the ELD program, and develop methods to support student learning. 2. Established and hosted at least 2 School Site Council (SSC) Meetings annually to address the schools Title I program and the academic support programs to increase ELA & Math student academic achievement. 3. Hosted monthly Parent Advisory Council (PAC) meetings. PAC meetings include representation from parents, Parent Liaison, and administration. The LEA consults all stakeholders to develop the annual schoolwide action plan in alignment with the LCAP. Annual student/parent surveys are conducted online and at parent meetings during the school year. The purpose of these surveys is to measure school climate, experience, and address identified needs. Teachers and administration meet regularly to review data and determine the needs of all students. The Parent Advisory Council (PAC) and the Board of Directors with administration also review the information annually in order to determine needs. All stakeholders within the school community are provided with opportunities to be involved in future planning, including addressing long-range capital needs. Parents, students, and staff can provide input by serving on any one of the various committees, by attending monthly Board of Directors or Parent meetings, or by completing “Satisfaction Surveys”. These are just a few of the many ways in which each individual’s voice can be heard and assist with the planning Process. FOCUS AREA FOR IMPROVEMENT: In an effort to recruit the involvement of more stakeholders for the development of our LCAP this year, we are planning to conduct monthly meeting with student council, school site council, ELAC, PAC and our Board of Directors. In the past we have had an adequate amount of participants, but the LEA acknowledges that additional participants would be beneficial in diversifying the information incorporated in the various plans and budgets submitted yearly.|STRENGTHS & PROGRESS: Partnering with families to support our student success is a crucial part of our academic program. The LEA actively seeks out opportunities for professional development that would aid our leadership team and our teacher base in developing and growing their partnership with our families. This year Discovery Prep was fortunate enough to be part of the ISLI grant in partnership with Cal State Dominguez Hills. The content of the ISLI program delves deep into issues facing urban schools while emphasizing a commitment to diversity by practicing sensitivity to diverse academic, socioeconomic, cultural, ethnic, and disability backgrounds of the students within the school's community. In teaching empathy and providing trainings on trauma informed practices through the ISLI model, the LEA is looking to provide the teachers with a more holistic view of not only the student, but also the family and overarching community from which the students come from. It is the goal of the LEA to provide families with as much information and resources to support student learning and development in the home. This includes providing Powerschool portal training to parents for real-time tracking of student grades, chromebook availability for completion of homework, after school tutoring, providing resources for mental health, as well as food/housing insecurity when needed. It is LEA’s goal to support our families in understanding their legal rights and to help them advocate for themselves and their students. As part of this goal, the LEA ensures annual dissemination of the written notice of our complaint procedures to students, employees, parents or guardians of its students, school and district advisory committee member, appropriate private school officials or representatives, and other interested parties that includes information regarding unlawful pupil fees and LCAP requirements. With regards to our special education population, we provide all families with the literature governing their students’ IEP. This includes their rights as parents/guardians, what services are required by law, as well as any recourse they may take as part of an official complaint about the services provided to their student. Additionally, to support our undocumented student population, the school partners with local agencies geared towards informing and educating parents about their legal rights and also provide resources for help with legal issues that may affect student success. FOCUS AREA FOR IMPROVEMENT: The LEA can improve on formal communication between teachers and families regarding academics. While the LEA hosts Open House (Fall) and Back to School Night (Spring), there are no standard policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The LEA is in the process of planning more parent/teacher conferences for the upcoming school year.|STRENGTHS & PROGRESS: Being a small charter school, the LEA has had the opportunity to service its neighboring communities and build respectful and lasting relationships with its families. The LEA takes pride in the environment it has created becoming an extension of their families it services. The LEA implements strategies and procedures, such as conducting parent monthly meetings, Parent Advisory Committee (PAC) meetings, ELAC meetings, School Site Council (SSC), and Individualized Education Plan( IEP) meetings to develop a medium for parent engagement where 2-way communication between families and educators exists in a nurturing and welcoming environment. In order to improve the engagement of underrepresented families, the LEA ensures all meetings are held in both English and Spanish. This is done specifically to encourage regular attendance and involvement of non-English speaking parents. Additionally, all communication to parents is provided in Spanish and English to further support parent involvement. This includes letters, memos, mass automated telephone messages, teacher phone calls and text messages. As percentages of English speaking and Spanish speaking parents has become more balanced, the Parent Liaisons have also started conducting monthly parent meeting for English speaking parents and Spanish speaking parents during two different time slots. We also have several support staff through the EXL program, which includes both the YPI and Gear-Up co-ops. Gear-Up’s mission is to track students from 8th grade through college. They help students and families with tracking student progress, setting goals, and achieving objectives towards college and career readiness. FOCUS AREA FOR IMPROVEMENT: The LEA’s campus has a positive culture overall, but there are a couple of areas which could use some fine-tuning. First, the school staff would like to increase parent engagement at school. Though many parents are active in attending parent meetings, it would be beneficial to all students if parents/guardians become more engaged with the school and the school’s mission of helping to prepare their children for college. Deterrents to this are the education level and work schedules of many of our parents. LEA’s staff would like to find out how to best incorporate more parent involvement at school while taking these challenges into consideration.|5|5|5|4|4|5|3|5|4|5|5|5|2019-10-08|Met|2019 19647336016778|Dixie Canyon Community Charter|3|We have an open campus policy before the start of school and after school. We have our full time Physical Education Teacher, Coach Nick, on campus ready to engage the parents and students in physical and sport activities. The parents exercise with their children either on the track, with jump ropes or hula hoops, on the turf playing soccer, on the handball courts, or on the basket ball courts. Its quiet an amazing site. After school parents are allowed on campus to greet their child at their classroom. This allows for parents to gather and discuss school activities, concerns, and ways to engage outside activities, etc… with either teachers or other parents. The parents also take advantage of the playground and may let their child play or they themselves will join in the physical activities. We have our Charter Governance Council which is made up of 40% of parents. Dixie parents and families are our partners to help inform, influence, and create practices and programs that support pupil success, and promote civic participation during the participation in the council. Members of our school’s governing council help support school policies and regulations ethics and conflicts of interest and all LAUSD ethics codes. All stakeholder groups have a voice as voting or non-voting members in the following functions and responsibilities: •Developing and implementing schedules of school activities, events, special schedules, policies and procedures; •Establishing and maintaining fiscally-sound budget practices; •Facilitating communications and collaboration among members of the school community and between the school and the community at large; •Interviewing and selecting personnel; per District policies and procedures and affiliated charter policy bulletin •Developing school curriculum, programs and appropriate assessments; •Evaluating the effectiveness of school curriculum, programs and assessments; •Establishing a discipline policy with a code of student conduct, parent conduct and faculty conduct; •Establishing and maintaining the effectiveness of school committees; •Developing and implementing site safety procedures; •Amending and revising the charter and its bylaws; All Dixie Canyon Community Charter members will monitor, support and assist in the execution of Dixie Canyon Community Charter policies and plans. There are 6 Charter Governance committees in place where parents are encouraged to attend and participate in the decision making process. Theses committees help guide and they advise the governance council on issues that arise in the following areas: 1) Curriculum Development and Review 2) Budget and Finance 3) Personnel Selection 4) Grant Writing, Technology and Strategic Planning 5) Facilities/School Safety and Climate 6) School Calendar and Special Events, Community Involvement We have a very active PTA which is highly engaged in our school community and fundraises to support our exceptional instructional programs.|Dixie Canyon Community Charter had a 42% parent completion rate. In order to determine whether Dixie Canyon Community Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I feel welcome to participate in this school. 96% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 86% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 96% This school provides instructional resources to help me support my child’s education. 96%|Dixie provides families with multiple opportunities for family engagement which always includes the following efforts to apply research based practices, such as welcoming all families into the school community, engaging in effective two-way communication, supporting pupil success, and empowering families to advocate for equity and access|4|4|4|4|4|4|4|4|5|4|5|5|2019-10-30|Met|2019 48705320122267|Dixon Montessori Charter|3|Dixon Montessori has made great strides in adding opportunity for caregivers and citizens to participate in discussion and to create goals for our school organization. In the past we had our charter school advisory committee three times per year, our surveys three times per year, monthly PTO meetings, monthly ELAC meetings, and several community events sponsored by the school. This year we have added opportunity for a diverse set of caregivers and stakeholders to participate in the creation of a five year strategic plan to build organizational capacity and growth.|Parents and community members are encouraged to participate in monthly board meetings and charter advisory meetings each trimester. DMCS has PTO meetings and events that are well attended. We have offered math nights with over 150 parents in attendance. We have several parent volunteers on campus daily. Overall our parent participation rate has continued to increase over the past year. Our monthly Coffee with the Director and at School Advisory Committee meetings are well attended and offer opportunities for dialogue between teachers, caregivers, and administrators. DMCS parent engagement has been instrumental in identifying key actions throughout our LCAP. DMCS designed the parent and family survey to work in conjunction with our LCAP Goal 3: Priority 3 (Parental Involvement) and Priority 6 (School Climate) as well as Goal 4: Priority 3 (Parental Involvement), Priority 5 (Pupil Engagement), and Priority 6 (School Climate). In order to improve in the building partnerships for student success area Dixon Montessori is entering phase one of a five year strategic plan. The critical elements and action items in this plan include culture, communication, safety, and growth plans that were created by a diverse set of caregivers, teachers, administrators, board members, and community leaders. This plan is expected to increase opportunity to build partnerships for student outcome in the future.|DMCS does biannual parent and family surveys. Our parent surveys were created by administration to gain input from parents/guardians to inform school decision making. The surveys consistently indicate overall satisfaction with our school. The key findings from the survey regarding school decision making are consistently positive with the vast majority of parents agreeing or strongly agreeing that the school administration is responsive, and visible to parents and families. Parents are happy with our school culture, safety, staff quality, and general cleanliness of the campus. In the past year we have been working to develop systems to improve communication with our ELD population with the development of our ELAC program. This year we are developing internal and external communication plans that are expected to increase engagement with all stakeholders including underrepresented families. We have increased opportunity to participate and provide input on the direction of the school through Charter School Advisory meetings and inclusive strategic planning meetings.|4|5|4|5|1|4|4|4|4|5|5|5|2019-09-10|Met|2019 48705320000000|Dixon Unified|3|The District seeks parent input for decision making in the following ways: -School Site Councils -Site based English Learner Advisory Coucils -District English Learner Advisory Council -Parent Teacher Orgaizations -LCAP Parent Advisory -LCAP Advisory -WASC Parent Committees While opportunities exist for parents and families to participate in and provide input for decision making, DUSD must improve parent participation in order to ensure all voices are being heard. One way in which the DUSD will improve in this area is by providing more venues for parents to give feedback and counsel with regard to the LCAP.|As part of the DUSD LCAP, funds are expended to fund bilingual parent liaisons at all school sites. These liaisons serve all families, but focus especially on students who are the target of Supplemental Concentration Grant dollars. Additionally, the District employs a fulltime District translator to assist with document translation, as well as site translation should site translators be overloaded. The Special Education Department employs a translator to assist with all IEP, SST, and 504 meetings. Translators are supplied for all elementary and middle school conferences when needed. In addition to general outreach regarding student progress, the parent liaisons work with site and district administration to plan and recruit attendees for events which allow parents to participate in the education program of their children. In 2018-19, DUSD held a number of events for parents, some of which include: TK Parent Education Nights, Kindergarten Information Nights, Kindergarten Classroom Visitations, 3rd Grade Parent Workshop, RtI Parent Information Meetings, Reading Nights, Science Night, 7th Grade Orientation, Parent Portal (Homelink) Training, AVID Parent Nights, Incoming 9th Grade Parent Night, 9th Grade Orientation, Health Class Parent Education Night, PSAT Review Night, Cash for College, and College Application Workshops. Dixon Unified feels strongly that parents should have a voice in our programmatic offerings. The driving document for these programs is the LCAP, which is why parent participation, as well as participation from other stakeholders, is critical to creating a successful plan for our District. We also feel it is critical parents access their students’ schools and teachers often, which is why providing translation services and parent liaisons is such a high priority for us. Moreover, we know that many of our families, especially those with low-income and/or English Language Learners often lack knowledge about the various programs and offerings of our schools. Thus, special attention is made to host events which can inform these families most effectively.|DUSD has implemented a number of LCAP Actions/Services to build more positive, trusting, and respectful relationships with families. For example, each school site has a bilingual parent liaison who is tasked with parent outreach and communication, as well as acting as a bridge between home and school for families. Additionally, DUSD has invested in increasing our staff available for translating. We now have a translator whose sole role is to ensure all documents go home in English and Spanish, including all District social media posts. Special Education now has a specialized translator to ensure families have access to high quality translations during IEPs and other meetings. Finally, the District Office now has a full time bilingual receptionist so that all families can get the service they need from our central office. Despite these actions and services, DUSD continues to identify the need to engage families more effectively. In particular, it is imperative we build staff capacity to build more trusting and respectful relationships with families. We are currently engaged with parent groups, including ELACs and DELACs, to better identify family outreach activities which more fully engage our stakeholders.|2|3|3|3|3|2|3|4|2|3|2|1|2019-10-17|Met|2019 24753170000000|Dos Palos Oro Loma Joint Unified|3|District and site administrators seek parent input to improve the educational program and enhance the learning environment. At the elementary level, parents have multiple opportunities to participate in school activities and volunteer in the classroom. At the secondary level, parents are highly involved in our sporting and performing art programs. A focus area is to increase the participation of underrepresented families in school activities and decision making.|We believe that parents are a critical component to improve student achievement. As such, we have formed partnerships with parents and the community to support the educational program. The formal partnership range from required parent-teacher conferences to family events such as Open House, Back to School Night, and a myriad of sporting events. We feel proud of the tremendous and numerous opportunities we provide to underrepresented families to engage in their child's education. An identified area of focus is supporting our families to understand and exercise their legal rights to advocate for their students. To do so, we are planning to implement parent workshops focus on understanding the district's legal responsibility to ensure students are consistently showing academic progress in a safe and secure learning environment. A strength of the district is PIQE which stands for Parent Institute for Quality Education. We have targeted underrepresented families to attend weekly classes to learn strategies to help their children succeed academically in school and beyond. The program is highly attended by underrepresented families. As a direct result, more parents attend school board meetings and request meetings with teachers, and administrators to ensure that their children receive a quality education.|We believe that strong relationships and human connectedness are key ingredients to teaching and learning at high levels. Our strength is our community and relationships hold our community together. We understand that creating a welcoming environment, knowing our students at deep levels, and developing our staff's capacity to build trusting relationships with families will result in a positive learning environment and improved student academic achievement. As evidence, we have hired a full-time translator/community liaison to strengthen our relationship with underrepresented families. We have fully implemented a Multi-Tiered System of Support to ensure students with the greatest needs receive the greatest support along with their families. Teachers and support staff have attended professional development workshops where they have learned that before teaching, caring and supportive relationships must be established. We have made an effort to recruit and retain staff that reflect the students we serve. A focus area for improvement is to provide additional educational opportunities to parents to learn how to navigate the educational system to better support their children.|4|3|4|3|3|3|3|2|4|4|4|4|2019-10-17|Met|2019 53716960000000|Douglas City Elementary|3|Seeking input for decision-making is always something we do throughout the school year. We have School Site Council, Parent Advisory Committee, Booster Club, School Board, and parent surveys in order to give families opportunities to engage in decision-making. It's difficult to get families to participate in these due to work schedules or other prior commitments. We have found that parent surveys come back with the highest percentage when we send home paper copies rather than offering a digital option as well. Families have expressed they are most likely to participate in a school field trip or an evening school event. We continue to be challenged to make personal connections with all families to encourage and promote participation.|We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically. We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes. Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate. A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students. We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.|Douglas City School works diligently to connect with our families to create a welcoming environment on campus. At our school site we have had an increase of students from different cultures enroll with us. It's been a great opportunity for our entire school to learn about cultural differences and cultural awareness. Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more. Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement. A focus area for improvement that we continue to pursue is connection with all families, including underrepresented families to become a strong part of their child's education in the home. We have encountered the challenge of bridging the gap between academics in school and at home. We continue to share ideas of how families can in the home through academic education.|4|4|5|4|4|4|5|4|4|3|4|4|2019-10-09|Met|2019 19644510000000|Downey Unified|3|Building capacity among all of our stakeholders is a focus area for Downey Unified. Our annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the site and district level. School sites evaluated the input they receive from their students, parents, and staff. They celebrate areas of success and growth and create actions they want to make improvements. This is an annual exercise and it is included as part of their School Plans for Student Achievement (SPSA). The district values the advisory committee process and ensures that all school sites and district level staff are provided the support needed to implement successful groups. The Parent Advisory Committee (PAC) is comprised of English Learner, Foster Youth, and Low Income families that represent our district families and convenes five times throughout the year. The PAC reviews academic and survey data, visit school sites and programs, and participates in discussions about high priority programs that impact our most at-risk students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English Learner programs and provides input to the PAC on a regular basis. Based on parent input, opportunities for parent education are designed to meet their needs. Workshops around the social-emotional well being of their children are a priority and funding is allocated to ensure there are multiple opportunities for parent access to these workshops. Resources around support for our Foster and Homeless Youth are a priority base on parent and staff input.|Downey Unified seeks input from our parents/guardians through our Annual Stakeholder Engagement Survey. The key findings from the survey provide the district feedback around our 5 LCAP Goal Areas (Student Achievement, Whole Child, Best Staff, Parent Engagement, Infrastructure) that incorporate the 8 state priorities. A total of 8,825 parents/guardians representing grades TK-12 participated in the Annual Stakeholder Engagement Survey for the 2018-19 school year. This is an additional 2,651 parent/guardian responses as compared to our 2017-2018 survey. Each year we set a goal to increase the number of parent/guardian responses to ensure we are capturing our communities ideas and input. The following results reflect the percentage of parents/guardians that Agree/Strongly Agree to the subsequent statements around the Learning Environment: Learning Environment: "I understand the academic standards my child must meet." - 95% "My child is appropriately challenged in his/her curriculum." - 92% "My child's teachers motivate him/her to learn." - 92% "My child's school has the technology he/she needs to learn." - 94% "My child's school has other resources he/she needs to learn." - 94% “My child can get extra academic help, before, during, or after school.” – 89% Parents are asked to provide us feedback on the parent educational opportunities they would like to see at the district and site level. Based on 8,825 parent responses, the following are 4 key areas parents would like as educational opportunities: -Preventing Bullying (2,615 responses) -Teaching Responsibility and Decision-Making (2,348 responses) -Building Self-Esteem (2,275 responses) -Promoting Positive Behavior (2,028 responses) Parent and all stakeholder input is essential to Downey Unified. Since the implementation of the CA School Dashboard and the revised accountability system, stakeholder input has been a priority. Our district has engaged in meaningful discussions with our stakeholders both at the site and district level in the areas of safety, instruction, engagement, and communication. In addition, Downey Unified will continue to seek input from our Special Education, Foster Youth and English Learner families as part of our Parent Advisory Committee.|Downey Unified seeks input from our parents/guardians through our Annual Stakeholder Engagement Survey. The key findings from the survey provide the district feedback around our 5 LCAP Goal Areas (Student Achievement, Whole Child, Best Staff, Parent Engagement, Infrastructure) that incorporate the 8 state priorities. A total of 8,825 parents/guardians representing grades TK-12 participated in the Annual Stakeholder Engagement Survey for the 2018-19 school year. This is an additional 2,651 parent/guardian responses as compared to our 2017-2018 survey. Each year we set a goal to increase the number of parent/guardian responses to ensure we are capturing our communities ideas and input. The following results reflect the percentage of parents/guardians that Agree/Strongly Agree to the subsequent statements around Parent Communication and School Climate: Parent Communication: "I am well informed about what is going on in Downey Unified." - 79% "I am well informed about what is going on within my child's school." - 84% "My overall experience with Downey Unified has been positive." - 88% "My overall experience with my child's school has been positive." - 87% "My child's teachers communicate with me about their academic performance." - 81% "My child's teachers are accessible to me if I have questions or concerns." - 91% "The administrators at my child's school are accessible to me if I have questions or concerns." - 90% School Climate: “My child feels safe at school.” – 92% “I feel welcomed when I visit my child’s school.” – 92% “My child’s school is clean and kept in good condition.” – 91% “My child’s school enforces rules consistently.” – 91% “The students in my child’s school treat each other with respect.” – 82% “My child’s school meets his/her social-emotional needs.” – 89% “My child is positively impacted by CHARACTER COUNTS!” – 92% Downey Unified continues to strive to ensure that families feel their child's school and district are places where they feel welcomed and safe to seek information and to voice any questions or concerns about their child's education. In the area of Parent Communication, our goal is to increase the satisfaction of our parent community to feel they are well informed about what is going on in Downey Unified. Each school site creates an action plan based on their school site LCAP survey data that targets parent communication and school climate. In addition, Downey Unified will continue to seek input from our Special Education, Foster Youth and English Learner families as part of our Parent Advisory Committee.|5|5|4|4|3|3|3|3|4|4|4|3|2019-10-24|Met|2019 01612590129635|Downtown Charter Academy|3|We have numerous events, activities, and meetings that provide the space and opportunity for parents and teachers to engage together in decision making. However, we have an opportunity of improvement in building their capacity and preparing parents to actively participate in decision making and advisory groups. With our community outreach coordinators we are developing plans to continually educate, inform and engage our families in these discussions, specially newcomers and underrepresented families to ensure equity of access and voice into the decision making process at LEA.|The LEA does an excellent job of educating parents on how to support learning in the home and their rights as parents. We have monthly newsletters to help parents support the curricular efforts we have at our LEA, that are translated into Mandarin and Spanish. We are partnering with different organizations to support our students in areas of need like Teens for Life, Plan Parenthood. We bought a Program Kickbooard to keep parents informed of students behavior progress on daily basis. We provide access to parents to our UlluminatED so that they can be informed of their students academic progress on daily basis. We provide information to parents on affforddable technoilogy tools for home. We have support from our Parent and Community Advisors to plan and execute different activities for families.|Our current strengths include maintaining a continuous communication with parents, providing families with relevant academic and behavioral information, and most importantly, having them as partners for LCAP development, parent involvement, and school programming. We achieve this through building and openning different ways for families, teachers and staff members to work together. We have a Parent Portal in IlluminatED for academics and attendance records that offer the information in charts and graphs; Kickboard access for parents to follow students’ achievement on behavior, a monthly newsletter with tips for improvement on each academic area written by teachers, text messages, and an updated school website with relevant information. In addition, we invite parents for our SST meetings to design action plans with teachers and student support staff for their students. Parents, teachers and staff members interact twice a month during Coffee and Tea with Parents; we have a Family Staff Team, FST, meeting at least 4 times/year were parents and staff members are active participants on school decisions on programming, curriculum, activities, goals and action plans, cultural events and family involvement initiatives. We provide translation and interpretation for all these events and written communications as per Home Language survey collected annually and when a student enrolls. We have developed plans to continuously engage the community in several events planned to engage and leverage existing parents to organize and get more parents to attend. All our teachers and staff have the capacity to build trusting relationships with family members. We meet with parents at least twice/month to discuss programming, LCAP, budget, etc. Last year we improved these meetings by making them an opportunity for parents to learn how to best support their students at home. We offered a workshop on Internet Usage, College Path and Sex Education. However, we can improve on it and make it more intentionally towards academic improvement. We have taken active steps to improve this by scheduling a Math and Literacy Night after the Winter break this year.|4|4|4|4|3|3|4|4|4|3|4|4|2019-06-26|Met|2019 43104390123257|Downtown College Prep - Alum Rock|3|Downtown College Prep Alum Rock School (DCP Alum Rock) is committed to including parents as co-leaders in the development of policies and programs that support student learning. DCP Alum Rock has expanded its efforts to engage families in School Site Council, principal coffee chats and English Learner Advisory Committee (ELAC) by responding to family meeting time preferences and modeling communication strategies such as weekly newsletters. The Central Office has engaged parent leaders at DCP Alum Rock to review family feedback survey data, update the family engagement policy, and access leadership training opportunities. Parents are taking a larger leadership role on campus to organize around community events, and reach out to other families. The school will work on increasing the number of families who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey for all DCP Alum Rock students.|Downtown College Prep Alum Rock School (DCP Alum Rock) is committed to ensuring parents are partners in their students’ academic journey toward college completion. In the last year, DCP Alum Rock has expanded family education opportunities by offering workshops on college readiness, STEM learning, and special education. These educational workshops provide families and staff with academic resources and information to advocate and support their students at school, in the community, and at home. The schools have also increased participation in parent-teacher conferences. The Central Office also developed a family engagement framework to support site leaders to facilitate opportunities for family communication, education, and leadership at all levels. Moving forward, DCP Alum Rock is working to develop a professional learning plan for school leaders and work towards increasing the number of families attending programs, accessing grades, and monitoring their students’ college eligibility and academic proficiency.|Downtown College Prep Alum Rock School (DCP Alum Rock) is committed to building strong relationships with families that support a college-going culture. DCP Alum Rock has developed strong parent, administrator, and teacher relationships where families feel comfortable approaching teachers (79% positive responses) and administrators (87% positive responses) and families feel their identities, regardless of race, ethnicity or gender are respected (87% positive responses) as evidenced in our annual survey. Relationships are built through annual parent conferences, weekly newsletters, principal-led coffee chats, showcases, community gatherings, and college success workshops. The school is working to expand professional development opportunities for teachers and staff to better understand the unique needs and strengths of English Learner families to ensure they have the resources and communication tools to support students on their path to college eligibility. The Central Office has developed a research-based framework to support our administrators around six core domains for family engagement that will help DCP Alum Rock assess and deepen their practices.|3|4|3|4|2|3|3|3|4|4|3|3|2019-10-17|Met|2019 43696664330585|Downtown College Preparatory|3|Downtown College Prep (DCP El Primero) is committed to including parents as co-leaders in the development of policies and programs that support student learning. DCP El Primero has supported family efforts to establish a parent leadership group and a model English Learner Advisory Committee (ELAC). The Central Office has engaged parent leaders at DCP El Primero to review family feedback survey data, update the family engagement policy, and access leadership training opportunities. Parents are taking a larger leadership role on campus to organize around community events, and reach out to other families. The school will work on increasing the number of families who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey for all DCP El Primero students.|Downtown College Prep (DCP El Primero) is committed to ensuring parents are partners in their students’ academic journey toward college completion. In the last year, DCP El Primero has expanded family education opportunities by offering workshops on college readiness, immigration services, and special education as well as becoming a Parent Project site. These educational workshops provide families and staff with academic resources and information to advocate and support their students at school, in the community, and at home. DCP El Primero also works closely with the District Attorney’s Office to provide resources and training for school leaders and families around topics like chronic absenteeism and drug prevention. The Central Office also developed a family engagement framework to support site leaders to facilitate opportunities for family communication, education, and leadership at all levels. Moving forward, DCP El Primero is working to develop a professional learning plan for school leaders and work towards increasing the number of families attending programs, accessing grades, and monitoring their students’ college eligibility and academic proficiency.|Downtown College Prep (DCP El Primero) is committed to building strong relationships with families that support a college-going culture. DCP El Primero has developed strong parent-teacher relationships where families feel respected by teachers (76% positive responses) and feel comfortable approaching them to learn about their students' progress (75% positive responses) as evidenced in our annual survey. Relationships are built through annual parent conferences, weekly communication, principal-led coffee chats, showcases, community festivals, and college success workshops. The school is working to expand professional development opportunities for teachers and staff to better understand the unique needs and strengths of English Learner families to ensure they have the resources and communication tools to support students on their path to college eligibility. The Central Office has developed a research-based framework to support our administrators around six core domains for family engagement that will help DCP El Primero assess and deepen their practices.|3|3|3|4|2|3|3|3|4|4|3|3|2019-10-17|Met|2019 43696660129718|Downtown College Preparatory Middle|3|Downtown College Prep Middle School (DCP El Camino) is committed to including parents as co-leaders in the development of policies and programs that support student learning. DCP El Camino has expanded its efforts to engage families in School Site Council, principal-led coffee chats and English Learner Advisory Committee (ELAC) by responding to family meeting time preferences and modeling communication strategies such as weekly newsletters. The Central Office has engaged parent leaders at DCP El Camino to review family feedback survey data, update the family engagement policy, and access leadership training opportunities. Parents are taking a larger leadership role on campus to organize around community events, and reach out to other families. The school will work on increasing the number of families who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey for all DCP El Camino students.|Downtown College Prep Middle School (DCP El Camino) is committed to ensuring parents are partners in their students’ academic journey toward college completion. In the last year, DCP El Camino has expanded family education opportunities by offering workshops on college readiness, literacy, STEM learning, and special education. These educational workshops provide families and staff with academic resources and information to advocate and support their students at school, in the community, and at home. DCP El Primero also works closely with the District Attorney’s Office to provide resources and training for school leaders and families around topics like chronic absenteeism and drug prevention. The Central Office also developed a family engagement framework to support site leaders to facilitate opportunities for family communication, education, and leadership at all levels. Moving forward, DCP El Camino is working to develop a professional learning plan for school leaders and work towards increasing the number of families attending programs, accessing grades, and monitoring their students’ college eligibility and academic proficiency.|Downtown College Prep Middle School (DCP El Camino) is committed to building strong relationships with families that support a college-going culture. DCP El Camino has developed strong parent-teacher relationships where families feel respected by teachers (81% positive responses) and where the families feel their identities, regardless of race, ethnicity or gender (80% positive responses) are respected as evidenced in our annual survey. Relationships are built through annual parent conferences, weekly newsletters, principal-led coffee chats, showcases, community festivals, and college success workshops. The school is working to expand professional development opportunities for teachers and staff to better understand the unique needs and strengths of English Learner families to ensure they have the resources and communication tools to support students on their path to college eligibility. The Central Office has developed a research-based framework to support our administrators around six core domains for family engagement that will help DCP El Camino assess and deepen their practices.|3|3|3|4|2|3|3|3|4|4|3|3|2019-10-17|Met|2019 19647336119903|Downtown Value|3|As part of our charter, “a safe, nurturing community is essential to academic excellence.” In a nurturing community, everyone belongs and feels valued.... By becoming involved, parents strengthen their ties to the school and other families and learn strategies to support and teach their child at home and contribute to the overall growth of the school. Teachers, parents, staff, and students are all part of the same team that takes ownership of the great achievements that happen here at Downtown Value School. Our School Site Council is composed of the principal and representatives of: teachers, school personnel, parents, and pupils and it is a decision-making board. The SSC approves and recommends important school plans and certain school policies to the local governing board for approval, monitor its implementation, and evaluate the effectiveness of the planned activities at least annually. These plans include the review of our charter, WASC action plan, Personnel Policies, Student Parent Handbook, Technology Plan, and our Local Control Accountability Plan which includes our metric goals measuring our state priorities in academics, school climate, and parent/student engagement for all students and for various subgroups. There are five parts to this council: the creation of the school-level Title I Parent Involvement Policy. the creation of the Title I School-Parent Compact. the development of the Title I parental involvement budget. the proposed expenditures of all categorical funds. the development of the comprehensive school safety plan PARENT TEACHER OTHERS BOARD (PTO) The purpose of the PTO is to create opportunities for parent involvement. This board consists of a President, Vice- President, Secretary, and Treasurer, School Safety Chair, Facilities Chair, and Social Activities Chair. Terms are for two years, unless elected individual cannot or does not fulfill obligations of the office. Elections for open positions are held in the fall. Meetings are held monthly (or more often if needed) during the school year. Meeting times are publicized beforehand, and agendas posted near the front office. Parents are encouraged to attend; however, only board members vote on action items. Visiting parents have time at each meeting to speak of concerns about the school. ENGLISH LEARNER ACADEMIC COMMITTEE (ELAC) Each California public school, grades kindergarten through 12, which enrolls 21 or more English language learners must form an English Learner Advisory Committee (ELAC). The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of a plan for student achievement. One way to start improving is by assessing present practices. By evaluating what practices are currently working and identifying how to best communicate with parents and build a relationship with all stakeholders, we can improve our parent-school partnerships.|Downtown Value employs a wide range of strategies to encourage family, community businesses, and community involvement, especially with the learning/teaching process. Teachers create a welcoming environment for their families and inform them about the academic grade-level standards during “Back To School Night” where teachers inform parents about their syllabus and the curriculum used. Parents are also informed of their student’s progress through formal or informal parent conferences, and through our online communication system. Progress reports are also sent home at least once every trimester in the middle school to also inform parents of their student’s progress. Parents are given an opportunity to take part in their student’s learning by participating in a variety of committees that include, but not limited to, the School-Site Council and ELAC. Parents are encouraged to attend the various professional developments sponsored by the Parent Coordinator that are designed to help with parent engagement in student learning, educate and inform parents how to read CAASPP scores and what they mean, and how to support their student at home. While Downtown Value feels that we have built a foundation of trust with our families for support, we feel we can improve with providing families with resources to help support student learning in the home. Downtown Value has recently hired a Parent Coordinator that helps support this area of growth by providing multiple seminars throughout the month and sends home flyers and calendars to advertise these meetings. The Parent Coordinator is very active with our community and we look forward to seeing this grow.|Downtown Value School encourages participation and commitment from all stakeholders. Parent Board Meetings are conducted in both Spanish and English to encourage all parents to be involved. The school strongly encourages hours of volunteer service from each child’s family throughout the school year. The Growing Together program has offered parents and families the opportunity to earn volunteer hours through gardening, beautifying the campus with murals, and even installing green energy technology. Parents plan events collectively throughout the year such as: Spring Fiesta, Teacher Appreciation Week Luncheon, and the annual Holiday Winter Fest. The Parent Educator conducted ongoing Effective Parenting classes throughout the year. One component that was heavily emphasized was “How to effectively communicate with your child’s teacher and school officials.” These classes have helped increase positive communication between the parent and teacher. Teachers often make themselves accessible via cell phone or email to parents for academic support for their children, and send feedback home on a regular basis through the use of daily student planners and the Teleparent Communication System. The school will continue to explore additional options for parent academic support. Parents participate in mandatory school conferences with teachers to maintain continual knowledge of their child's progress. As a school we are committed to providing all materials and meetings in the family's primary language. There are also social emotional needs that are addressed through community organizations such as UpLift, Magnolia Place, and Children's Bureau. In addition, parents participate in a variety of programs such as Local Control Accountability Plan (LCAP) where they plan the budget. Parents also participate in the School-Site Council and our Parent Teacher Organization (PTO) committee. We also have a full time parent coordinator that plans and implements professional learning communities and opportunities for parents on a weekly basis. A monthly calendar is sent out to parents of these events and daily reminders are sent via our online communication system. While Downtown Value does have multiple mediums for communicating with parents, there is still room for growth. The school sends electronic messages home to parents about events at school and the Parent Coordinator sends home flyers for events as well. In addition, the principal hosts Coffee With the Principal where parents can be informed about events at school and voice their concerns. While these supports are available, parents are still encouraged to interact with their child’s teacher and school administrators to further their child’s educational goals and opportunities.|3|3|3|3|3|4|4|4|5|5|5|5|2019-10-25|Met|2019 39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|3|The LEA's seeks strength for a strong communication based system for collaboration with all stakeholders. The LEA focus area for improvement will be to create more opportunities for all stakeholders engagement. Parents and community initial input via surveys helps to assist in the decision-making process to improve issues concerning parent requested training designed to help address the emotional needs of their children; newcomers and students not proficient in English, and innovation for student engagement.|The LEA provides extra services for unrepresented families both academically and with basic living needs. The LEA plans to raise more funds to continue to provide services for families in need of clothing and food.|The LEA has a RTI (response to intervention) program that has three tiers. Tier I includes a program that enhances teacher and parent relationship through various means of communication via phones, emails, electronic programs, letters, and person to person meetings. Tier II includes a preventive programs for academic, social and emotional needs via SST (student study team) meeting, character education embedded curriculum, counseling, after school tutoring, sports and arts and homework support. Tier III includes specialist for high needs via school psychologist, speech therapist, behavioral specialist, resource specialist, and one to one assistance for high needs. In addition, the homeless and foster care families are heavily support via care packages (weekend care backpack filled with food,clothing, and hygienic incidentals).|4|4|4|4|4|4|4|4|4|4|4|4|2019-11-01|Met|2019 19647330102491|Dr. Theodore T. Alexander Jr. Science Center|3|English Learner Advisory Council and School Site Councils are selected annually and composed of parents and staff members. We meet six to eight times a year to discuss schoolwide improvements and budgetary spending for the school year.|Coffee with the Principal is held monthly. District and school information is disseminated to parents. A parent center is established at the school site, where parents are encouraged to volunteer on campus and support students and teachers.|Schoolwide monthly calendars go out to parents with workshops, activities, programs, and invitations to special events. Weekly Blackboard Connect phone calls go out every Sunday evening as reminders of important events. Incentives are given to students whose parents attend special events. Announcements are placed in the front of the school and heard over the intercom every day at 2pm for the staff and the students.|4|4|4|4|4|4|4|5|4|4|4|4|2019-10-30|Met|2019 31668030000000|Dry Creek Joint Elementary|3|Each year the District sends an LCAP aligned survey to all parents to gather feedback. The data from the survey is gathered as a District and by school site. The data serves as a guide for the development of programs and policies at the District and school level. There are specific questions that provide the District with information needed to guide parent participation and engagement planning. It is the intention of the District to increase parent involvement and engagement yearly through site and District family education events, committees and volunteer programs. There were a variety of committees at both the site and District level that we encourage our parents to participate in. These committees include School Site Council, GATE Advisory, site and District English Language Advisory Committee, School Health and Wellness Committee, and Community Advisory Committee (CAC). Goal 5 in the LCAP specifically addresses parent engagement and involvement. 84% of parents feel that District schools encourage parent involvement 93% feel that the school and/or District valued their participation or input on a school committee 83% of families believe that their child’s school has parents who are highly involved|All school sites had a functioning English Language Advisory Committee (ELAC). The ELAC at each site meets three (3) times per year. The ELAC serves as a guiding body to the EL program and reviews the Single Plan for Student Achievement (SPSA), LCAP, school goals, program information, testing documents and scores, parent involvement opportunities and policy. In addition, sites gather ideas and feedback from the committee in regard to parent involvement and supports for their students. The District English Language Advisory Committee (DELAC) also met three (3) times this school year. The committee offered guidance and input on various program components, parent engagement and involvement and LCAP goals and services. It is the intent of the District to have all school sites represented by at least one parent per site at each meeting. Two (2) Love and Logic sessions were held this school year in the fall and spring in which, 29 parents participated. Twenty-Four (24) families attended our Family Literacy Programs this school year. Free online English Language courses were advertised to our English Learner families. Our Parent Academy provided opportunities for our parent community to learn how to assist and support their children. The Parent Academy offerings included: Screenagers Viewing Managing Technology to Strengthen Relationships and Improve Mental Health, Love and Logic, Reading and Understanding Test Scores, Balancing Anxiety and Achievement, Helping Students Thrive In a Competitive Academic Environment, Social-Emotional Learning and Support Tools to Help Students Deal with their Emotions and the Health and Wellness Resource Fair. Classroom/Home communications, Family curriculum events, At-Risk conferences, SSTs, Parent/Teacher conferences, Back to School Night, Wrap Around counseling and Road to Reclassification conferences, and electronic communications regarding how to implement strategies at home are included in current practices to support families with resources for student learning at home. In order to ensure parents have access to participate in our schools and events, the District provides translation services for both in person and written communication as needed. The following are results from our parent survey: 83% of parents feel that teachers keep them well informed about their child’s progress and effectively communicate with parents regarding their child’s progress, 81% of parents believe their child’s school sets high expectations for student achievement, 74% of parents understand what types of academic support are available to students, 78% of parents believe their child receive the resources and support they need, 92% of parents feel their participation in Parent-teacher conferences was valued, 64% of parents understand what types of social-emotional supports are available to students and 90% of parents believe that their child’s teacher encourages critical thinking.|District-wide there were over thirty (30) family engagement events/programs offered for our families. Some of the events and programs include but are not limited to: Back to School Night, Open House, Family Literacy/Math events, Kindergarten Orientation, Middle School Orientation, Volunteer Tea, Parent/Principal meetings, Parent Classroom volunteer programs, drama productions, World Fair, Watch D.O.G.S., College Fairs, Grandparents Day, Sami's Circuit Family Night, Parent Academy sessions and Reclassification Ceremonies. Parent participation in our many school and District committees and teams, including School Site Council (SSC), English Language Advisory Committee (ELAC), Health Committee, Student Success Teams (SST), Individualized Education Plan (IEP) teams, Positive Behavior Intervention and Supports (PBIS) team, Parent/Teacher conferences, informal Principal/Parent meetings, and At-Risk conferences encourage cultivation of relationships between staff and parents. These opportunities create a more welcoming and inclusive school environment, support staff in learning about each family, and helps the families and staff engage in productive 2-way communications. Our District-wide parent/community survey shows favorable results and indicates that DCJESD is implementing relationship building practices. 86% of parents feel that the school keeps them well informed about events and activities 84% of parents feel that District schools encourage parent involvement 94% of parents feel they are able to communicate with teachers/staff when needed 93% feel that the school and/or District valued their participation or input at parent/teacher conferences, on committees, and volunteering at school Most families reported that they prefer electronic communications, through email, texting, newsletters and websites.|3|4|3|3|3|3|4|3|4|3|3|3|2019-10-17|Met|2019 27660920129239|Dual Language Academy of the Monterey Peninsula|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19644690000000|Duarte Unified|3|Duarte Unified School District functions under the direction of the elected governing board. The Board represents our community and requires input from our families on the decisions that impact all students. Staff ensures that structures are in place to reach and seek input from parents, including School Site Council (SSC), English Language Advisory Committee (ELAC), PTA, and Booster Clubs. These groups are trained and empowered to make critical decisions related to instructional programs, safety plans and budget. Each group has by-laws that ensure fair representation. Parent participation in the development and approval of the Local Control Accountability Plan (LCAP) is critical to ensuring that all students, including English learners, low income and Foster youth, have the support they need to be successful in school. Parents participate in this process through in-person meetings and a digital platform. An area of focus, with regards to seeking input for decision making, is the implementation of strategies that will increase the involvement of underrepresented groups in these processes.|Families are essential partners in meeting the mission of the Duarte Unified School District: to provide the knowledge, skills and inspiration for each student to be successful in college, career, and life. A variety of structures are in place to provide families with information and resources. These structures include school monthly newsletters and website information on how families can support student learning at home. This information is also disseminated through School Site Council (SSC), PTA meetings, English Learner Advisory Committee (ELAC) and Home/School Folders. During SST meetings and Parent Conferences, school staff provide parents with support and resources. Duarte has established partnerships with local agencies that support families that may need mental health support. District protocols around parent conferences are in place to ensure that parents are informed on how they can support their children with learning. Families are informed of their legal rights in IEP/504 meetings and through advisory committees such as ELAC, SSC and Title I meetings. While Duarte has many structures in place to support families, an area of improvement is to provide additional professional learning for staff and administrators to expand the breadth of families who actively engage with school. Staff would benefit in acquiring new and effective ways to engage families of children who are not finding success at school and who are typically underrepresented.|Duarte Unified has a variety of structures in place to build positive relationships with all families in the community. Our schools focus on creating a welcoming environment where families are seen as partners in the students’ education. Language that is understandable to all families is utilized for communication via Parent Portal (linked to our Student Information System), Back to School Night, Student Success Team (SST) meetings, Individual Education Plan (IEP) meetings, Section 504 meetings, and regular messages via Blackboard (all-call, texts, and email) from administration, including a weekly address from the Superintendent. In addition to receiving information and messages, advisory committees and parent surveys support the two-way dialogue with families about current initiatives and about school improvement efforts. Each school has a Site Foster Student Liaison and a Site Homeless Liaison to provide support to ensure students are successful at school. Other evidence of efforts to build relationships include STEAM activities night, Harvest Festival, Open House activities, Family Fun Nights, classroom volunteers, welcoming parents on campus before school starts, and parent teacher conferences. An area of improvement at all sites will be to support staff in best practices for reaching the underrepresented families, including an awareness of implicit bias and cultural barriers to building relationships.|3|3|3|4|2|3|4|3|4|4|3|2|2019-10-17|Met|2019 01750930000000|Dublin Unified|3|Dublin Unified offers a variety of professional development opportunities for parents such as Family Nights. Representatives from each school's Parent Faculty Club attend a monthly parent leadership meeting with the District Superintendent. The district Local Control Accountability Plan (LCAP) requires an LCAP Parent Advisory Group that meets throughout the year to monitor the district progress on LCAP goals and to provide input on the overall plan. There has been a concerted effort to have a variety of stakeholders that represent our community. In the future, recruitment efforts will be expanded in order to improve the engagement of underrepresented families.|Every school in Dublin Unified has both a Parent/Faculty Club (PFC) and a School-Site Council (SSC). The purpose of the SSC is to develop, approve, evaluate, and modify site activities that support student achievement. Parents are able to monitor student progress through the district Parent Portal. The Parent Portal lets parents/guardians check attendance, GPA, missing/completed assignments, and offers a communication tool to teachers. Parents are kept aware of student progress through regular progress reports, parent/teacher conferences, and report cards. Dublin Unified recognizes the need to recruit and retain translators in order to communicate with families in their home language.|Dublin Unified communicates with the Dublin community through a variety of ways including the district and school web pages, social media, press releases, and more. Parent volunteers are welcomed on our websites. Our schools celebrate the diverse cultures that we serve. Every school has a Parent-Faculty Club (PFC) and a School Site Council (SSC). The mission of the PFC is to build relationships between faculty, students, and parents through fundraising and providing educational enrichment. School-based fundraisers, assemblies, and activities are open to parent involvement and participation. Dublin Unified recognizes the need for additional translation services in order to provide information to families in their home language.|3|4|2|3|2|3|4|3|3|2|2|2|2019-10-22|Met|2019 54718940000000|Ducor Union Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program.|Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas. The district parent resource center and community liaison are important in these efforts.|Ducor has worked to build strong relationships between and among stakeholders. The LCAP development process has been a valuable asset in bringing people together to support improved student outcomes. Strengths include administrative support for certificated staff to collaborate with families and involve parents in their child’s schooling; parent reports that Ducor School provides a safe and welcoming environment for family engagement; and improved opportunities for two-way meaningful communication between our school and parents of all subgroups. Technology has greatly improved this communication and promises to bring more improvements in the future. Progress continues to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|3|4|3|4|3|4|4|3|3|3|3|3|2019-10-08|Met|2019 49706720122440|Dunham Charter|3|Dunham Charter School actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, LCAP Planning Committees and monthly Parent – Teacher Organization meetings. Translation services are provided as necessary. The Charter also conducts an annual parent survey. The Charter then uses all of the input collected to make changes in our programs. For example, we added “Buddy Families” for new families to Durham Charter School. These “buddies” provide support and friendship that help new families transition successfully into our school district and provides a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups.|Dunham Charter School's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back to school nights, monthly family evening activities, weekly communication from teachers and a variety of in school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families.|Over 99% of parents in Dunham Charter School reported that their child's teacher is friendly and welcoming (2019 Parent Survey). Over 96% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is one-site district). Dunham Charter School communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources. Every Friday morning staff, students and parents walk the track together at the start of school. This often serves as an opportunity for parents and teacher to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent- teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year. Parent input is formally solicited and gathered through LCAP meetings, Parent – Teacher Organization meetings, parent surveys and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translations services as well as looking for ways to ensure that communications modes with parents are in fact two-way.|5|4|4|4|4|4|4|4|4|4|4|3|2019-11-12|Met|2019 49706720000000|Dunham Elementary|3|Dunham School District actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, LCAP Planning Committees and monthly Parent – Teacher Organization meetings. Translation services are provided as necessary. The District also conducts an annual parent survey. The District then uses all of the input collected to make changes in our programs. For example, we added “Buddy Families” for new families to Durham School District. These “buddies” provide support and friendship that help new families transition successfully into our school district and provides a familiar face in the school community. One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups.|Dunham School District's strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back to school nights, monthly family evening activities, weekly communication from teachers and a variety of in school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families.|Over 99% of parents in Dunham School District reported that their child's teacher is friendly and welcoming (2019 Parent Survey). Over 96% reported that they were satisfied with the amount and quality of the communication from the school (Dunham is one-site district). Dunham School District communicates with parents through multiple modes including flyers, Friday folders, phone calls, emails, texts, and classroom/school communication apps, and multiple social media sources. Every Friday morning staff, students and parents walk the track together at the start of school. This often serves as an opportunity for parents and teacher to converse specifically about school as well as other non-school topics. Coffee with the principal is held multiple times during the school year which allows parents to ask questions and learn about available resources. Parent- teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year. Parent input is formally solicited and gathered through LCAP meetings, Parent – Teacher Organization meetings, parent surveys and student surveys. Looking ahead, we will focus on scheduling meetings at convenient times, and providing childcare, food, and translations services as well as looking for ways to ensure that communications modes with parents are in fact two-way.|5|4|4|4|4|4|4|4|4|4|4|3|2019-11-12|Met|2019 10622650116640|Dunlap Leadership Academy|3|DLA staff and administration make every effort to collect as much input as possible from stakeholders, including parents. According to the 18-19 parent survey, 53% of parents received information through teacher phone calls or meeting dialogue. In addition, they provided input using these means of communication. Other opportunities for parents to provide input include quarterly school site council meetings, individual student/parent meetings, and district input meetings such as the District Advisory Council, LCAP Stakeholder Meetings, and Culture and Climate Committee Meetings. DLA has an open door policy. We are small enough that if a parent visits the office needing to see a staff member or administration, we are typically able to accommodate them and meet their needs. Despite providing parents with multiple opportunities to provide input, 13% of parents reported that the school did not seek their input last year. As a result, a growth goal this year is to ensure that we are connecting with all parents regarding input opportunities using an increased number of communication methods.|95% of parents reported that the DLA program meets the needs of their children. 91% of parents rate the DLA program as satisfactory or higher, with 48% of those rating the program as excellent. DLA staff and administration work hard to ensure that we build and maintain partnerships with parents to keep them informed of their child’s progress with our program. Every student that enrolls with DLA has an orientation meeting with his/her teacher where expectations, academic benchmarks, and student learning plans are reviewed. It is from this first orientation meeting that parent relationships begin. Throughout the year, parents receive automated academic updates on their child’s progress in online coursework. In addition, teacher send personal emails and make personal phone calls to share strengths and opportunities for improvement for each student on their caseload. Communication with parents on student on progress is a strength of the DLA program. DLA also builds and maintains relationships with parents to ensure honest feedback about the program. Input pipelines are made available through quarterly school site council meetings, district advisory council meetings, district culture and climate committee meetings, and LCAP stakeholder meetings. In addition, parents receive an annual parent survey to provide feedback to the program on our effectiveness in meeting student’s socio-emotional and academic needs. As referenced under Building Relationships, one area of growth for DLA is to increase parent participation in parent input opportunities. We often get the same parents attending these input meetings. We would like to expand the number of parents that participate and therefore increase the amount of input we receive on the DLA program. To do this we plan to increase the frequency and methods of communication prior to such input meetings.|Every year, DLA gives a parent survey to all parents. Consistently, over the past three years, DLA parents have shared that the staff at DLA are very welcoming. Parents and students are greeted when they walk into either of our Resource Centers. Parents and students have shared they feel welcome and comfortable. In addition, the DLA program is very small and personable. Students and parents alike receive many opportunities to communicate and connect with their child’s teacher and other staff members. 97% of parents reported that they are treated with respect and made to feel welcome on campus. 92% of parents reported that the school provides information to families about how to help students at home with homework and other curriculum related activities. Because DLA is such a small program, parents are offered opportunities to participate in parent education workshops such as PIQE and the Latino Literacy Project at participating district school sites. Parents are also encouraged to attend parent input meetings such as School Site Council and LCAP Stakeholder meetings. In addition, parents have opportunities to share input with the school through the annual parent survey and individual student/parent meetings. Through these workshops and input opportunities, staff and parents build and strengthen relationships throughout the year. One area of growth for DLA is to increase parent participation in school site council meetings and LCAP stakeholder meetings. We often get the same parents attending these input meetings. We would like to expand the number of parents that participate and therefore increase the amount of input we receive on the DLA program. To do this we plan to increase the frequency and methods of communication prior to such input meetings.|4|4|3|4|4|4|5|3|4|4|4|4|2019-10-22|Met|2019 47702430000000|Dunsmuir Elementary|3|We seek families engagement and input in decision-making in a variety of ways. We send an on-line survey regarding a variety of school issues two times a year. For those who prefer, we make available a paper survey. We invite parents to be part of our Site Council/LCAP advisory committee which meets 8 times a year. We invite parent input on our Facebook page regarding programs we are implementing. Being a small school, we engage in a lot of face to face individual conversations between staff and family members which is then shared in larger group meetings. We desire to have a parent group, but have not yet found a way to sustain one. We will continue to research ways to make this happen .|We hold our first parent/teacher conferences midway through the first trimester in order to inform parents of student progress before report cards come out. Teacher's are encouraged to reach out to parents throughout the trimester to keep them aware of student progress. All parents and students have access to their grades on-line. One area we will focus on improving is providing more resources for parents to help their students at home as well as the reasoning behind the importance of this help. We are currently looking at different parent newsletters to purchase for families.|We have a strong outreach to all families. As a school we have multiple ways that we communicate with families. Our school Facebook page is updated daily not only with information about important upcoming events but also with pictures and reports of past events. We send home hard-copy notes with students with important information. Our website is current with our school calendar as well as reports on events. We use our SIS to send out news blasts for emergency or late breaking news. Our teachers each have their own communication resource whether it be the Remind App, Class Dojo, or a weekly newsletter on paper. Our front office staff has built strong relationships with families so they feel comfortable asking for help with needs they may have. One area we are working to improve is highlighting different cultures of our families for all to learn more about. We had our first Culture Faire last year and plan on an even better one this year.|4|5|4|5|3|3|4|4|3|4|4|3|2019-10-15|Met|2019 47702500000000|Dunsmuir Joint Union High|3|We utilize TransAct notices for our parent meetings and provide assistance for those who request it -translators, babysitters, and more, We include fun activities with our serious discussions, and show how we have integrated previous comments in to our current work.Our school environment is welcoming, and our staff is receptive. Actual participation rates have risen over the years, but are still lower than desired. We are still searching for new ways to get parents here.|The District has been bringing in exceptional speakers for students to learn about how to power through hardship and adversity, and how to make good choices. The response has been positive. We are also currently planning an Interact Club through Rotary, which will strengthen community connections and provide an opportunity for students to have good role models in their own town. This will be especially important for our underrepresented youth.|The District has long been reaching out in several ways to families, in order to connect with as many as possible. We continually look for new opportunities and new methods as technology evolves. Our most recent effort is to bring on board a behavioral specialist who will work with families and students to build partnerships via the Elevate Youth program. Another recent effort is through an upgrade to PowerSchool for parental access. We have seen a need for providing training in how to use PowerSchool, from home and from the local library, so underserved parents can stay engaged.|4|5|3|5|4|3|4|4|4|4|5|3|2019-10-09|Met|2019 04614320000000|Durham Unified|3|The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils and Parent/Teacher organizations in which district programs are discussed and input garnered. Cafe con las familias is a standing monthly meeting targeting Spanish speaking parents. This group's input is sought on every district related initiative, as well as daily services for students. This group has also provided a link between our Spanish speaking parents and our PTS' and School Site Council's) In addition, a Citizen's Oversight Committee has been established to monitor Bond expenditures, and to report to the community at large.); parent log-on rates to our student information system to monitor attendance and grades (currently 52%, which equates to 33,502 log-ins grades 6-12 in ‘17/’18); rates of successful mass messaging through both email (currently 86%), and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers (currently in excess of 500, with total volunteer sign-ins to our campuses exceeding 6200); and the members of our Durham Community Foundation, who are responsible for our new DHS stadium. Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether their children are starting school in Durham at the beginning, or during the academic year.All metrics are monitored in our LCAP , which can be viewed at: http://durhamunified.org/wp-content/uploads/2019/06/2019-2020-DUSD-LCAP.pdf|The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the engagement opportunities identified in metric #4. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educator and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether starting at the beginning, or during the academic year. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. All metrics are monitored in our LCAP , which can be viewed at: http://www.durhamunified.org/documents/-18-19%20Draft%20LCAP%20June%2015%202018.pdf|The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently in excess of 50%, which equates to 23,130 log-ins grades 6-12 in ‘18/’19); rates of successful mass messaging through both email (currently 88%), and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers (currently in excess of 500, with total volunteer sign-ins to our campuses exceeding 5,400); and the members of our Durham Community Foundation, who are responsible for our new DHS stadium and ongiong support in many areas. Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their childrens’ educational opportunities. All metrics are monitored in our LCAP , which can be viewed at: http://durhamunified.org/wp-content/uploads/2019/06/2019-2020-DUSD-LCAP.pdf|5|5|4|5|4|4|5|4|5|5|5|5|2019-10-23|Met|2019 37683380127647|e3 Civic High|3|LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making e3 has worked to build this area through continuing home visits, providing training to staff for these home visits, offering monthly training in cultural proficiency and trauma informed care, providing continuous training for mental health clinician, and providing professional development for staff LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making School site council/school advisory council (SSC/SAC), parent institutes, open house section dedicated to parent input, climate survey, weekly announcements, parents meetings with food, Scholar-Led Conferences (SLCs) and home visits, parent coffee, and ELST (English Language Success Team) meetings Progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. School site council/school advisory council (SSC/SAC) and parent coffee, and planning for our annual fundraising event|One of the strengths in this area relates to how we are providing families with information and resources through: .Monthly parent institutes with information and resources .Weekly newsletter with information and resources .Counselors’ Saturday training/meetings with parents on college prep .Saturday Collaborative .Progress reports mailed home every 6 weeks .Access to progress reports on a daily basis We have implemented and communicated our policies and programs through: .Blackboard Parent Connect .Weekly Announcements .Translations at meetings .Inclusion of learning facilitators (teachers) to meet with parents whose schedules require them to meet during the day .Communication in multiple languages .SST protocol .Referral protocol .Restorative circles processes .Data binders for student progress .Scholar demonstrations of their learning through bi-annual Scholar-Led Conferences (SLCs), annual Exhibitions, culminating senior presentations of learning (PoLs) .Supporting families to understand and exercise their legal rights and advocate for their own students and all students via IEP meetings, Parent Collaborative, Parent Institutes, Universal Complaint form on the website .Focus Area - Increasing parent participation at parent institutes beyond the months of August and September|Current Strengths and Progress Each year, we visit the homes of all incoming ninth graders and all scholars new to e3. We hold Student Led Conferences twice yearly where scholars and their parents have an opportunity to share their strengths and challenges and to receive feedback from their teachers. Weekly, the mental health clinician and the Dean of Scholar Support complete home visits to meet with scholars and their families. There are also monthly parent institutes that are focused on various issues such as college readiness, social emotional support, student data, and various instructional programs. Weekly, there are one-hour parent institutes to help families support their children through the teenage years, focusing on social and emotional growth. Focus Area for Improvement Building our Parent Volunteer Program - To improve in this area, we are training staff to building programs such as ELAC and to hold regular ELAC meetings. Increasing attendance at the Saturday Parent Collaborative - To improve in this area, we have worked to build awareness by including more advertisements in weekly newsletters/updates that highlight how the collaborative supports scholars with challenging discipline issues in lieu of suspensions or other serious consequences. In this way, the SPC serves as a scholar discipline diversion program.|4|5|5|5|5|4|4|4|4|4|4|3|2018-10-17|Met|2019 07617546118087|Eagle Peak Montessori|3|We have created two parent advisory committees on campus. The Parent/Teacher/Leadership Group (PTLG) is a group which provides parent education as well as updates to all activities and events on campus and is a forum for all three groups (parents, staff and leadership) to work together. We also have the Community Connection Committee which is designed to bring up issues of inclusivity and acceptance to help our parents, teachers, and administration create policies that reflect our equity status. These two groups, are advisory in design. Our school board is the governing body from the school and is made up of 12 members, including 6 parents, which then provides all stakeholders the opportunity to have input on the governing and operations of the school.|We are discovering the paths to bring translators to our conferences for parents who need this assistance. We also work hard to be flexible and work with parents schedules to best of our ability. We communicate weekly and send out our communication via email, and hard copy to every family. This communication is also posted in hard copy on the front window of the school, and posted on the school website. We are working towards having the newsletter translated into Spanish for families as well. We hope to have this finalized in the next year.|We ask our parents to describe their goals for their child prior to assigning a class but after they are accepted into the school. Then prior to each parent-teacher conference the parent observe their child in the classroom and complete an Individual Learning Plan for their child based on the goals within our charter. We arrange for teachers to make themselves available for parents who work during the scheduled conference times, so that they can meet with the teachers. We have found that the majority of all of our parents, including those who would qualify as being underrepresented, work with our teachers to work out the communication process.|5|5|5|5|5|4|5|5|5|5|5|5|2019-10-30|Met|2019 54719020000000|Earlimart Elementary|3|Regular communication occurs between teachers and families to promote engagement and participation in students' educational opportunities. SEAL schools and classrooms are affirming environments that provide avenues for parents to support high expectations for all learners including English Learners and historically underrepresented families.|Through the Sobrato Model and STEAM initiatives, families participate in a variety of activities that engage families in their child's education. (Gallery Walks, Literacy Fair, Multicultural/Day of Understanding, and classroom visits.)|The district through the implementation of the English Learner Roadmap, The Global 2030 Initiative and the Sobrato Early Academic Language Initiative supports a continuous cycle of improvement which supports family partnerships.The district utilizes the plan, do, study act model to support continuous improvement. Family partnerships are at the core of the districts overall vision and mission.|4|4|5|5|3|4|4|4|4|3|4|4|2019-10-15|Met|2019 01612590129932|East Bay Innovation Academy|3|We have included parents in Charter petition renewal process, WASC accreditation process, Measure N and G1 process, LCAP process. We continue to work to increase parental attendance at these events.|Each trimester all parents are invited to attend their child's presentation of PLP/Student led conference. We continue to work on increasing attendance at these events.|Building relationships begins with our initial school tours and information sessions for prospective families during recruitment season. Once families are enrolled, they meet with Director of Enrollment and site admin for intake conference. Parents are invited to school on a regular basis for beginning of the year family pot luck night, monthly workshops, Donuts with the Principal, Student of the Month and Honor roll celebrations, Student work/project expos. We continue to work hard and develop new strategies too increase attendance at all these events.|5|5|4|5|4|5|5|5|5|5|5|5|2019-10-14|Met|2019 51713730000000|East Nicolaus Joint Union High|3|East Nicolaus Joint Union High School District does its best to get parent representation from all subgroups to be a part of the decision making process, such as the School Site Councils, Parent Booster's, English Language Advisory Committees/District English Language Advisory Committee. One area of growth that we need to work on is getting more parents to join from underrepresented families. Again, ENJUHSD will need to evaluate our engagement efforts and look at opportunities that would be most beneficial to the majority of our parents. This may mean hosting meetings in the mornings, or in the evening with child care, providing translators, etc. to get parents to participate in the decision making process. ENJUHSD has been able to host LCAP stakeholder meetings for all our community stakeholder groups being English Learners/Foster/Homeless Youth families, and to the general public at least once a year to get parent input.|ENJUHSD administrators and staff do their best to build positive partnerships for student outcomes. One area of growth that ENJUHSD administrators and staff need to work more effectively on is evaluating our public engagement efforts regularly. In reaching our underrepresented families, we need to make sure we provide training to help our families learn strategies to support their child’s academic needs. ENJUHSD will provide opportunities for parents to be involved in their child’s education through activities such as: Back to School Night, Class Information Nights, Freshmen Orientation, Parent Booster Meetings, etc. We pride ourselves in communicating with parents/families on a regular basis through online communications and other various means to keep parents informed. ENJUHSD will continue to build on the cultural values of families; stress personal contact with families (remind teachers of the importance of parent-teacher relationships); foster communication with families (all-call, online communication, etc.); create a warm environment for families; and facilitate accommodations for family involvement.|East Nicolaus Joint Union High School District are in the full implementation and sustainability category in building relationships with families and the surrounding school community. ENHS communicates with parents and the surrounding school community through various means such as phone calls, letters, monthly calendars, Facebook, etc. ENJUHSD strives to provide full opportunities for participation in parent and family engagement activities for all parents (including parents with limited English proficiency, and disabilities). This is accomplished by ensuring that information related to school and parent programs, meetings, school reports, and other activities is provided in an understandable and uniform format, and to the extent practical, in a language parents can understand. ENHS will work on providing research-based materials for parent meetings and parent resources, especially for these subgroups: parents with limited English proficiency, and disabilities. This may involve training through Parent Education Nights, to help provide parents/families with key questions to probe student understanding, information on school structures and policies, and other educational issues that will help parents/families to successfully work with the system to help meet the needs of their children.|5|5|4|5|5|4|5|5|5|4|4|4|2019-10-10|Met|2019 41690620126722|East Palo Alto Academy|3|We are proud of the overall parent involvement in their students’ learning. Parents are active in everything from the student led conferences and other “mandatory” parent meetings for registration, back to school night, conferences, updates on transcripts, and community building events such as the GoblinWalk to the International Festival. As mentioned above we continue to include our families in our regularly scheduled parent leadership team meetings, with additional affinity group meetings to engage families who currently attend parent leadership team meetings at a lower rate. While all of our parents in equal measure attend the Student Led Conferences and “mandatory” grade level team meetings, we do not see them attending the regularly scheduled monthly parent meetings. When asking why they do not attend these meetings, several have spoken about the challenges of a meeting that is given in both Spanish and English. For this reason and in an effort to get more feedback from the other student groups (African American & Pacific Islander) we started our affinity group parent meetings. We have over 80% of our students qualified as Latinx/Hispanic, with the remaining students a balance of African America, Pacific Islander and other. With so few to none attending our monthly parent leadership team meetings we are hopeful the affinity groups specific to Black Student Excellence and Pacific Islander Student Excellence will encourage more feedback.|In and effort to better inform and prepare students and families along the way (starting in 9th grade) about the importance of the A-G pathway and a 4-year college route, relative to others. Students’ progress is monitored closely by the advisor working with the parent/guardian and the school counselor team who meets personally with students at least two times a year. To help facilitate these meetings we provide families with the legal language, flyer and letter to employers describing the Family-School Partnership Act, a California law that allows parents, grandparents, and guardians to take time off from work to participate in their children’s school or childcare activities (Labor Code Section 230.8). In addition to the mandatory parent meetings by grade level that are a result of the feedback, and Student Led Conferences (SLCs), we also provide assistance for Cash for College, in preparation for financial aid for the 12th grade students and families. We now provide a variety of A-G credit recovery options and communicate regularly with families. For the support to our long-term ELL students we increased staffing of the ELL programs, in addition to increasing communication with the EPAA Foundation for the on-going support after graduation to help inform parents of the opportunities made available through our post high school College Success Counselor and Parent Coordinator for college going students.|Along with the Sequoia Union High School District we participated in the on-line Panorama Survey. Due to a low return rate of our electronic surveys of 16% last year, we are integrating Panorama Survey response time during our scheduled parent meetings for fall 2019-2020. We also rely on additional feedback made available through our regular parent meetings 2 times a month (one in the morning and one in the evening) open to all families and our annual grade level meetings where we have 60-80% of our families participating. We also facilitated a community feedback session that included parents, teachers, students and community stakeholders to discuss the LCAP goals and progress, especially as it relates to our LCAP Goal #4 and the completion of A-G courses and college readiness. Based on recent surveys parents/guardians expressed a need to increase and improve parent participation and involvement in school activities. In response to survey results about topics of interest, we provide workshops such as, talking to your teen, the effects of drugs on the teenage brain and how to support your student going to college. Each year students and families are invited to an annual “mandatory” parent workshop aimed at discussing the “path to college” with individualized supports in understanding progress reports and transcripts. Attendance is usually 60-80% for each grade level meeting. We also continue to provide parent/teacher conferences in the fall and the spring, when students create an agenda to discuss their progress towards graduation and college admissions, with their parent/guardian and advisor. We also noticed that while less than 20% of our students are African American and Pacific Islander, we were disappointed that as few as 1-2 of these parents were attending our monthly parent meetings. We have since started a Black Student Excellence parent team and the Pacific Islander Excellence parent team meetings, coming together as our own parent affinity groups for specialized support. We also continue to include more community building events such as the community-wide college fair, community service fair, “Goblin Walk” for young students, Winter Celebration Dinner & Gifts, Black History Month Family Dinner, Polynesian Day Celebration and community-wide egg hunt. Additionally we continue to provide the Parent-Project co-sponsored by Peninsula Conflict Resolution Center and the San Mateo County Office of Education.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 43694270000000|East Side Union High|3|The East Side Union High School District has a strong system for including community voice in decision making. The Student Local Control and Accountability Plan Committee, as well as the District Local Control and Accountability Plan Advisory Committee seek to utilize academic and school climate data, site based meetings, LCAP survey data, as well a general workshop sessions to give input into the development of the Local Control and Accountability Plan. They provide recommendations via the following efforts and committees: Student LCAP Advisory Committee Survey offered to all members of community Site meetings for Local Control and Accountability Plan District English Learner Advisory Committee Local Control and Accountability Review School Site Council Participation Parent Community and Involvement Specialists to determine meaningful supports and communication protocols Committees, advisory groups and meetings share the same framework of analysis and recommendations, moving through a review of dashboard data and survey information, a review of existing LCAP goals and actions, and a review of focused survey question data in order to make recommendations for modifications, additions or deletions of action items in the plan. The evidence of the power of these recommendations is the fact that the advisory committee's proposal led to over $1.5 in new items to last year's plan. The efforts of these committees has been recognized and has distinguished East Side as one of only six districts statewide to be a partner in the Community Engagement Initiative.|The survey data identified above highlights the partnerships sought by our 9-12 grade community for student success. That of increased access and opportunity to staff and platforms to plan, monitor and advocate directly for student success. In order to facilitate partnerships aligned to desired student outcomes, Parent and Community Involvement Specialists are active at all Comprehensive Sites. The District increased the numbers of counselors by nine to focus on early response to students. The District also seeks to strengthen the partnership by increasing translation services, adding on-site interpreters, and phone in interpretation services, as well as written translation of documents. Events, such as the Parent Course for Student Attendance Review Board, College Night and the Parent Empowerment Conference allow for parents to address specific needs in the partnership; however, East Side is facilitating Implicit Bias training for staff as well as Multi-Tiered Systems of Support teams at all sites in order to deepen the partnerships educators and schools have with our families as community partners.|As part of the District's Local Control and Accountability Plan efforts, the Student Advisory Council developed survey questions to determine the nature of the relationship that were important and prioritized by our community. The results stated that our community valued relationships between homes and school focused on the following: 1.) Parent Communication with Teachers and Counselors, 2.) Relationships that result in the development of high school and post-high school plans, and 3.) Relationships that result in the parents monitoring student progress and grades. To these ends the District continues to fund Parent and Community Involvement Specialists at all Comprehensive Sites, increased numbers of counselors at each site, early responses to students, increased translation services, additional on-site interpreters, phone-in interpretation, a system for the written translation of documents, parent course for Student Attendance Review Board, annual College Night, and an annual Parent Empowerment Conference. In addition to these efforts 85% of all staff completed implicit bias training to foster deeper relationships within our community.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-17|Met|2019 19644850000000|East Whittier City Elementary|3|At the school sites, advisory groups, such as School Site Council and English Language Advisory Committee are involved with providing input on the school’s plan for student achievement and other school policies, such as the school’s parent and family engagement policy or safety plan. At the District level, through our LCAP advisory committee, our DELAC, or even through the LCAP Survey, or through families attending parent connections, parents are providing input on what they believe is making an impact or they bring new ideas to the table for discussion. Through this analysis of the local indicators, we do target all families, but further outreach efforts are needed to target our underrepresented families such as our homeless, foster youth, special education, or parents whose children are at risk. Whenever we host a parent connection, parent education conference, or parent symposium, we are constantly seeking out input to determine if we are meeting the needs of our families. Throughout the year, we are meeting to take a pulse at what went well and what we can improve upon.|In the area of professional development, parent/community liaisons and District administrators have attended a series of parent and family engagement workshops to deepen their learning on the CDE Family Engagement Toolkit. There has also been a number of opportunities for our school site administrators to deepen their learning with improving their school's capacity to partner with families. These number of participants are only a handful of people in our LEA. Our area of improvement is to provide more professional learning opportunities for our staffs so that can develop the tools to build a deeper connection amongst school sites and families. The District and school sites are continuously making efforts to provide information resources for parents and families. Last year, 323 parents attended the parent connection workshops throughout the 2018-19 school year. The parent connection workshops focused on academics (i.e. STEM, math, technology, literacy)and social and emotional learning. In addition to the number of workshops provided for the parents, we also hosted our annual parent symposium. We had over 150 parent leaders, district and site administrators, board members, and other members of community came together to deepen their learning by providing students with a student voice. The school sites also host workshops, such as family literacy nights, SBAC night, or family math nights to provide families with the information they need to support their children’s learning. Through the LCAP surveys, 72% of parents reported that the school and/or district provide trainings needed to strengthen learning at home. 80% of parents reported that the school and/or district provide resources needed to strengthen learning at home. 90% of parent reported that the school effectively communicated their child’s academic progress by sending home graded assignments and posting information on the Parent Portal.|When providing an implementation rating, there were several data sources that were utilized to develop a rating score. In order to give ourselves a rating, we factored in many criteria; such as the1502 LCAP surveys, 452 EL surveys, input from advisory groups, and 323 parent connection evaluations EWCSD continuously seeks out ways to connect and build relationships with our families. Based on our LCAP and EL surveys, advisory groups, or feedback from family events, most of our parents are feeling welcomed. With an effort to maintain ongoing communication, our District utilizes Aeries Communication, the parent portal, and other online tools. Parents are able to access important information in their target language. With the start of dual language immersion, our teams have been diving deeply into the research and can authentically welcome our families. Are we responsive to the needs, identities and support of the socio-emotional needs of our families? Do our programs value and build upon the cultural and linguistic assets students bring to our school sites? Our survey data and other advisory input tells us, that we are beginning to develop in those areas.|3|3|2|4|3|4|4|3|4|4|3|4|2019-10-15|Met|2019 26736680000000|Eastern Sierra Unified|3|ESUSD encourages parents to attend a variety of input meetings such as Board meetings, Community Forum meetings, Site Council, and Parents Club. The LEA will use our newly adopted Aeries Communication to better communicate the dates/times and purposes of meetings. The LEA will also work toward having a district level requirement to ensure that teachers and administrators are meeting with parents of our struggling students to better enlist parents in the educational process.|ESUSD provides minimum days for all K-8 students parent conferences. Conferencing is required by the district and has shown much success. ESUSD also provides a variety of family nights (such as fall carnivals, seasonal performances, and Expansive Learning Night). Specifically, Expansive Learning Night offers an opportunity for parents to come to the school sites and really see and learn about what their child has been studying and working on. The LEA could make improvements on advertising and encouraging families to attend these school nights. ESUSD is in the process of adopting Aeries Communication as a better way to inform parents about their children and school events.|ESUSD has held Community Forums in each of our four communities for the past few years. This provides another opportunity for parents and community members to be a part of reviewing district goals and establishing new goals. ESUSD will also branch out and provide another way for family and community input through both online surveys, as well as surveys sent home with students. We plan to engage more parents with survey options that allow for unanimous input.|4|4|3|3|4|3|4|4|4|4|4|3|2019-11-15|Met|2019 19644770000000|Eastside Union Elementary|3|Strengths: • Local Control Advisory Committee • District English Learner Advisory Committee • District Advisory Committee • School Site Councils • English Learner Advisory Committees • Coffee and Conversations with Principals Area for Improvement: • Engage a more diverse parent population on our advisory committees To improve parent input in school governance and decision making we will implement the following strategies: • Vary meeting times to accommodate family schedules • Offer meetings off campuses and in community facilities whenever possible|Strengths: • Social Worker meeting with principals to conduct needs assessments for identified students • Social Worker working with identified families to connect them with community resources • District and Site Parent Liaisons offering parent workshops on academic related topics (such as helping with homework, understanding report cards, how to develop literacy at home) • Parent workshops and conferences related to improving attendance • Parent Universities • Parent Conferences Area for Improvement: • Engaging more parents from all our underrepresented groups in parent and community events To improve engagement we will continue to develop behaviors that are proven to build school-parent partnerships through our professional learning at all levels. Behaviors we will focus on are: • Active listening • Mutual respect • Trust • Optimism|Stakeholders to participate in the self-reflection process: Students, parents, community members, teachers, staff, and administrators provided input for the self-reflection process. Most of our population falls into one of the unduplicated student groups and therefore when we work with our families we are always engaging with and creating resources for each of these identified groups. Stakeholders considered school climate survey results and district plans for supporting students, teachers, and parents in building relationships to conduct the self-reflection process. Strengths: • District Community Center • District Parent Liaison • District Translator (Spanish) • Aeries Communication Tool, websites, and social media Area for Improvement: • Engaging more parents from all our underrepresented groups in district governance and leadership To improve engagement we will: • Evaluate parents’ needs • Accommodate families’ work schedules • Train teachers to work with parents|3|3|3|3|3|3|3|2|4|3|3|3|2019-10-16|Met|2019 50757390124669|eCademy Charter at Crane|3|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 76% agree and strongly agree our schools allow input and welcomes parents’ contributions, 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child, 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions and providing opportunities to have families, teachers, principals, and district administration work together to plan, design, implement, and evaluate family engagement. eCademy’s data is included in the Turlock Unified School District reporting of local indicators.|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 97% moderate to high for school connectedness at the elementary level and an average of 91% moderate to high for our secondary level, 95% moderate to high for caring adults in school at the elementary level and an average of 83% for caring adults at the secondary level. The District's strengths are students feeling connected to school and that there are caring adults in our schools. An identified area: providing professional learning and support to teachers and administrators to improve a school's capacity to partner with families. eCademy’s data is included in the Turlock Unified School District reporting of local indicators.|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 76% agree and strongly agree our schools allow input and welcomes parents’ contributions, 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child, 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions, and 81% agree and strongly agree parents feel welcome to participate at our schools. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions. eCademy’s data is included in the Turlock Unified School District reporting of local indicators.|4|4|3|3|2|3|4|3|4|4|4|2|2019-10-15|Met|2019 15634380000000|Edison Elementary|3|The district holds Parent Advisory Meetings monthly and quarterly at both sites. We currently have the following active Advisory Groups: ELAC/DELAC, PTC, Booster, and School Site Council. The sites also hold Intervention Parent Meetings as well as Special Education Parent Meetings on an ongoing basis.|The district holds one Parents as Partners Event each semester and publishes a quarterly newsletter detailing resources for families. The district has also opened a Parent Center this school year, which is open weekly to offer training, resources, and support for our families. Through Action Steps in our PIR Plan, the district plans to strengthen our partnership with the families of our Students with Disabilities.|The district has built strong partnerships with our families. The district communicates effectively with families daily through Aeries Communication and Parent Portals. The district has opened a Parent Center to engage and support our families. The district holds one family event quarterly at each site.|4|5|4|5|4|5|4|4|4|4|4|5|2019-10-14|Met|2019 10101086085112|Edison-Bethune Charter Academy|3|Use of surveys, coffee with the principal, informational parent meeting, SSC, DELAC, board meetings, Migrant meetings, LCAP meetings, staff meetings, and electronic communication are a strength for seeking input and decision making. An area to improve on seeking ways to increase participation from parents.|Providing in-service on these topics is just the first step to building partnerships for student outcomes. LEA provides resources through our AERIES data system to help teachers connect with parents to inform them of student progress and support student learning. We invest time and energy to improve communication with parents by purchasing our own EBCA App and added a social media Facebook page to help and inform parents of activities. Parents have access to a student portal that provides attendance, student grades, and testing progress information. Teachers have been given the ability to send electronic communication to their individual students. DELAC and SSC our other opportunities for parents to get involved and provide input and learn of their rights. School conducts Healthy Kids Survey to give an opportunity to evaluate our program. Hand to Hand Mentoring and All 4 Youth counseling on site are great opportunities to help student outcomes and improve our partnerships. Our practice of providing three parent/teacher conferences every year has allowed us the opportunity to build partnerships and improve student outcomes. An area that we can continue to improve on is providing more parent education classes or opportunities to work our building partnerships with families.|EBCA continues to find ways in building partnerships for student outcomes. This year we promoted First Day of School Holiday. Parents were invited to opening school ceremony and walked their student to class. After parents were invited to coffee and donuts with principal and given an opportunity to sign up for volunteering at school events throughout the year. Staff development for staff this year focus was on building student relationships and meeting the social emotional needs of all students. We conduct parent teacher conferences three times a year and hold some grade level parent informational nights to explain state testing goals. We contract with the County to conduct parent workshops and that include topics of parent legal rights and how to engage and advocated for their students. Hand to Hand Mentoring and All 4 Youth are resources available to students and staff. Area to improve on is recording number of parents that come to our events. Great support is demonstrated by our community by sponsoring our attendance challenge.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-24|Met|2019 19647330135723|Ednovate - Brio College Prep|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330132282|Ednovate - East College Prep|3|East College Prep used multiple channels to engage with our community of stakeholders, including: -Monthly Coffee with the Principal meetings which is also provided through social media live streaming for parents that are not able to attend -PAC meetings every other month throughout the 2018-19 school year (and continuing throughout the 2019-20 school year and beyond) -Quarterly parent/guardian and student satisfaction surveys requesting input and feedback -Unanimous approval by the LAUSD Board of Education to renew the East College Prep charter petition for five years in September 2019 -Monthly School Site Council meetings Parents will provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC) and the School Site Council (SSC). Both offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC analyzes the dashboard data (academics, attendance, behavior, community service, and wellness) and makes recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. East staff provides logistical support to ensure that communication about SSC and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Families are also encouraged to attend parent education workshops and programs. Additionally, we solicit regular feedback from both families and students through quarterly network-wide satisfaction surveys. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (the Parent Advisory Council and School Site Council groups), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-15|Met|2019 19647330135715|Ednovate - Esperanza College Prep|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 30103060133983|Ednovate - Legacy College Prep.|3|Parents will provide important input and feedback on the governance and operation of the school both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC) and the School Site Council (SSC). Both offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC analyzes the dashboard data (academics, attendance, behavior, community service, and wellness) and makes recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard. The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Legacy staff provides logistical support to ensure that communication about SSC and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|The school also holds mandatory parent-teacher conferences every quarter. We communicate with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through biweekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Families are also encouraged to attend parent education workshops and programs. Additionally, we solicit regular feedback from both families and students through quarterly network-wide satisfaction surveys. We strive to continue to fortify and maintain a school culture where parents and families are embraced as partners in the education of their children.|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (the Parent Advisory Council and School Site Council groups), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-15|Met|2019 19647330125864|Ednovate - USC Hybrid High College Prep|3|Parents provide important input and feedback on the governance and operation of USC Hybrid High School both informally and formally. Parents have the opportunity to participate in school decisions through the Parent Advisory Council (PAC) and the School Site Council (SSC). Both offer ongoing opportunities for two-way communication and feedback between parents and the school. The SSC analyzes the dashboard data (academics, attendance, behavior, community service, and wellness) and makes recommendations to the school’s leadership for ways to improve school wide performance in the key indicators tracked on the dashboard.The PAC includes a processes for parents to initiate desired activities, plan events, and/or provide input to the school’s leadership. Hybrid High staff provides logistical support to ensure that communication about SSC and PAC meetings and processes reach all parents in a timely fashion in both English and Spanish. Parents are also encouraged to: -Attend parent education programs -Serve as mentors and volunteers -Assist in planning family nights and other school events, contributing to newsletters, and attending community events on behalf of the school -Meet with teachers as questions and concerns arise and attending student parent conferences. -Attend monthly Coffee with the Principal meetings The mechanisms for soliciting family input and feedback are all tied to the goals we have established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan.|USC Hybrid High holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents also have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid High’s student information system, Illuminate, as well as behavior information through Dean’s List. Additionally, we solicit regular feedback from both families and students through quarterly network-wide satisfaction surveys. At Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of Student/Parent handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: -Attend parent-teacher conferences every ten weeks -Monitor homework assignments on a daily basis -Provide time and space for their child to do homework each night -Talk with their child about school -Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School, including supporting the assigning of Detention or Suspension when necessary -Treat USC Hybrid High School faculty and staff with respect|We are proud to offer multiple channels and opportunities for families to engage with our school staff, both formally and informally. Beyond the decision-making channels (the Parent Advisory Council and School Site Council groups), we regularly invite families to campus to build relationships at the school. In particular, we host monthly Coffee with the Principal meetings, where information updates are shared, opportunities to share feedback and/or concerns are provided, and the wonderful learnings happening in our classrooms by our students and teachers are celebrated. Information is shared in both English and Spanish, so that parents are able to engage in their preferred language. We additionally send out regular communications via preferred channel (e.g. text, email, phone) so all parents remain informed and engaged. Finally, we offer and encourage parents to visit campus whenever they would like and provide ample opportunities for parents to volunteer and/or participate in the events happening at the school and nearby in the community. Cultural celebrations and events occur throughout the year and we are always eager to see parents participate alongside us and our students. Families are invited to be a part of the school community from the very beginning, starting each year with orientation and a back to school night that follows at the end of the first quarter. Families are required to attend four in-person meetings per year with their child’s advisor during Report Card Pickup. As students get older, additional opportunities are provided to families to help them learn about the ins and outs of the college process as well as opportunities at the network-level to build their capacity as strong advocates for their students and community.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-15|Met|2019 09618530930214|EDUHSD Virtual Academy at Shenandoah|3|Virtual Academy includes parent participation on the following committees: Budget Advisory Committee, District English Learners Advisory Committee, Charter Advisory Committee/LCAP Advisory Committee. Our Charter Advisory Committee which include parents, provide input on the development of the school’s LCAP as well as our Single Plan for Students Achievement. During a WASC accreditation year (this year) parents are actively involved in the creation of the six-year WASC plan. Parents also provide a crucial leadership role in numerous extra-curricular or advisory groups. As previously mentioned, the EDUHSD hosts eight parent workshops in Spanish to provide Spanish speaking families with the opportunity to receive information and to provide input on processes and procedures. Virtual Academy Spanish speaking families are included in these invitations and encouraged to attend. Efforts are ongoing to improve outreach to economically disadvantaged families; ensuring their voices are heard and their students supported via the multi-tiered system of support structures.|Using a multi-tiered system of support, the EDUHSD Virtual Academy monitors students’ academic progress and behaviors. When students fail to meet academic and behavioral expectations, parents are informed and are provided with resources and information about the school’s more intensive level support programs.Parents are viewed as partners when developing plans to improve student outcomes. We are developing a program to provide intervention and academic support time embedded in the school day instead of having such assistance provided after school. These efforts were developed based on parent feedback and data regarding student achievement shortfalls. We have multiple ways of communicating with families, students, and staff to ensure resources are being shared and communication is in place to further student success- academically and emotionally.|The EDUHSD Virtual Academy provides families with timely information using multiple digital platforms: online, email, text, and phone. In addition, we numerous opportunities for parents to interact with school staff regarding educational and extracurricular opportunities, college and career planning, and support structures. For Spanish speaking families, the District hosts 8-evening parent engagement sessions in Spanish to ensure Spanish speaking families have the information they need to support their students and to provide feedback on how the District can better meet the needs of students. Due to the complex nature of the LCAP, we are focused on processes that enable parents to more easily understand and provided input on LCAP goals, actions, and services.|4|4|3|4|4|4|4|4|3|3|3|2|2019-10-22|Met|2019 30666700101626|Edward B. Cole Academy|3|EBCA offers a variety of ways for staff and families to engage collaboratively in the meaningful work of helping their child (students) achieve as outlined in our school’s LCAP Goal #3. The feedback from EBCA families plays a critical role in how the school works to meets the needs of its stakeholders (staff, students, parents). For the 2019-2020 school year, parents are empowered to serve as volunteers at events, in the classroom, and in the main office. Additionally, parents continue to be on the EBCA School Site Council (SSC) and ELAC. For the 2019-2020 school year, over 90% of EBCA parents took the beginning of the year parent survey. Stakeholder feedback directly impacts the way that families are engaged, and services are provided to families.|During the 2018-2019 school year, EBCA implemented standards-based progress reports and standards-based report cards. As a result, our staff hosted numerous informational sessions to help families understand the new reporting format and the purpose of standards-based report cards. EBCA also implemented Student-Led Conferences for all students that took place at the end of trimester one and trimester two, where students were empowered to justify their achievement results and goals for the next trimester. EBCA continues to work to best provide families the opportunity to build their capacity to advocate for their students. For the 2019-2020 school year, EBCA will host Math and ELA content nights that provide families with the opportunity to learn a best practice that will allow them to better support their child (the student) at home. Parents want to help their students achieve. EBCA is intentionally working to support parents’ ability to positively impact their student’s academic achievement.|Edward B. Cole Academy (EBCA) is a small learning community where stakeholders (parents, staff, students, administrators) are welcomed and treated as partners in their child’s education as outlined in our school’s LCAP Goal #3. Our school provides numerous opportunities for parents/families to engage in 2-way communication using language that is understandable and accessible to families. Our school encourages stakeholders/parents to participate at School Site Council (SSC), ELAC, Coffee with the Principal, Student-Led Conferences, Family Reading Fridays, Community Resource Center Classes, to name a few. Our staff intentionally builds trust with our community one of which includes conducting home visits to ensure appropriate resources are provided to families to support their child at home. For the incoming 2019-2020 school year, our staff has started initiating positive phone calls on a weekly basis and utilize resources such as Class Dojo to communicate with families on a regular basis. Communication is critical to student academic success. Our staff prioritizes positive feedback on a routine basis with stakeholders.|4|4|4|3|3|3|4|3|4|4|4|4|2019-09-16|Met|2019 23656072330272|Eel River Charter|3|ERCS has annual elections for two-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a parent of a former student. ERCS has a Site Council comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP and Federal Addendum are discussed at the Site Council meeting and at a regularly scheduled public Board meeting. Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. ERCS has made a LCAP goal to have at least 1 parent participation event each month and this goal has boosted parent participation and attendance at events. ERCS is improving its communication with the influx of Spanish speaking families through hiring of bilingual or partially bilingual staff, translation of documents, and translation services during meetings.|ERCS implements open communication between teachers and families. Parent-Teacher conferences are held at least twice a year and as often as deemed necessary for the success of the students. Teachers often offer parents of struggling students extra materials or ideas for extracurricular support such as tutoring. In a small school with limited staff and resources in a rural, impoverished area, communication in languages other than English is typically a weakness. ERCS is improving its communication with the influx of Spanish speaking families through hiring of bilingual or partially bilingual staff, translation of documents, and translation services during meetings. The Parent Involvement Policy is approved annually at the Site Council meeting and distributed to parents in English and Spanish so parents know they are welcome at Board meetings and in classrooms.|The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people. ERCS is improving its communication with the influx of Spanish speaking families through translation of documents and translation services during meetings and other school events and performances. In 2019-20, ERCS will hold a series of bilingual parent meetings with a professional facilitator to encourage parent involvement at the school.|5|4|4|3|2|3|4|2|4|3|4|3|2019-09-11|Met|2019 37679910108563|EJE Elementary Academy Charter|3|At EJE Elementary Academy parents are able to seek and provide input in decision-making through the School Site Council (SSC)/ALL Committee, ELAC, and via annual parent surveys. Annually, our school conducts elections for parent, staff and teacher representation to serve on the School Site Council. Our Principal also communicates with families about our School’s LCAP and seeks input for the annual update and the development of the plan, during schoolwide Parent Information Meetings, Parent Education Nights, SSC and other events. This serves as an opportunity to learn about school programs, academic, social/emotional supports, 8 State Priorities, the school’s progress, and the CA School Dashboard, which is released in late Fall/early Winter each year. A focus area for improvement is to continue to increase parent participation rates and implement effective strategies to inform and communicate with families methods by which they can provide input for decision-making at our school.|A strength and accomplishment at EJE Elementary Academy is that we host one-on-one parent-student-teacher conferences twice per year with a100% participation rate. This is an opportunity for students and their teachers to discuss the student’s progress and areas for growth; in addition to developing strategies to support them at home. A focus area for improvement is to strengthen the role of the Parent Coordinator to provide workshops requested by parents that include informing families of their legal rights and how to advocate for their child’s educational needs, including under-represented families.|EJE Elementary Academy has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in the learning experience. Our school provides numerous opportunities that promote parent engagement and involvement including but not limited to: Serving on the School Site Council, ELAC, ALL Parent Committee attending Parent Nights, Discussions on the LCAP, Coffee with the Principal, Parent Education Workshops, Home visits, and volunteering. The Parent Coordinator also communicates and facilitates workshops, volunteer programs and seeks resources for families. EJE Elementary Academy has an open-door policy for parents and also welcomes them to visit and observe their child’s classroom instruction. Currently, we communicate with families using a multitude of methods including but not limited to phone calls, correspondence sent home, Remind App, school’s website, and parent surveys to name a few. Additionally, materials are translated and interpreter services are provided for all schoolwide/parent events, and upon request. A focus area for improvement will be to offer workshops on topics that are relevant to our families during the academic school year, and support student academic outcomes.|5|4|4|4|3|3|4|3|3|3|3|3|2019-09-12|Met|2019 37679910119255|EJE Middle Academy|3|At EJE Middle Academy parents are able to seek and provide input in decision-making through the School Site Council (SSC)/ALL Committee, ELAC, and via annual parent surveys. Annually, our school conducts elections for parent, staff and teacher representation to serve on the School Site Council. Our Principal also communicates with families about our School’s LCAP and seeks input for the annual update and the development of the plan, during schoolwide Parent Information Meetings, Parent Education Nights, SSC and other events. This serves as an opportunity to learn about school programs, academic, social/emotional supports, 8 State Priorities, the school’s progress, and the CA School Dashboard, which is released in late Fall/early Winter each year. A focus area for improvement is to continue to increase parent participation rates and implement effective strategies to inform and communicate with families methods by which they can provide input for decision-making at our school.|A strength and accomplishment at EJE Middle Academy is that we host one-on-one parent-student-teacher conferences twice per year with a100% participation rate. This is an opportunity for students and their teachers to discuss the student’s progress and areas for growth; in addition to developing strategies to support them at home. Our school uses PowerSchool that has a parent and student portal where they can access their child’s progress, attendance, and communicate with teachers. A focus area for improvement is to increase parent participation rates and continue to implement effective strategies to inform and communicate our families on methods by which they can provide input for decision-making at our school.|EJE Middle Academy has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in the learning experience. Our school provides numerous opportunities that promote parent engagement and involvement including but not limited to: Serving on the School Site Council, ELAC, ALL Parent Committee attending Parent Nights, Discussions on the LCAP, Coffee with the Principal, Parent Education Workshops, Home visits, and volunteering. The Parent Coordinator also communicates and facilitates workshops, volunteer programs and seeks resources for families. EJE Middle Academy has an open-door policy for parents and also welcomes them to visit and observe their child’s classroom instruction. Currently, we communicate with families using a multitude of methods including but not limited to phone calls, correspondence sent home, Remind App, school’s website, and parent surveys to name a few. Additionally, materials are translated and interpreter services are provided for all schoolwide/parent events, and upon request. A focus area for improvement will be to offer workshops on topics that are relevant to our families during the academic school year, and support student academic outcomes.|5|4|4|4|3|3|4|3|3|3|3|3|2019-09-12|Met|2019 19647331932623|El Camino Real Charter High|3|Goal 4 in the Local Control Accountability Plan (LCAP) is "Build parents’ capacity as partners in supporting and monitoring their child’s educational progress", with 6 action steps to meet this goal. Outcomes for this school year include: (1) Evening appointments with counselors (2) Decision making committees such a ELAC, Friends of ECR, are in the held in the evening (3) Parents are actively involved in SSC and monitoring the LCAP|Professional development is offered 3-4 tomes a year focusing on cultural proficiency and sensitivity. Evening academic workshops are provided during the year for parents to understand and assist with the student's homework and have access to parent portal for attendance and grades. School policies and legal rights are accessible through the student/ parent handbook and on the school's website.|Each year in the spring, El Camino administers a survey to parents of current students to assess their perception of the school. Questions pertain to their perception of the school’s cleanliness, safety, how welcoming the school is, information flow, and its fairness, among others. These questions serve as the underpinning for many of the data points that support its work on Goal 4 (“Build parents’ capacity as partners in supporting and monitoring their child’s educational progress.”) in the Local Control Accountability Plan (LCAP). We make use of the following questions to ascertain our effectiveness in achieving goal four. Of the 22% of parents/families that completed an annual needs assessment and school climate survey: 1) 68% of parents that agree or strongly agree, “The school encourages me to participate in parent groups.” 2) 74 % of parents/guardians agree or strongly agree that, “I feel welcome to participate at the school" The school's full survey was administered online. Additionally, 8% of the families at ECR participate in one of the following advisory committees: School Site Council, English Language Advisory Committee, Village Nation, La Familia and Friends of ECR, this is up 3% from 2018. All of the advisory groups have an administrator in attendance and takes their view, opinion, and ideas to the whole leadership team monthly. ECR continues to engage underrepresented families through a variety of workshops and evening events. Planned for this school year: (1) Fall Cultural fair: including, A-G, attendance, grade reporting college 101, and financial aid workshops (2) Monthly bilingual parent groups, focus on student homework, engagement, dangers of vaping etc. (3) Monthly ELAC meeting (4) Parent college campus tours (5) Spring Cultural Fair|5|5|3|3|2|4|4|4|4|4|3|4|2019-10-24|Met|2019 13631230000000|El Centro Elementary|3|The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents three times a year including during Parent Conference week and after all parent trainings and the annual Parent Fair. The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district is researching strategies to support parents and families in this area.|El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center with its own Parent Principal. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district and LCAP also supports the Family And Community Together (FACT) Center which provides outside resources and case management to families. The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will research training opportunities for staff in this area with an emphasis on engaging underrepresented families.|El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all. The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.|4|4|3|4|1|4|4|4|4|1|4|4|2019-10-08|Met|2019 09100900000000|El Dorado County Office of Education|3|Blue Ridge School personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is 30% students with disabilities. Blue Ridge will improve the focus on how to include all families not just students with disabilities in these discussions and how best to provide all parents with relevant resources.|Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education. Parents are contacted personally and invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. This has increased parent participation by 80%. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation and community members, to improve our communication processes with families and identify ways to better meet their needs. Blue Ridge School has reached out to the local community to begin building partnerships for students. Such partnerships include El Dorado County Fire Department, The Bureau of Land Management, and South Lake Tahoe Community College. Several other local businesses have been scheduled to provide service to students in an effort to strengthen partnerships. The Juvenile Service Council is a community resource assisting school staff in making local connections, and the council has been a community liaison connecting with outside resources and assisting in bringing these resources into the facility for the youth.|The school reaches out to parent stakeholders via letters and phone calls from teachers and the site administrator. Parents are invited to participate in School Site Council meetings twice a year. Parents have indicated in a survey that communication is timely and informative. The schools, in collaboration with probation, have implemented new ways to promote parent participation through Back to School Nights and school Open Houses in the Fall and Spring that are held on parent visitation nights. These have been highly successful with an 80% increase in parent participation over the last two years.|4|4|2|2|2|1|3|2|3|1|3|2|2019-10-01|Met|2019 09618530000000|El Dorado Union High|3|The District includes parent participation on the following committees: Standards Instructional Leadership Team, Budget Advisory Committee, District English Learners Advisory Committee, District Advisory Committee, LCAP Advisory Committee, Health Advisory Committee, and the Career Technical Education Advisory Committee. School Site Councils and English Learner Advisory Committees, which include parents, provide input on the development of each school’s Single Plan for Students Achievement. During WASC accreditation years, parents are actively involved in the creation of the six-year WASC plans. Parents also provide a crucial leadership role in numerous CTE, extra-curricular, and athletic booster or advisory groups. As previously mentioned, the District hosts eight parent workshops in Spanish to provide Spanish speaking families with the opportunity to receive information and to provide input on processes and procedures. Efforts are ongoing to improve outreach to economically disadvantaged families; ensuring their voices are heard and their students supported via the multi-tiered system of support structures.|Using a multi-tiered system of support, the District monitors students’ academic progress and behaviors. When students fail to meet academic and behavioral expectations, parents are informed and are provided with resources and information about the school’s more intensive level support programs. Parents are viewed as partners when developing plans to improve student outcomes. All District schools are working to adjust bell schedules to provide intervention and academic support time embedded in the school day instead of having such assistance provided after school. These efforts were developed based on parent feedback and data regarding student achievement shortfalls.|The District provides families with timely information using multiple digital platforms: online, email, text, and phone. In addition, each school offers numerous opportunities for parents to interact with school staff regarding educational and extracurricular opportunities, college and career planning, and support structures. For Spanish speaking families, the District hosts 8-evening parent engagement sessions in Spanish to ensure Spanish speaking families have the information they need to support their students and to provide feedback on how the District can better meet the needs of students. Due to the complex nature of the LCAP, the District is focused on processes that enable parents to more easily understand and provided input on LCAP goals, actions, and services.|4|3|3|3|3|3|3|3|3|3|3|3|2019-10-22|Met|2019 19645010000000|El Monte City|3|EMCSD has prioritized building the capacity of school staff as well as that of parents to actively engage families in advisory groups and in decision-making. The District Community Liaison provides annual training to all parent members of the School Site Council to communicate the role of this committee as it relates to the development of the School Plan for Student Achievement. The training empowers parents to be effective participants in this process that includes, conducting a comprehensive needs assessment, identifying effective strategies, monitoring implementation of such strategies, and evaluating the effectiveness of these strategies. Similarly, elected school representatives that constitute the District English Language Advisory Committee, receive training that prepares them to carry out their legal responsibilities as they relate to the progress of English Learners. The training equips parents to evaluate district practices designed to support English Learners to attain English fluency within a reasonable amount of time. Through regularly scheduled meetings, DELAC members analyze state assessment results in English Language Arts, Mathematics, and English Language Development. DELAC members also receive information on the use of Title III funds in the district. Finally, all School Plans are developed in consultation with the school’s English Language Advisory Committee (ELAC). Parents have also played an essential role in the development of the district’s Local Control Accountability Plan. From its inception, the parent members of the LCAP Advisory Committee have helped inform the development, evaluation, and update of the LCAP. Several LCAP actions were specifically developed to address needs identified by parents. Today, parents are proportionally represented in the LCAP Advisory committee and they continue to provide essential input for the on-going implementation of the LCAP. Results of the 2018-2019 California Parent Survey indicate that 80 percent of parents indicate that they strongly agree/ agree that the school actively seeks the input of parents before making important decisions, and another 91 percent indicate that the school allows input and welcomes parents’ contributions. These results reaffirm the district’s commitment to being inclusive of families in our community. We do, however, recognize that there is a growing number of Asian American/Pacific Islander (AA/PI) families in our district that will need support specifically targeted to meet their unique needs. To this end, the district has committed funding to provide a district level community liaison primarily dedicated to identifying strategies that support these parents.|A close analysis of California Parent Survey(CPS) data demonstrate that there is high parent participation rate at school events that allow parents to have individual discussions regarding student progress with their children’s teachers. Events such as Back to School Nights, Open House, and Parent-Teacher Conferences( twice a year), have over ninety percent parent attendance. These are excellent opportunities to continue to build partnerships with families. Schools capitalize on these opportunities by ensuring that parents receive clear information regarding their children’s progress, while also making sure that parents are aware of the resources they can use to support learning at home. In responding to the following statement in the CPS: Teachers communicate with parents about what students are expected to learn in class, ninety five percent of parents strongly agreed or agreed. Another area in which the district has made excellent progress is in supporting parents with the understanding of legal rights and with helping them know how to advocate for their own students. This information has been shared with parents in a variety of settings: advisory committees, district-wide trainings, and school-based workshops. Parents have played a key role in the development, implementation, and evaluation of the Local Control Accountability Plan (LCAP). Parents are active members of the LCAP Advisory Committee, which is ultimately responsible for monitoring the actions contained in the plan, and is also responsible for recommending LCAP approval to the Governing Board. Parents representing English Learners (DELAC/ELAC) receive annual training so they can execute their legal responsibilities as members of these committees. Both groups advise the development of School Plans for Student Achievement, as well as the LCAP. Finally, the district community liaison provides training to parents to build parent capacity to function as effective members of the School Site Council. Over the past three years, parents from all schools have participated in Leadership training. In collaboration with the State PTA, the district has provided School Smarts training to representative groups of parents from all schools. The training is comprised of an array of skills designed to build leadership and advocacy. At the school level, parents have received PESA (Parent Expectations support Student Achievement) trainings, which are designed to build parental skills that empower parents to advocate for their children. The district also recognizes that while we are making progress in providing families resources to support student learning, we have the opportunity to improve the frequency with which we provide these resources, and the scope of the resources. Similarly, we continue to explore strategies that create opportunities for teachers and families to come together to discuss improved student outcomes.|El Monte City School District believes that at the core of developing strong relationships with our families is effective communication. Over the past several years, EMCSD has developed a variety of strategies to improve two way communication between schools and families. To help in this regard, EMCSD has provided funding so that every school in the district can staff a school community liaison whose sole responsibility is to build relationships with families. A district level community liaison coordinates the work so that we can utilize similar engagement strategies district-wide. EMCSD administers the California Parent Survey (CPS) annually to all parents. For the past three years, well over eighty percent of the parents in the district have completed this survey. The large sample size has given the district the opportunity to evaluate its engagement strategies. In the 2018-2019 CPS, ninety four percent of parents agreed or strongly agreed that School staff treat parents with respect; 88 % agreed or strongly agree that School staff take parent concerns seriously. This indicates to us that the district is developing the capacity to build trusting and respectful relationships with families. In terms of creating welcoming environments for our families, 92 percent agreed or strongly agreed that Parents feel welcome to participate at this school. Additionally, ninety two percent strongly agreed or agreed that School staff are helpful to parents. As far as building effective two-way communication, parents indicate that they are satisfied with the district efforts to communicate regarding the education of their children. CPS results show that ninety three percent of parents agreed or strongly agreed that School keeps me well-informed about school activities, while 91% stated that the School promptly responds to phone calls, messages, or e-mails. These results, combined with parent feedback we receive at different parent events, give us confidence that our building relationship strategies are proving to be effective. While we are encouraged with the progress we are making in this area, we are cognizant that there is opportunity for growth. We will focus on supporting staff to learn about families’ rich cultural backgrounds and strong personal values that are essential for the development of the whole child. The district’s family engagement team is committed to continue to find strategies that help all staff appreciate the goals that parents in our district have for their children.|4|4|2|4|3|2|3|4|4|4|3|3|2019-10-14|Met|2019 19645190000000|El Monte Union High|3|The EMUHSD continues to provide professional development to both staff and families on the effective engagement of families in advisory groups and with decision-making. Opportunities for input on policies and programs are provided throughout the school year at both the district and site level. Staff and families continue to work together through various groups to plan and evaluate family engagement activities. The goal continues to be to improve the engagement of families. The EMUHSD commits to working with parents and staff to implement strategies to reach and seek input from underrepresented families.|Parents and guardians of students in the EMUHSD continue to be provided with information and resources to support student learning at home. The EMUHSD is working with staff to find additional venues to meet with families. The staff has been contacting families via different venues, but have committed to making personal calls to improve the engagement of underrepresented families.|EMUHSD has created a welcoming environment at all sites through a Parent Center and staff that have been trained on building relationships with parents. Staff continues to provide multiple opportunities to engage in 2-way communication between families and educators. Ongoing training will continue to take place districtwide on building trusting relationships with families. The staff will make personal calls to improve the engagement of underrepresented families.|3|5|4|5|3|5|3|5|5|5|4|4|2019-10-02|Met|2019 24656800000000|El Nido Elementary|3|El Nido Elementary School District is a single school district in a rural part of Merced County. This community is a farming community where many households do not have technology and WiFi. El Nido Elementary School District and Board of Trustees sends a survey home to every family enrolled in the district and feels that this survey supports the needs of the community and the families. The participation in SSC, PTC, and LCAP meetings also provides families with the opportunity to learn about the school, its educational practices, academic results, policies and procedures. In addition, each opportunity to provide staff with input on behalf of their needs and child's needs. El Nido also sends home text and phone messages inviting parents to all meetings and events. All school to home communication is in both English and Spanish. All results are presented as part of the LCAP process to the staff members and the Board of Trustees during a regularly scheduled meeting in open session. These results are represented in the current LCAP and guides the current and future goals and actions for El Nido Elementary School District.|El Nido Elementary School District provides families opportunities to learn strategies to promote their child's education, advocate for their child, and to participate in the development of policies or programs via School Site Council (SSC). El Nido sends home text and phone messages inviting parents to all meetings and events . All school to home communication is in both English and Spanish|El Nido Elementary School District is a single school district in a rural community of Merced County. The school is truly the hub for the community as there is no other place for the community to gather. As a "census populated place," El Nido Elementary School District serves as the prime location for family events and gatherings whereby build trusting and respectful relationships with families to a welcoming school is essential and practiced daily. Educational events and family gatherings are incorporated into the school year in order to provide families with opportunities to engage with staff and to strengthen the family unit. All school to home communication is in both English and Spanish throughout the school year.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 19647336016869|El Oro Way Charter For Enriched Studies|3|El Oro Way Charter for Enriched Studies invites parents to participate in the school’s decision making process through the school’s charter governance council. The council meets monthly to discuss and determine the school’s programs. These meeting are public and are provided to the parents and community through the following methods: printed monthly calendars, website updates, voicemails, transcripts of the voicemail on the website, flyers specific to events, and classroom teachers’ newsletters. The administrator also attends the monthly PTA meetings to provide updates on the school’s work, review the progress of the Charter Governance Council, and invite all parents to attend the next month’s meeting. An area of growth is to the use of communication tools such as the website and Connect Ed to provide a review of the progress of the council’s work for those unable to attend neither the council nor PTA meetings. School Experience Survey: I actively participate in my child’s education with this school. 97%|El Oro Way Charter for Enriched Studies builds partnerships for student outcomes through the parent community of the school through the Parent Community Rep, School Volunteer Program, School Site Council, ELAC, the Charter Governance Council, and the El Oro Way PTA. Many of the 120 processed volunteers worked in classrooms to provide academic support in reading and math. Monthly sessions with parents included topics to support academic and behavioral success in school. The school funded certificated staff to provide targeted instruction in ELA and provide regular communication with the parents/guardians of the student receiving the intervention services. An area of growth is to provide teachers, administrators and staff with opportunities to expand short term intervention to students of underrepresented families. School Experience Survey: 1. I attend events at my child’s school, like parent-teacher conferences and school performances. 100% 2. I regularly communicate with my child’s teacher(s) and/or other school personnel. 95%|El Oro Way Charter for Enriched Studies builds relationships with the parent community of the school through the Parent Community Rep, School Volunteer Program, School Site Council, ELAC, the Charter Governance Council, and the El Oro Way PTA. In 2018-2019, 120 volunteers were processed to work with the school in programs. The school administration works closely with the El Oro Way PTA to plan and hold events to build community relationships. School Site Council, ELAC, and the Charter Governance Council meet regularly to engage the community on Federal and State policies and requirements. An area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of underrepresented families through use of communication tools to allow access and knowledge of events to working parents. School Experience Survey: 1. The school provides me with information (verbal and written) I can understand. 98% 2. The school informs me about school activities in different ways. 91%|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 30666216094874|El Rancho Charter|3|El Rancho has a Charter Board comprised of classified and certificated staff, parents, and community members to discuss areas for improvement. In addition, the Principal meets with parents in the PTSA executive board for input on various topics monthly. The staff, students, and parents are provided a survey to provide input on ELA, math, and school climate once a year. This includes an opportunity to provide written feedback in each of these areas.|El Rancho has a parent, teacher, student association (PTSA) which allows for discussion and information on events happening at the school. In addition, information is provided about key issues such as school safety, SBAC testing. This is an opportunity for all parties to express any concerns and address them accordingly.|El Rancho provides several opportunities for incoming students (6th graders) and parents to visit campus. First, El Rancho hosts an Open House for 6th grade students in order to see the campus, meet the teachers and ask any questions regarding middle school. Second, El Rancho offers parent information nights for 6th grade parents and students to listen to the many opportunity offers for electives, core classes, support classes and before and after school activities. For current 7th and 8th grade students, back to school nights, and open house are an opportunity to visit teachers and meet El Rancho staff. This year our goal is to partner with Project S.A.Y. (Support Anaheim's Youth) which offers youth and their families a combination of outreach, information and referral services, parent education, and community service projects, to engage and mentor youth in positive and constructive activities. In addition, El Rancho hosts a yearly Health Fair which community members and El Rancho staff and students are invited to take part in various activities, enjoy food from various vendors and learn about healthy choices.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-02|Met|2019 19645270000000|El Rancho Unified|3|Strengths/Progress: All schools in the district are required to have an English Language Advisory and School Site Council in order to engage families in advisory and/or decision-making opportunities. These committees function to provide parents with program information, data on student progress, and strategies to support students’ experience in school. As committee members, parents provide critical feedback to the school staff and district in order to help prioritize refinements that are geared to make a manifest difference for students through an equity lens on meeting their needs. Area for Improvement: Bringing parents, administrators, and other support staff together to evaluate what is working and to determine the next steps to better engage parents in activities is an area of need. Making a concerted effort to include families from underrepresented groups in a dialogue around identifying roadblocks to engagement would aid understanding and may help to provide strategies to engage underrepresented families at the school and district level to best support students’ success in school.|Current Strengths/Progress: Policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support student outcomes is a strength of the district. At the school site level, School Site Council, English Language Advisory Committees, parent conferences, general meetings, and Student Study Team meetings are all forums for discussing the achievement of students, both academically and socially. Strategies for using online tools, learning platforms, and strategies to increase reading and math achievement are discussions facilitated by teachers for parents to support students at home. The Home-School Compact and Parent Involvement Policy at the site and district level are policies that support the school-home partnership. Focus Area for Improvement: An area for growth is to provide professional learning for teachers and principals to learn strategies to improve a school’s capacity to partner with families. Sessions may focus on the importance of building positive relationships that are goal-oriented to support school readiness and encourage college and career opportunities. Focusing on strengths-based attitudes and understanding families’ cultural perspectives can help to build positive relationships and improve the engagement of underrepresented families.|Current Strengths/Progress: The district provides ongoing professional learning in the area of social-emotional learning to develop the capacity of staff to build trusting, respectful, and supportive relationships with families. Sample topics include Positive Behavioral Interventions and Supports, Restorative Practices, Olweus Bullying Prevention Program, Good Behavior Game, Safe Dates, Youth Mental Health First Aid, Multi-tiered Interventions, Trauma-Informed Care, Check-In/Check-Out, Check N Connect, and Beyond SST. Based on survey data, 93% of families indicated that they feel welcome at school and 94% indicated that they fell they are invited to attend meetings, events, and programs. Focus Area for Improvement: An area of improvement is to support staff to learn about families’ strengths, cultures, languages, and goals for their children. Increasing engagement of underrepresented families will be provided by offering morning and evening parenting classes in the district for great accessibility and consistently extending outreach efforts through multiple venues including parent automated telephone calls. A long-term plan includes planning for parent centers throughout the district.|4|4|3|4|1|3|4|3|4|4|3|3|2019-10-15|Met|2019 19645350000000|El Segundo Unified|3|In El Segundo Unified we have added additional counselors to each school site to support our underrepresented families. They work closely with our administration at each school site to make sure that the students and families have the resources they need. The connections are built with our families through the teams at each site. The main challege we continue to face is how to find the right time or day for our family engagement events to allow for full participation. Currently, we alternate the times and days to try to provide options that work for all families and survey parents formally and informally.|In El Segundo Unified we have held and continue to hold professional development focused on diversity, inclusion and personalized learning. We know that we are partners with each individual child and their family to develop college and career ready individuals. We offer multiple conferences, parent engagement nights regarding ways parents can help their child at home and continue to add other free resources to our websites and front offices that we share with families.|Parents are highly engaged in all aspects of the educational program. From academics, to safety, to sports and other extra-curricular opportunities, there are a variety of ways the district engages parents and families. There are numerous groups such as, PTA, booster groups, school site council, ELAC, DELAC, Educational Foundation and facilities committees. We personally invite and encourage underrepresented families to be a part of our committees by a phone call or in person. The district conducts town hall meetings, which include not only families but the community and local businesses. The district is continually publishing and disseminating information about all school sites, new programs, and awards. All parent advisory groups have knowledge of district and school goals, as well as site programs, curriculum and facilities improvements. All committees are designed so that it is a partnership in making decisions. School sites and the district team work collaboratively to ensure we are finding parents from all subgroups and finding opportunities for them to be involved. We continue to have discussions and gather feedback on more ways to involve our underrepresented families. All school site councils and PTAs meet monthly. Our parent advisory committee for the LCAP meets 4 times annually and we hold at least one DELAC meeting per year along with ELAC meetings at all sites.|4|5|3|4|4|4|4|3|5|5|4|4|2019-10-22|Met|2019 30666706119127|El Sol Santa Ana Science and Arts Academy|3|El Sol Academy continues to seek family input by sending surveys and maintaining ongoing communication with parents – particularly coordinated through the school’s Director of Community Life. Parents have a variety of ways to become involved and provide input on policies, academic programming and student outcomes (state assessment). Led by the Director of Community Life, parents attend an annual meeting to review policies, discuss student outcomes, and learn more about changes or updates in programming. El Sol Academy also provides parents with updates via a weekly newsletter. All parent communication is translated and made available to families who speak a language other than English. To ensure that all families have information, El Sol also sends home flyers and uses an automated phone communication service (School Reach). Additionally, families are provided with training and support around accessing the school primary communication portal (PowerSchool). Handouts and trainings are made available in the families primary language. Opportunities to attend monthly meetings with the school's various directors are also available for families. Parents also have an opportunity to participate in the school's PTA, School Site Council, and English Language Advisory Group. The school will continue to work with families to engage parents in the schools decision process. As we continue to see the same parents always participating in the same decision-making groups. The school plans to seek outside resources for parents to become empower and informed in the decision making groups. We will offer training and tools to inform parents how to engage in the school and empower them to advocate for their children.|The teachers are giving different opportunities to meet with the parents and discuss students progress. After every six weeks the teachers meet with parents and discuss students present levels. At this time the parents discuss students strengths and weaknesses. If a student needs additional support the teacher will offer resources to support that student academically. The school offers math tutoring after school or intervention support groups during the morning instruction. The school can improve the engagement of underrepresented families by providing workshops and resources to teachers and staff to understand how to collaborate with underrepresented families. The parents and teachers can work together to develop a plan of action to support student learning.|At El Sol Academy the teachers, administrators and parents have created trusting and respectful relationships. One of the method that we achieve this goal is through our Parent Learning Walks (PLW). The Parent Learning Walks engages its parents in different ways. The PLW, Parents participate in a workshop preview, followed by access to classrooms and teachers through a series of classroom observations. Parents have an opportunity to ask questions and engage in the educational process through a hands on experience. Each observation is followed by a debrief. At this time, parents are provided with information about classroom strategies that support the learning for all students, including those who require specialized instruction. Parents who participate in the PLWs will be identified as candidates for a leadership cohort. This cohort will take the lead in training and supporting families in the PLW process, thus building training capacity for other parents interested in participating in the process. Teachers also participate in the learning walks. Through these walks they also receive training on topics that extended beyond instructional practice, but also how to communicate the learning with families. Families also have access to a wide range of health and community resources. The teachers administrators have an open communication with parents via the parents home language. All of the communication that is sent home is done in English and Spanish which are the two languages that are represented in the school. The teachers use apps that parents are able to download at the beginning of the school year. If the parents don't have access to the app the teachers keeps a log of those students and sends information to parent via flyers or text messages. The administrators sign up all parents at the beginning of the school year to receive important notices via the newsletter that is sent via email. The teachers are given time at the beginning of the school year to learn about the students strengths, culture and language. That is represented in the lessons that the teachers create in the classroom. The school can improve by providing additional support for parents that have children with learning disabilities.|4|5|5|5|5|4|4|5|4|4|4|4|2019-06-13|Met|2019 15751680000000|El Tejon Unified|3|Principal's meet every Tuesday morning to collaborate and discuss parent communication and involvement. Such activities as: donuts with the principal, PTSO, Booster, and School Site Council meetings are all announced and parents are encouraged to attend. The school with the area of focus of improvement is Frazier Mountain High School.|All school sites hold annual parent/teacher conferences, back to school nights, open houses, etc. where all families are encouraged to attend. One area of focus with our absenteeism study group is to increase our positive interaction with parents and students to a higher level than the negative interaction for disciplinary reasons.|ETUSD has established a working study group to help with attendance and one huge aspect is focusing on relationships with families. ETUSD has has also established procedures to help increase input from parents/guardians in school and district decision making at ELAC and DAC meetings. We have appointed one administrator to help monitor these meetings and their progress in participation. ETUSD chose to monitor the progress of participation in ELAC and DAC meetings because representatives from school site council meetings attend these and it is an additional avenue to distribute LCAP information and gain input from diverse groups of parents. Increasing attendance at Back to School Night at Frazier Park and El Tejon Schools as well as Parent/Teacher Conferences at Frazier Mountain High School is being targeted because these provide large opportunities to get important information out to a large group of parents. Procedures to help ensure progress in these areas are within ETUSD's LCAP.|3|4|2|3|2|3|4|3|4|5|4|4|2019-10-10|Met|2019 54105466119291|Eleanor Roosevelt Community Learning Center|3|This is a key strength of our program, where all aspects of ERCLC are planned with direct parent input and participation. All families play an integral role and are highly engaged in their child's education.|With nearly 20 years of experience partnering with families to support a child's education, we have established full and sustainable supports and connections between EC, student, and family. We will continue to improve our communication and knowledge of the complex legal rights and obligations to parents.|Parent engagement is a core strength of our program. We engaged our parents in strategic planning for ERCLC goals, and will continue to seek frequent input and guidance from this key component of our educational program. As all of our families are directly engaged with their child's education, we do not have underrepresented families in the traditional sense. However we are developing new outreach and communication strategies that we hope will continue to expand the diversity of our community.|4|4|4|5|5|5|5|4|5|5|5|5|2019-10-08|Met|2019 37683380129395|Elevate|3|Elevate Elementary providers' families a multitude of opportunities to seek and provide input in decision-making through participation in the English Language Advisory Committee (ELAC); serving on the school’s governing board; the annual parent survey; and the development and annual update of the school’s LCAP. Elevate Elementary has strong school-family relationships as evidenced in parent survey findings and discussions with parents. A focus area for improvement is to continue to develop methods for our school to seek input from families including underrepresented groups in decision-making, such as serving on advisory groups and/or task force.|Elevate Elementary continues to successfully build partnerships with families that positively impact student academic outcomes. Parent participation rates are high at schoolwide events such as exhibitions for student learning, assemblies, and student-led conferences. Additionally, our staff collaborates with families as partners in their child’s education as evidenced in our school’s LCAP Goal #3. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own and all students.|Since our inception Elevate Elementary has placed high value and continues to develop the capacity of staff on building trusting and respectful relationships with the families we serve. Our school provides a welcoming environment for all families and has developed multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Our parents provide feedback on measures related to active participation and partnership in their child’s educational experience. A focus area for improvement is to continue to develop a systematic approach to support military families and collaborate with our new Military Family Life Counselor (MFLC) to work with families and students.|4|4|3|4|3|4|4|4|3|3|3|3|2019-10-01|Met|2019 48705734830113|Elise P. Buckingham Charter Magnet High|3|Meetings with our parents and student stakeholder groups led to the following in terms of feedback Impact of Parent Feedback: - Provided positive feedback on our Parent Summits impact, as well as ideas for future speakers - will implement ideas in next year’s LCAP - Provided feedback on the proposal for a new school site: this plan is still a few years away but the school will continue to record feedback to be implement in the new school plan. - Provided feedback on the current state of our CTE program. Would like to see more options for students seeking certificates that could help them get a job after graduation. Impact of Staff Feedback: - Provided feedback on the focus of upcoming professional development - Provided feedback on the development of future courses of study and pathways to be offered by the school - Provided feedback on the proposal for a new school site: this plan is still a few years away but the school will continue to record feedback to be implement in the new school plan.|Staff Engagement: - Whole staff input: - 8-24-18: review and refinement of goals as they relate to: school safety procedures - 9-21-18: review and refinement of goals as they relate to: student interventions - 10-19-18: review and refinement of goals as they relate to: addressing student health and wellness concerns - 12-7-18: review and refinement of goals as they relate to: social-emotional supports - 1-18-19: review and refinement of goals as they relate to: new CA Dashboard metrics and their impact on our goals - 1-28-19: review and refinement of goals as they relate to: adequate school facilities - 2-15-19: review and refinement of goals as they relate to: legal protections for students and potential student academic supports via AVID - 3-15-19: review and refinement of all goals for 2019-20 - Leadership Team input: - 9-7-18: review and refinement of goals as they relate to: charter revision and updating school policies - 11-2-18: review and refinement of goals as they relate to: school climate initiative related to attendance and extra-curricular activities - 2-1-19: review and refinement of goals as they relate to: facilities needs - 3-1-19: review and refinement of goals as they relate to: master schedule and meeting students’ educational needs through a broad course of study - 4-5-19: LCAP Student advisory presentation about recommended changes to the LCAP - 5-3-19: review and refinement of goals as they relate to: improving interventions offered within the school day - Grade Level input: - 10-26-18 - grade level referrals to MTSS team for academic and social emotional supports - 1-25-19 - grade level referrals to MTSS team for academic and social emotional supports - 3-22-19 - grade level referrals to MTSS team for academic and social emotional supports Reviewed elements of school LCAP/WASC goals and updated on progress, reviewed edits and adjustments to goals, and requested feedback on progress or refinement of goals.|BCMHS consulted with students, parents, staff, teachers, bargaining units, and the ELAC on the following dates: Parent Engagement: SHIELD (Parent Advisory) Meeting dates: - 8-7-18 - reviewed budgetary elements of school LCAP/WASC goals with feedback from the Superintendent’s office and updated on progress. - 9-4-18 - reviewed safety elements of school LCAP/WASC goals and updated on progress. - 10-2-18 - reviewed facilities updates and other edits and adjustments to goals. - 11-6-18 - reviewed elements of school LCAP/WASC goals and updated on progress. - 12-4-18 - reviewed the newly released Dashboard metrics as they related to our LCAP/WASC goals and updated on progress. - 1-8-19 - reviewed edits and adjustments to goals. (James attended this one in my place because of Fiona’s birthday….maybe check with him? - 2-5-19 - review facilities and safety plan elements of LCAP/WASC goals - 3-5-19 - reviewed budgetary elements of LCAP goals and sought feedback for goals refinement - 4-2-19 - reviewed LCAP goal 3, specifically related to Social/Emotional supports for students at school and at home. - 5-7-19 - reviewed budgetary elements of LCAP goals and sought feedback for goals refinement Summit for Success: November 2018 Parent Survey given: February 2019|4|4|3|5|3|4|5|4|4|4|3|4|2019-10-24|Met|2019 36750510138107|Elite Academic Academy - Adult Work Force Investment|3|A Student Advisory Committee (SPAC) was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This committee meets at least twice a year. Also, students are surveyed at least once a year to determine their satisfaction with the school. Likewise, we offer all stakeholders the ability to voice concerns which need to be addressed by the school administration. Faculty also have the opportunity to speak with administrators or Human Resources in the event concerns arise which need to be resolved. Elite Academic Academy has implemented a uniform complaint policy to be used for any serious problems that may lead to administrative or board action. Elite Academic Academy welcomes student/school interactions. We encourage stakeholders to keep in constant communications with Elite through social media, Student Square, emails, and phone calls. All students are provided with our Student Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. Elite Academic Academy believes that effective communication with our stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. The program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with students based upon their expert experience. If a director feels that they need to reach out to a student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents, ?and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.|Due to the nature of an independent study program, Elite Academic Academy Adult has developed a strong structure of communication between our students and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Student Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and At-risk students, the Fast Forward Intervention program will be piloted this year. Our directors will work on workshops in the area of Writing, Mathematics and ELA to help students find additional success and graduate. Monthly newsletters are sent home to support students in knowing upcoming events, expecations and tips on how to find success in an independnet study school. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the adult student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families.|As in independent study school, building relationships must be a priority due to the fact our students learn primarily from home. In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence. We also utilize the Studnet Square communication platform to continuously update our stakeholdres on events, webinars, surveys, public board meetings, and more. As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils, CTE consortiums, and community colleges to ensure our adult students learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families.|3|3|3|3|4|3|4|3|3|3|4|3|2019-10-03|Met|2019 36750510136960|Elite Academic Academy - Lucerne|3|A Student/Parent Advisory Committee (PAC) was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This committee meets at least twice a year. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school. Likewise, we offer parents the ability to voice concerns which need to be addressed by the school administration. Faculty also have the opportunity to speak with administrators or Human Resources in the event concerns arise which need to be resolved. Elite Academic Academy has implemented a uniform complaint policy to be used for any serious problems that may lead to administrative or board action. Elite Academic Academy welcomes parent/school interactions. We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have. Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.|Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and At-risk students, the Fast Forward Intervention program will be piloted this year. Our directors will work on parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families.|As in independent study school, building relationships must be a priority due to the fact our students learn primarily from home. In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families.|4|3|3|3|4|3|4|3|3|3|4|3|2019-10-03|Met|2019 37682130136978|Elite Academic Academy - Mountain Empire|3|A Student/Parent Advisory Committee (PAC) was established to address and make recommendations for the improvement of school operations and resources such as curriculum, instruction, assessment, extracurricular programs and activities, and school program development. This committee meets at least twice a year. Also, students and parents are surveyed at least once a year to determine their satisfaction with the school. Likewise, we offer parents the ability to voice concerns which need to be addressed by the school administration. Faculty also have the opportunity to speak with administrators or Human Resources in the event concerns arise which need to be resolved. Elite Academic Academy has implemented a uniform complaint policy to be used for any serious problems that may lead to administrative or board action. Elite Academic Academy welcomes parent/school interactions. We encourage parents to keep in constant communications with Elite through social media, Parent Square, emails, and phone calls. All students and parents are provided with our Student/Parent Handbook which provides information on how to get in contact with all school personnel. At every Elite Academic Academy event, workshop, and webinar contact information of all of our directors and our school counselor is made available to ensure that information is easily available to our families. To enhance the pathway of communication between parents and teachers, parents are connected as observers in our virtual classrooms. As observers, parents are able to not only view students grade and academic progress throughout their courses, they are also able to send messages to content teachers with any questions or concerns they might have. Elite Academic Academy believes that effective communication with our parents and other stakeholders is incredibly important. With weekly team meetings, our administration, staff, and teachers are able to discuss how to hold communication in an effective way. Each program director is in regular communication with their teachers receiving updates on student growth and development. Directors will advise their teachers to communicate with parents and students based upon their expert experience. If a director feels that they need to reach out to a parent or student, they will. The Athletics Lead and Visual and Performing Arts Lead are also in communication with parents and students on a regular basis. Elite Academic Academy prides itself on being available to its students, parents and stakeholders. Program directors and Leads send out monthly newsletters to the student body, keeping them informed of regular events, activities, and opportunities with Elite.|Due to the nature of an independent study program, Elite Academic Academy has developed a strong structure of communication between our students, families, and staff. Our administrators and teachers work to connect and communicate with all stakeholders through varies communication methods, including phone, text message, Parent Square, online classroom, email, and webinars. Additionally, in-person meetings and events are held on a regular basis. Weekly and bi-weekly staff meetings give faculty an opportunity to collaborate. Our Directors develop relationships with their teams ensuring each individual teacher has the necessary support to be able to problem-solve. Also, Google’s G-Suite for Education has proven to be an essential tool in all aspects of faculty collaboration. This year, our professional development opportunities are focused on student work and data. Our teachers will assess their students, review progress, and analyze CAASPP scores, bringing this data together to create an individualized learning plans with the goal of increased student proficiency. In order to increase engagement and close the literacy gap for our EL and At-risk students, the Fast Forward Intervention program will be piloted this year. Our directors will work on parent workshops in the area of Writing, Mathematics and ELA to help parents support their students at home. Each academy has monthly newsletters that give parents tips on how to best support their child in the independent study environment. All students meet with their teachers on a weekly basis to ensure progress in their academic courses. Formal learning period meetings happen at least every 30 school days, where the parents, student and teacher work to collaborate on student progress and create or modify the student’s individual learning plan to ensure it consistently meets the student’s needs. We ensure a variety of avenues for communication to allow for all stakeholders to be actively involved and will continue to find creative method, including technology, to ensure involvement of underrepresented students and their families.|As in independent study school, building relationships must be a priority due to the fact our students learn primarily from home. In order to strengthen communication with our students and their families, we have created a top-of-the line website and social media presence. We also utilize the Parent Square communication platform to continuously update our students and their families on student and parent events, webinars, surveys, public board meetings, and more. As we continue to build larger stakeholder groups across Southern California we will work to partner with local city councils and community colleges to ensure our students and their families learn the value of their local community. We will also work to ensure that all notifications and documents are translated in order to increase engagement of underrepresented families.|4|3|3|3|4|3|4|3|3|3|4|3|2019-10-03|Met|2019 34673146112254|Elk Grove Charter|3|As a charter school, systems are in place to seek input from families regarding the school programs. There are monthly Advisory Council meetings, monthly parent engagement nights, semester ISP meetings, and yearly orientations. All students at EGCS receive a semester/graduation plan in writing and parents engage with teachers and staff on its development. EGCS has had an active Advisory Council for many years and conducts monthly public meetings. EGCS has also developed a survey matrix that includes EGUSD and EGCS administered surveys and the school’s various groups (i.e. PLC, Advisory, Grade Level, Leadership) analyze survey data annually. There has been an increase in parent engagement night attendance over the years and an increase in parent participation in community building and enrichment events. However, the largest area of need for the school is to increase response rates and participation in school-wide decision making events. The estimated response rates for the EGUSD administered parent survey in 2018-19 was 16% (39 responses divided by an estimated 242 families). EGCS had 30 responses to the SBE self-reflection survey across staff, advisory council members and families. Aggregate scores across all 12 sections showed the majority of respondents felt the school was operating in levels 3 and 4 of implementation in this area. As well, the average attendance to EGCS Advisory Council meetings has been 6 per meeting over the past two years. The council also needs to address capacity building and recruitment of new council members. The school will address survey response rates by using the survey matrix to administer student and parent surveys during high volume attendance events. In addition, the school will address this need in the development of future actions and services within the LCAP development process.|EGCS has a diverse community with a variety of needs. On the self-reflection tool administered by the school, 66% of staff and the school’s Advisory Council rated the school as either initial or implementing (3 and 4) programs to provide professional learning opportunities. In addition, EGCS has strong systems in place to inform and support families in the learning process at home. As a non-classroom based program, all independent study courses have standardized syllabi and student progress is recorded weekly in an electronic gradebook that all families and students can access 24 hours a day. All parents/guardians, students, and teachers sign a Master Agreement at the beginning of each semester. The agreement has all the legal rights for all parties involved and is reviewed and explained to 100% of families. The Master Agreement contains the legal requirements of the family and school and outlines a semester plan for each student. In addition to the master agreement review process, 100% of families are given a student handbook which includes specifics to programs at EGCS and 100% of families and students attend a yearly orientation. During the orientation, school programs, expectations, consequences, and changes are reviewed. An area of focus within the building partnerships for student outcomes section is the school’s intervention process. The school has a system and mechanism for intervention called the school’s Success Plan process; however, the program needs to be augmented and teacher and families need additional training and support to ensure fidelity to the program and improved student outcomes. The Success Plan system will be analyzed in the LCAP planning process and needed changes and deficiencies will be addressed in the actions and services of the school’s LCAP.|The school’s strengths in building relationships lies in the systems in place for 100% of student and families to attend a beginning of school year orientation and initial independent study appointment. During these events, the school is able to communicate nuances and changes in the program from year-to-year and families and students are able to communicate the goals and strengths of their child. 100% of parents assist in the development of a semester academic plan for their student and then meet mid-way through the year to assist in monitoring progress and developing another plan for the remainder of the year. Families are welcome and encouraged to attend all weekly ISP meetings, but are required to attend a minimum of 2 per year. In addition, Family and Community Engagement survey results from the 2018-19 school year show that 89% of parents who responded to the survey agreed that EGCS had been effective in providing opportunities for parent input in making decisions for the school. The percent was the same for the 2017-18 school year and an increase from 78% in 2016-17 school year. A focus area for building relationships will be to build capacity of staff to meet the communication needs of parents/guardians. During the 2018-19 school year, the school set aside 3 hours per month for teachers to have dedicated time to communicate with parents/guardians. However, the need for teachers to be able to build relationships, especially with reluctant learners, is not something that can be scheduled. Teachers have expressed the desire for more training on best-practices to meet the needs of their neediest students and families. This includes training on social-emotional topics, foster and homeless student needs, and how to address language barriers with families.|3|3|4|4|2|3|4|3|2|2|3|2|2019-10-01|Met|2019 34673140000000|Elk Grove Unified|3|Elk Grove Unified School District understands the importance of parent and community feedback, and continues to make progress when it comes to seeking input for decision making and ensuring all underrepresented families have a voice at the table. Through various district parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable and Responsible for Student Success, the Community Advisory Committee, and the Superintendent’s Parent Advisory Committee, parents provide feedback and recommendations to district leaders in making decisions, including development of school and district LCAPs. On a wider scale, the district annually seeks parent and community feedback through a LCAP Needs survey and a Parent survey. The Parent survey captures perceptions of how effectively the district provides: high quality instruction, communication with parents, parent involvement opportunities, support for social emotional learning, and a positive school culture and climate. Survey responses inform efforts to improve the district’s various instructional programs and family and community engagement efforts to address LCFF/LCAP priorities and meet district goals for student achievement, student engagement, and school climate. The district constantly seeks input on policies and programs, including the best way to reach out to and hear from underrepresented groups in our school communities. One approach the district has adopted is to directly ask families that are new to the school district and new to the country, what they need, how the district can support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information gathered from these sources has helped EGUSD begin to create a Newcomers program for students and families. One focus area for improvement is making sure all families and principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities. Recent efforts to systematically measure and monitor welcoming environments and family engagement activities at each site has created an expectation for continuous improvement. Coupled with additional staffing to support implementation efforts, great improvements are expected as well as great impact. EGUSD is also developing a program called the Family Leadership Academy. The Family Leadership Academy is designed to motivate and educate families to become a significant resource and partner in the co-education of their children. This program helps develop parents by teaching practical leadership strategies and tools to best support their family, as well as school-based efforts and district initiatives.|Elk Grove Unified School District continues to make progress in building partnerships for student outcomes. Many of the district’s departments/offices, such as Office of Family and Community Engagement, the Attendance Improvement Office, the English Learner Services Department, the Office of Educational Equity, and the Curriculum/Professional Learning Department, partner to provide a seamless array of professional learning offerings to improve a school’s capacity to achieve effective family-school partnerships. Trainings on cultural awareness and implicit bias supports educators in better connecting with students and families. Trainings on social and emotional development is also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Education Series include such varied topics as parenting while navigating social media, self-care, healthy behaviors, managing angst, and stress and resilience. Workshops are well-attended and feedback from participants is positive. The Office of Family and Community Engagement also directly supports schools to help provide families with information and resources to support learning at home. The district’s Early Literacy Family Workshops are offered to kindergarten and first grade families to provide concrete strategies on how families can help with reading at home. In addition, the district maintains high-functioning parent-centered committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable for Student Success, and the Superintendent’s Parent Advisory Committee. Agenda items regularly include review of student data and program outcomes, discussion of causes, and recommendations for improvement. One area of focus for improvement is ensuring families understand and exercise their legal rights, as well as understand the importance of advocating for their own students and for all students. To this end, EGUSD will be offering the Family Leadership Academy to all schools. The Family Leadership Academy helps parents develop parenting and life skills by teaching practical leadership strategies that can be used to support their family, as well as school-based efforts and district initiatives. EGUSD is also creating a Family Advisory Committee, which will work with the district’s Community Partnership Coordinator to build and sustain strategic and authentic relationships with district and school staff, families, and outside organizations. The Family Advisory Committee will also directly advise the Office of Family and Community Engagement regarding enhancement of existing efforts as well as recommendation on new areas of support for families.|In Elk Grove Unified School District, we believe all students will benefit from programs and services designed to inform and involve family and community partners. The district’s strength is that it maintains an office dedicated to this endeavor. The Office of Family and Community Engagement believes a trusting and respectful relationships between the home and school serves as the foundation for shared learning and responsibility and is a key ingredient for student success. To support administrators, teachers, and classified staff, including parent liaisons, the Office of Family and Community Engagement provides various professional learning opportunities to help build effective relationships. Trainings are designed to help schools build trust, create welcoming environments, and develop two-way interactive communication. A focus of these professional learning trainings are to learn about and recognize skills and knowledge that are part of families’ inner culture, work experience, or daily routine. Termed “funds of knowledge,” this is the knowledge and expertise that students and parents have because of their roles in their families, communities, and culture. EGUSD has also implemented the nationally recognized model of Parent/Teacher Home Visits and early results show the outreach strategy is helping families and students feel more connected and attend school on a regular basis. A focus area for improvement is continuing EGUSD’s work in creating welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, the Office of Family and Community Engagement now has the capacity to provide support to all schools in creating welcoming environments and to support school effort to authentically engage with parents and families.|3|3|3|3|3|3|3|2|3|4|4|2|2019-10-01|Met|2019 15634460000000|Elk Hills Elementary|3|EHSD does a positive job in keeping parents informed and up-to-date with decisions. The governing board is comprised of community members and families. As a result, key decisions take into consideration the needs and voices of the broader community. As a next step, advisory groups that represent all family groups will meet with the school's leadership team to provide two-way feedback prior to decisions being made, and prior to policies presented to the governing board.|EHSD schedules events that help create a pathway to connect with families. Back to School Night and parent-teacher conferences help engage all families; when families face certain communication barriers we work with the families to help them overcome these challenges. For instance, EHSD provides translation services, EHSD facilitates home visits, and EHSD makes alternative meeting arrangements and provides accommodations for those that require them. An area for improvement is parental decision making. It is important for all EHSD families, including those underrepresented, take part in school-wide decision making.|EHSD values meaningful relationships with families. One of our recently adopted core values is Family. We celebrate the long standing traditions that bring our family and community members together through-out the school year. As faculty we connect and build relationships by seeking to understand the hopes and dreams our families have for their own children. These priorities help us create resources that help teachers reach each student academically and behaviorally/socially. A focus area for improvement for EHSD is to educate all families on the academic standards/rigor required by the end of each school year for their children. Building our parents' toolkit and capacity as it relates to the achievement of their children will help facilitate greater academic support outside of school.|2|3|1|2|2|2|3|3|1|1|2|2|2019-10-08|Met|2019 52715140000000|Elkins Elementary|3|Winter Program, field trips Offering tutoring|Tutoring is offered|Elkins sends out a monthly newsletter and the teacher speaks with parents often when they drop off and pick up students|4|4|3|4|4|4|4|4|4|4|4|3|2019-10-15|Met|2019 34673220000000|Elverta Joint Elementary|3|Elverta Elementary School District seeks input for decision making through parent advisory groups, the English Learner Advisory Committee, and parental surveys. The district will focus on improvement by soliciting subject-area input from parents during the schoolwide subject area events. This input will inform the district of parent needs and areas of further understanding.|Elverta Elementary School has prioritized partnering with families to support student achievement through a variety of means. Each Monday that school is in session is an early release day. Teachers and staff are encouraged to meet with families during this time, although not restricted to this time. Additionally, a variety of meetings provide opportunities to enhance parental and family interaction with curriculum. The district sponsors a Family Science Night which has proven to be a popular and well-attended event. Families also attend many of the events that take place during Read Across America week, which are both school-wide and classroom based. The district is seeking to improve in this area through the implementation of other subject-area events using the Family Science Night format as a model for future development.|Elverta Elementary School District has been focused on building strong relationships with students, parents, community members, and other stakeholders. Attendance at school events such as Back to School Night, Open House, PCIS Carnival, and other events is often near or exceeds 100% representation of our school families. At these events we seek input through a variety of means, including parent surveys, small group discussions, and classroom-based feedback. The district is seeking to improve engagement with underrepresented families through bilingual outreach to EL parents. We also have selected staff who support families with economic challenges.|5|5|4|4|4|4|5|3|4|4|5|4|2019-10-08|Met|2019 19647336057988|Emerson Community Charter|3|Administration, teachers and parents are involved in all aspects of governing at Emerson. The Charter Governance Board and SSC consist of parents, teachers, administration and students (when appropriate). Information is shared and input is received through professional development, union meetings, student leadership meetings, administrative team meetings and monthly parent meetings. An underrepresented population lives outside of a five mile radius presenting a geographical and logistics problem. Emerson seeks to improve communication and offer more opportunities for those families to participate in school decisions through targeted representation of those parents.|Administrators, coordinators, and instructional leaders participate on Instructional Leadership Team (ILT) to determine professional development priorities and calendar professional development for the year. The ILT meets regularly to evaluate and amend the calendar to meet the changing needs of the staff. A meeting is held at the end of the year to analyze the effectiveness of the current years calendar and priorities and build a calendar for the next school year based on determined priorities.|The Emerson community uses Schoology, an electronic grade book that allows parents and students to communicate with teachers about academics. It also allows for real time access to students' academic progress and grades. Parents are encouraged to participate in field trips, grade level field days, and grade level project based assessments. The principal advises the parent organization to ensure decisions benefit all students and the Emerson community as a whole while seeking input for administrative decisions. Parents are an equal part of the decision making Boards i.e. the Charter Board and School Site Council. Back to School Night, Open House, and Parent Conferencing nights are opportunities for families and school personnel to interact on the behalf of students.|5|5|5|5|5|4|5|5|5|5|4|5|2019-11-04|Met|2019 01611680000000|Emery Unified|3|The strength of the district is that as a small district we know most of the parents and are able to have a closer relationship with them than it would be possible in a larger district. Our school principals communicate with parents in many different ways - in person, electronically, and on the phone. All the parents and especially the parents and guardians of the traditionally under-represented student populations are invited and encouraged to participate in the district decision-making process. One of the areas for improvement would be a closer collaboration between the School Site Committees and the Parent Advisory committees. The district will encourage participation in both forums and also will be very intentional about sharing the parent input between these committees.|Our teachers and staff have regular opportunities to meet with parents on various district advisory committees, during the Open House events, during the cultural and community engagement activities conducted jointly with the City of Emeryville, and during the parent-teacher conference days. Parents receive information and resources sent to them electronically, via flyers, in personal phone calls, and during the in-person conversations, both formal and informal. Parents are informed of their legal rights through school and district communications, via Parent Handbooks, and in the documents displayed in public areas. Teachers and parents are assisted by our bilingual Parent Outreach Coordinator who makes personal phone calls and home visits to communicate with the parents. One further improvement would be to take better advantage of the professional development offered by the Alameda County Office of Education. We plan to encourage our Parent Outreach Coordinator to join this Professional Learning Network to stay abreast and to disseminate best practice strategies in working with parents.|To ensure the input from diverse stakeholders, the District engages parents of English Learners, parents of students from low socio-economic background, parents of students with disabilities, and parents of our minority students to participate on District-wide Parent Advisory Committee, District English Learner Advisory Committee, and the School Site Committees where parents provide input into important governing and instructional decisions for the district. All the Spanish speaking families receive assistance from the Parent Outreach Coordinator. When needed, the services of the Arabic interpreter are contracted to assist our Arabic-speaking parents and guardians. The District Parent Outreach Coordinator and the school principals stay in constant contact with parents to ensure the ongoing flow of two-way communication. The stakeholders receive regular data updates and explanations of data so that they can assist the District with making informed decisions for the benefit of all of the students in the district. The district LCAP is translated into Spanish and Arabic and posted on the EUSD website. One of the needs in the district is the necessity to have an Arabic-fluent staff member. When it becomes financially feasible, the district would like to hire a full-time Arabic-speaking employee who can be a liaison between the district and the Arabic-speaking parents and community.|5|4|4|4|3|4|4|4|4|4|4|4|2019-10-23|Met|2019 36677360128439|Empire Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2019-12-12|Met|2019 50710760000000|Empire Union Elementary|3|The Empire District involves families in the School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders. The results of these practices as indicated in the survey are that the district is rated at "Full Implementation" in all areas of this section. In addition, the district is committed to a continuous cycle of improvement and is always looking for ways to get better.|The Empire Union School District scored a rating of full implementation in every aspect of "Building Partnerships for Student Outcomes." The district provides at least one counselor at every school site along with a Family Support Provider. These professionals work with staff as well as individual students and their families. When working with students, families, and staff, these professionals also provide assorted materials and resources to reinforce their communication and collaboration. Teachers provide formal conference time for parents twice each school year, and at other times as requested. This helps to build positive relationships between teachers and parents.|The Empire Union School District identified our diverse parent population as the primary stakeholders requested to address the area of "Building Relationships". The district scored a rating of full implementation in every area. We work diligently as a district to honor our families, regardless of their socioeconomic status, education level, or any other demographic. Just a few years ago, many parents indicated through a survey that they did not feel welcome at the school sites. The district made that a priority, and for the last three years nearly all parents (97% - 99%) indicate they do feel welcomed when at their child's school site.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-03|Met|2019 37683380129387|Empower Charter|3|Empower is a small school, and over 60% of parents/guardians participated in volunteer opportunities. There are established advisory committees in place to seek input in decision-making. However, one committee that did not have a steady engagement was the Parent/Teacher Organization - while parents/guardians would show up for a few meetings, there was no established group of parents that attended consistently. Therefore, during the 2019-20 school year, Empower expanded a staff member's role to include that of Parent/Community liaison. The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.|Data from stakeholder surveys indicate that Empower has a strong school culture and strong relationships with families. According to survey data, 95% of parents reported they feel Empower provides a supportive school environment. When analyzing student academic performance data, Empower's School Site Council recommended that we offer more parent workshops to teach parents how to support their children academically and socio-emotionally at home. Therefore, during the 2019-20 school year, Empower implemented an expanded parent workshop schedule in order to support parents as partners in their child's education.|Data from stakeholder surveys indicate that Empower has a strong school culture and strong relationships with families. According to survey data, 97% of parents reported they feel a strong school connectedness at Empower. Even with strong parent engagement already in place, Empower sought to understand when most parents are available to participate in school committees, and added this question to the survey during the 2018-19 school year. As a result, the school shifted its parent committee to the day of the week and time that a majority of parents (including underrepresented families) indicated they were available.|5|5|5|5|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 19753090134619|Empower Generations|3|Currently we have several community partnerships that work with some of our learners to create wellness and academic plans. These include Penny Lane, El Nido, AV Health, WIC and more. These agencies meet with our learners on a regular basis to support them in making decisions that will help them be successful in high school. We are in the process of forming WASC and LCAP committees where all community members, families, learners and staff are invited.|Our site strongly believes in parent engagement so that we may support the whole child in both academic and social emotional development. We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges. In the Spring semester, we conduct Learner Led Conferences (LLCs) as an opportunity for learners to present how they achieved/not achieved their ILP goals. We also reach out to our families to work with our learners during our resource time on Fridays.|Our site strongly believes in parent engagement so that we may support the whole child in both academic and social-emotional development. We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges. In the Spring semester, we conduct Learner Led Conferences (LLCs) as an opportunity for learners to present how they achieved/not achieved their ILP goals. Families are included in both of the processes. In addition, we send weekly Monday messages, we communicate with families through Parent Square, we hold several community events where families are encouraged to attend, send workshop emails and use social media as a way to connect. Our area of improvement includes inviting families to monthly Parent Universities where they can learn about various aspects of our pedagogies, social emotional tools, pregnant and parenting tools and more.|4|4|3|3|2|2|3|3|2|2|4|2|2019-11-01|Met|2019 57105790132464|Empowering Possibilities International Charter|3|EPIC has an active ELAC and School Site Council that provide valuable feedback to administration regarding important school decisions and LCAP. These bodies receive annual formal training that is updated annually based on federal and state requirements. EPIC's site council/ELAC election had multiple candidates for the first time, which shows that our efforts to engage parents is working. EPIC provides families with multiple opportunities to provide input on programs, through parent events, School Site Council/ELAC, and the monthly Coffee with Admin. The EPIC SSC/ELAC provides input regarding the evaluation and creation of new parent engagement activities at EPIC. EPIC will utilize the Parent Liaison to reach out to families who do not participate in EPIC events regularly to encourage participation.|EPIC does an excellent job providing staff the tools necessary to successfully partner with families. Staff are trained in the AERIES portal, which facilities communication with parents through email. The school provides written and oral translation services to staff to facilitate conversations with our non-English speaking families. EPIC employs a Parent Liaison who works with families and provides information and resources to support student learning in the home. Also, EPIC conducts multiple parent nights regarding International Baccalaureate , literacy, parenting skills, etc. that help parents partner in their student's education. EPIC provides opportunities through parent conferences, with translation available, to address student/parent needs and concerns. An area of growth for EPIC in this area would be building parent capacity and supporting families to understand and exercise their legal rights and advocate for their own students and all students. EPIC will do this through Title I meetings, newsletters, and School Site Council.|EPIC does an excellent job building relationships with families. EPIC staff practice Capturing Kids Hearts with all stakeholders. Parents and families are warmly greeted when they come to campus. The campus plant is well maintained to create an inviting atmosphere and one that is conducive to learning. Many parent involvement events are conducted at EPIC so staff and parents have frequent interaction outside of the classroom environment. EPIC provides training to staff members regarding being "culturally-responsive" to families. EPIC staff frequently communicate with parents through telephone calls, email, the AERIES portal, and parent meetings/conferences. EPIC is committed to continual improvement on educating our staff regarding important cultural elements of our stakeholders.|5|5|4|4|4|4|4|3|4|4|4|4|2019-10-22|Met|2019 19647330117036|Enadia Way Technology Charter|3|Providing families with multiple opportunities to provide input in school site decisions is a strength at Enadia Way. These opportunities are offered at the school site and regional Northwest office. Additionally, families are invited to meetings where they learn about Title 1 and English Learner policies, programs and funding which results with participants offering program recommendations. The School Site Council specifically makes decisions about programs and services and receive recommendations from parent membership. An area of growth is to inform and engage underrepresented families (families of Students with Disabilities, Homeless families, foster youth, English Learners, etc.) in developing their knowledge of and skill sets to participate in and lead school site committees.|Enadia Way provides families with information and resources at multiple access points including the school office and school webpage, including a Parent Center which provides workshops to families provided by school staff members. The majority of families surveyed, 96%, report that their school provides information on grade level requirements and 88% agreed that the school offers extra activities for their child’s personal growth. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, as members of the English Language Advisory Committee (ELAC) and the Local School Leadership Council. An area of growth is to create a group of initiatives that target Title 1 and highest need families through teacher and staff training, providing resources, and connecting families to advocate for their own students.|Enadia Way establishes a Joint Leadership Council, consisting of a School Site Council and Governance Council, at the beginning of each new school year. In 2019, Enadia Way was not required to form an ELAC based on the percentage of students that are identified as English Learners. Welcoming environment indicators were captured in the School Experience Survey, where parent participants reported high response rates when asked if they feel welcome to participate at their school at 94%. The school also maintains a parent center and a parent representative who is on campus part-time. The center facilitates workshops covering academic and enrichment workshops for families. An area of growth is to provide teachers, administrators, and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|4|5|5|5|5|4|4|4|4|4|2019-10-23|Met|2019 37680800000000|Encinitas Union Elementary|3|Families have opportunities to serve on formal committee, to participate in informal opportunities such as Principal/ Superintendent Coffees, to participate with our PTA, Encinitas Educational Foundation, and School Site Council. In addition, families are invited to attend parent workshops. Underrepresented families are invited personally by school principals and resource staff.|We provide parent workshops at the site and district level, parent-teacher conference weeks are scheduled annually, and parents and school staff communicate in person, and through a variety of electronic methods. To provide additional support to new arriving families, we are offering a Family Resource Fair that will connect families to community and school resources in English and Spanish (our most common second language in the home).|With a focus on Social Emotional Learning this year, we are building relationships at all levels of our system. In addition, we have a team of teachers and administrators who participated in Cultural Proficiency professional development and who have created a plan to implement on-going cultural proficiency supports with our school leaders this year.|4|3|2|3|4|4|4|3|4|4|4|4|2019-10-15|Met|2019 19647336016935|Encino Charter Elementary|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for Encino Charter. These opportunities are offered at the school site, regional office, and central offices. Council trainings are offered during the weekends and the workweek to effectively engage families in advisory groups and with decision-making. A district bulletin with detailed procedures and handouts is also used to guide the the councils and committees through the decision-making process. The SSC/Governance Council specifically makes decisions about programs and services and receives recommendations from parent membership from the English Language Advisory Committee (ELAC). The ELAC members offer recommendations to the SSC/Governance Council. Three district-wide committees are also in place for parents to engage in decision making. The first committee is the district Central Advisory Committee (CAC), which offers recommendations to the district's Special Education Local Plan Areas (SELPA) Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the board of Education on mandated topics specific to English Learners and the Local Control and Accountability Plan. The third is the Parent Advisory Committee (PAC), which is assigned the responsibility of advising the district on the Local Control Accountability Plan. The committees culminate the year of learning by reviewing, providing advice, and presenting their recommendations to the Board of Education during the year-end June meeting. An area of growth for the school would be to increase the awareness of these district-wide committees to potential participants, and to offer trainings to increase their knowledge and understanding of Robert's Rules of Order and the Brown and Greene Acts.|Building partnerships for student outcomes is a priority at Encino Charter Elementary. The school provides families with resources at multiple access points including the district, regional office, and school-site webpages. Based on responses on the School Experience Survey, the school has successfully built partnerships with families to support positive student outcomes. Our most recent School Experience Survey indicated the following: 89% of parents feel the school provides instructional resources to help families support their child's education; 98% of the families attend parent-teachers conferences and school performances; 95% of parents report that they actively participate in their child's education with the school; 88% of parents report that they regularly communicate with their child's teacher and other school personnel; and 89% of parents reported that the school provided resources to help the families support their child's education in the home. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council/Local School Leadership Council and as members of the English Learner Advisory Committee. An area of growth for Encino Charter is to identify programs that support high needs families and help connect the families with those programs and resources.|Based on positive responses by parents on the School Experience Survey, Encino Charter Elementary School has demonstrated that it has met the performance standard for building relationships with the families of our students. The 2018 LAUSD School Experience Survey indicated the following: 98% of families agree/strongly agree that the staff treats them with respect; 95% say they are greeted by the staff when they visit; 85% of the staff reported that students backgrounds are valued; 95% of parents report that the school recruits and organizes parents to help support the school; 88% of parents regularly communicate with their child's teacher and other school personnel; and 98% of parents report that the school provides information (verbal and written) that they can understand. An area of growth is to provide teachers, administrators, and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|5|5|5|5|5|5|5|5|5|4|2019-10-17|Met|2019 33672150132498|Encore High School for the Arts - Riverside|3|Encore implemented a Parent Committee so parents could get involved in decision making. Parents feel they can get involved however; Encore is working on ways to involve parents. Encore gives surveys to parents and students to parents who are not able to take an active role in decision making or events. This allows for all parents to have a voice. Encore also uses social media as a source for information and communication for parents.|Encore has good communication with parents and works with connecting with underrepresented families. Teachers schedule conferences during Parent Teacher Conferences to share student progress. According to the California School Parent survey, parents feel supported by the school in the progress of their student.|Encore provides opportunity for parents and guardians to build relationships with staff members. Encore hosts many events where parents and families can attend for fundraising and student performances. On a regular basis, teachers and Instructors hold Parent/Teacher Conferences once a month and provide consistent communication with families about progress at least every two weeks. According to the California School Parent Survey given to parents, parents agree that staff treat parents with respect and take concerns seriously.|5|5|4|5|4|5|5|4|4|4|4|4|2019-10-07|Met|2019 36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|3|Encore implemented a Parent Committee so parents could get involved in decision making. Parents feel they can get involved however; Encore is working on ways to involve parents. Encore gives surveys to parents and students to parents who are not able to take an active role in decision making or events. This allows for all parents to have a voice. Encore also uses social media as a source for information and communication for parents.|Encore has good communication with parents and works with connecting with underrepresented families. Teachers schedule conferences during Parent Teacher Conferences to share student progress. According to the California School Parent survey, parents feel supported by the school in the progress of their student.|Encore provides opportunity for parents and guardians to build relationships with staff members. Encore hosts many events where parents and families can attend for fundraising and student performances. On a regular basis, teachers and Instructors hold Parent/Teacher Conferences once a month and provide consistent communication with families about progress at least every two weeks. According to the California School Parent Survey given to parents, parents agree that staff treat parents with respect and take concerns seriously.|5|5|4|5|5|5|5|4|4|4|4|4|2019-10-07|Met|2019 19647330120014|Endeavor College Preparatory Charter|3|We are currently building both systems and capacity to maximize efficiency in our SSC, ELAC, and DELAC meetings. Both advisory groups have been meeting regularly and meeting necessary compliance objectives, and now we are really looking to increase our parent engagement and ownership of these groups. Another strength is that parents are also able to provide input through cafecitos (coffee with the principal) and individual meetings with leadership. Due to these practices, 88% of families shared that they believe they have enough access to and communication with leadership on the most recent family survey. Our area of improvement is to increase stakeholder feedback, specifically parents, in order to increase overall parent participation. This looks like having a task force of stakeholders working together to plan, implement, and evaluate strategies to increase parent participation. We also need to add a way to desegregate the family survey data into subgroups in order to analyze data to ensure all families are represented.|The following strengths and areas of growth are based on family survey data with an 84% completion rate, stakeholder meetings, and observations. One of our strengths is providing opportunities to families to learn how to better support their child at home through events such as cafecitos, parent workshops, referrals to outside agencies, family nights, and parent conferences. These are available to all families, held at various times throughout the day, and include necessary translation. Additionally, teachers, our family outreach coordinator, administration, and mental health staff make themselves available by any means necessary to meet with and support families. All of these activities help parents learn how to better support students academically, emotionally, or behaviorally, as well as feeling a part of our community. Additionally we help families of 8th grade students apply to and choose the best high school for their scholar. Due to these activities, 85.2% of families agree or strongly agree that they feel like valued partners. One of our identified areas for improvement is improving our school’s cultural awareness and connection with our broader community in order to increase the parent engagement. We are working to increase attendance at family events in order to create a greater network of support and community. In order to do this we have increased our presence in the community at community events, varied the type of events we host (ie movie night), and done work on developing our cultural awareness as a staff. With this, we also want to increase the participation of all subgroups of students, specifically students with IEPs. Our Director of Special Education is working to educate both staff and families about student rights and advocacy in this area.|The following strengths and areas of growth are based on survey data with an 84% completion rate, stakeholder meetings, and observations. One of our biggest strengths is communication with families. 88.1% of surveyed families stated that they receive timely communication. We have worked to maximize one-way communication such as weekly newsletter, weekly behavior report, social media postings, auto-dials, and text messages linking to important documents. We’ve also increased two-way communication through use of class dojo, creating policies around communicating with families, practicing family communication, and providing time for family visits. We still need to improve staff members learning about each family’s strengths and culture in order to develop more trusting and respectful relationships. To address this, we have had outside facilitators support staff development with race, diversity, and inclusion, and will continue to do so. We also participated in family visits throughout the summer. We will continue to develop our community connection and activities to create greater engagement throughout the year. By taking time to learn about culture, our families’ cultures and how to connect with all families, we will be able to create stronger relationships with underrepresented families by allowing them to feel understood, supported, and invested.|3|4|3|4|3|4|5|3|3|3|1|1|2019-10-09|Met|2019 45699710000000|Enterprise Elementary|3|Strengths in this area are the firmly established site councils, ELAC groups, and Parent committees. These groups provide input on family engagement activities. Site Council members receive training at the beginning of each school year. At every IEP meeting, parents of SWD's are invited to participate in our SELPA community advisory committee to provide input. Families of ELL's have requested more support with student homework; tutoring groups are provided. Also, it can be difficult for families who speak a language other than Spanish to receive communication in their language. Schools will utilize tools to help with translation in a variety of languages. The group also determined that schools will with parents when an ELL student is RFEP'd to clearly explain the process and celebrate with parents.|The input on the self-reflection tool indicated that families generally feel that they have opportunity to meet with teachers to support student progress. Homework support was discussed with the suggestion of ensuring that it is for the purpose of practice and not challenging or new concepts that would require a lot of additional adult help. School handbooks do provide information on parents' rights, but not all parents refer to the handbook online. School sites will seek parent input on what types of support families most need to improve student outcomes. Parent ed opportunities are made available at the district and site levels.|Parent input on the self-reflection tool indicated that families feel very welcomed on school campuses and like their school. They reported an awareness of many different forms of communication; however, there were two areas of improvement that surfaced. One was the desire of families to have more communication through social media. Although all sites now have Facebook pages, they are not always updated as frequently as families would like. We discussed adding another avenue of social media, such as Instagram. The other area that has been an area for improvement is communicating with families how students are educated about bullying. The group discussed ways that this could be communicated both at the school and classroom level to keep parents better informed. Families indicated that they do not frequently visit the school website for information. For families of ELL's, there was a request for communication in home language for families whose language represents a very small percentage of the population. The district has an ELL family coordinator who supports communication in Spanish which represents the largest student group of ELL's. The coordinator will now seek avenues to provide other means of interpreting services for a variety of language to better include families of all students.|3|4|3|3|3|3|4|3|5|5|4|4|2019-11-06|Met|2019 36678760136952|Entrepreneur High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19646911996438|Environmental Charter High|3|Environmental Charter Schools as an organization is in year 2 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHS is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have strong English Learner Advisory Committee, a strong School Site Council and we have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal-driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups.|Environmental Charter High School prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following: - Relevant and engaging instruction - Culturally relevant pedagogy and curriculum - Well trained and supported teaching staff - Accurate and timely information to empower family units as partners - Opportunities for self-assessment and reflection ECHS believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Parents receive printed progress reports on a weekly basis in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable. It is not uncommon for the student app to have over 700 logins daily. Our students are clearly engaged in the monitoring of their progress, their future matters to them. ECHS hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year, families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHS hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences. ECHS has a 125-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our alumni coordinator is working to fortify our alumni network and support system for our students presently in college. One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high quality supports at the school site but we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the gradebooks.|Environmental Charter High School focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year. Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through: - Annual orientation meetings - Enrollment meetings - Family newsletters - Student bulletins - Parent Conferences - Back to School Night/Outdoor Education meetings - College access and financial aid support meetings We solicit information from our community of stakeholders through a variety of modalities that include: - Coffee with administration - Digital feedback surveys - California Healthy Kids Surveys - Course Evaluation Surveys - Advisory feedback circles - ELAC - School Site Council - Focus groups - Open door policy - Access to administration via email, phone, and in person. Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster. Last year we had close to 250 parent/guardians complete the survey: - 94% reported feeling welcomed to participate in the school - 93% felt that we allow parent input and welcome their contributions - 92% feel the school encourages them to be an active partner in their child’s education - 94% believe the school promotes respect of all cultural beliefs and practices|4|4|3|2|4|3|4|4|4|4|3|3|2019-10-24|Met|2019 19101990121772|Environmental Charter Middle|3|We had focus groups for the ELD audit and renewal process. We also look at the data from the Healthy Kids Survey.|Our strengths include multiple parent engagement events, for example: Sneak Peek Ice Cream Social, Parent Conferences, Equity and Diversity Committee, School Site Council, Priority Meetings for students, 8th grade tiered system with counselor and D/ELAC meetings.|We had a Diversity Fair that included cultures from all over the world. We also have 6 non-instructional translators on campus for our parent conferences, appetizers with the administrators and other parent engagement events.|5|4|4|5|4|4|4|3|5|4|4|4|2019-10-24|Met|2019 19101990127498|Environmental Charter Middle - Inglewood|3|Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities during parent meetings to provide elicit input and feedback for decision-making at our school. We host regular meetings that include ELAC, PTA/SIte Council, and African American Parent Partnership meetings for families to discuss, plan, and evaluate school policies and programs such as our LCAP. We have collaboratively hosted with our ECMS-I families our Annual Harvest, Annual Math Night, Book Fairs, and 8th-grade Culmination. We also solicited yearly feedback via parent survey to keep an active grasp on the parents’ perception regarding school climate, student behavior and parent involvement. Ninety- eight percent of our parents who completed our annual parent survey believe that the school allows input and welcomes parents’ contributions and 93% believe that the school actively seeks the input of parents before making important decisions. Additionally, we encourage parent engagement and input with our Equity and Diversity Task Force that holds a specific position for parents to engage with school data, co-select an area for improvement pertaining to equity and diversity, and actively create, execute, and evaluate an action plan. Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families.|Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss student progress and receive resources to support student learning at home. Based on our annual parent survey, 96% of parents felt that teachers communicate with parents about what students are expected to learn in class and 91% of parents felt that they were provided with information about how to help their child with homework. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include: - Parent conferences 3x a year - Weekly progress reports - Regular online access to student grades and assignments - Google classroom - Weekly tutoring for every class - Annual Family Math Night - Coffee with the Principal 5x a year - Online supplemental academic support (Khan Academy, Freckle, Reflex Math) - Monthly topical parent trainings This year’s area of focus includes providing more opportunities for families to learn and understand their legal rights and how to continue to advocate for their students by increasing our parent advisory groups and incorporating our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator. Additionally, we will provide targeted workshops and increase accessibility and opportunities for families to advocate for their students in-person and digitally.|Environmental Charter Middle School - Inglewood works to create a strong sense of community with our families. We prioritize face-to-face communication when possible, and seek to provide parents with up-to-date information regularly. Ninety-five percent of parents felt that the school kept them well-informed about school activities and 94% felt that the school promptly responded to their phone calls, messages, or emails based on the data for our annual parent survey. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making. We enact these goals through a variety of regular meetings, including PTA/Site Council, ELAC, and African Amerian parent partnership meetings. Finally, we solidified our commitment to sustaining a positive community culture by adding a Dean of Student Culture who works with students and families to build community. We communicate via a weekly school letter in both English and Spanish and weekly progress reports are sent home with students. We interface with parents in parent-student conferences 3 times a year and we continue to maintain active parent attendance at those meetings (93% attendance in Spring 2019 & Fall 2019). We provide prompt responses pertaining to school behavior and use restorative discipline processes. Finally, parents attend parenting workshops, English classes, back to school night, open houses, yearly festivals, and special evenings focused on core academic subjects. This year, we plan to increase the momentum we began with our African American parent partners by increasing outreach and inviting regular feedback through our African Amerian parent partnership meetings.|4|5|4|5|5|4|5|3|4|3|4|4|2019-10-24|Met|2019 01100170112607|Envision Academy for Arts & Technology|3|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At EA, we strive to seek input from and engage families in developing a college-going culture for our students. We measure our progress to this commitment by tracking parent/guardian attendance at our twice a year Student-Led Conferences (SLCs) hosted for every student, our bi-monthly family meetings (which includes time for LCAP engagement and review), and by tracking the percentage of students who apply to and are accepted to 4 year universities. At our family meetings, where we have translation services for those who speak Spanish, we share information, ask for input, and explore relevant topics together. Our Student Led Conferences (SLC), which happen two times a year, is a robust experience where each student reviews his or her achievement data, reflects on progress, and sets goals with their advisor and families. Consistently, at our high school, about 90% of families attend these SLCs, where students discuss their progress and performance with their families and advisor. Families are also invited to share in their students’ academic growth at yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. We regularly communicate in English and Spanish to families by phone and email with information and updates from the school. Our LCAP family meeting was attended by about 10% of families who gave feedback on the 18-19 LCAP, this was a consistent turnout compared to previous years. Additionally, parent attendance at college application/financial aid workshop night was 89%, which was a consistent turnout compared to previous years. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8), as 100% of our seniors apply to college and last year 73% of our students were accepted to four-year colleges.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At EA, we strive to seek input from and engage families in developing a college-going culture for our students. We measure our progress to this commitment by tracking parent/guardian attendance at our twice a year Student-Led Conferences (SLCs) hosted for every student, our bi-monthly family meetings (which includes time for LCAP engagement and review), and by tracking the percentage of students who apply to and are accepted to 4 year universities. At our family meetings, where we have translation services for those who speak Spanish, we share information, ask for input, and explore relevant topics together. Our Student Led Conferences (SLC), which happen two times a year, is a robust experience where each student reviews his or her achievement data, reflects on progress, and sets goals with their advisor and families. Consistently, at our high school, about 90% of families attend these SLCs, where students discuss their progress and performance with their families and advisor. Families are also invited to share in their students’ academic growth at yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. We regularly communicate in English and Spanish to families by phone and email with information and updates from the school. Our LCAP family meeting was attended by about 10% of families who gave feedback on the 18-19 LCAP, this was a consistent turnout compared to previous years. Additionally, parent attendance at college application/financial aid workshop night was 89%, which was a consistent turnout compared to previous years. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8), as 100% of our seniors apply to college and last year 73% of our students were accepted to four-year colleges.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At EA, we strive to seek input from and engage families in developing a college-going culture for our students. We measure our progress to this commitment by tracking parent/guardian attendance at our twice a year Student-Led Conferences (SLCs) hosted for every student, our bi-monthly family meetings (which includes time for LCAP engagement and review), and by tracking the percentage of students who apply to and are accepted to 4 year universities. At our family meetings, where we have translation services for those who speak Spanish, we share information, ask for input, and explore relevant topics together. Our Student Led Conferences (SLC), which happen two times a year, is a robust experience where each student reviews his or her achievement data, reflects on progress, and sets goals with their advisor and families. Consistently, at our high school, about 90% of families attend these SLCs, where students discuss their progress and performance with their families and advisor. Families are also invited to share in their students’ academic growth at yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. We regularly communicate in English and Spanish to families by phone and email with information and updates from the school. Our LCAP family meeting was attended by about 10% of families who gave feedback on the 18-19 LCAP, this was a consistent turnout compared to previous years. Additionally, parent attendance at college application/financial aid workshop night was 89%, which was a consistent turnout compared to previous years. Our commitment to nurturing a college-going culture through family engagement has positively impacted the college/career readiness of our students (LCFF Priority 7 & 8), as 100% of our seniors apply to college and last year 73% of our students were accepted to four-year colleges.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 01100170129403|Epic Charter|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|3|3|3|3|3|3|3|3|3|3|5|4|2019-10-31|Met|2019 01612590129403|Epic Charter|3|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|3|3|3|3|3|3|3|3|3|3|5|4|2019-10-31|Met|2019 30103060134239|EPIC Charter (Excellence Performance Innovation Citizenship)|3|EPIC Charter School continuously strives to improve communication and the stakeholder feedback process. Families and students are always able to provide input and feedback to their teachers and school administrators. EPIC conducts an annual stakeholder input survey to staff, parents/guardians, and students soliciting feedback on school engagement and learning environment. This data is used to help create and update the school's LCAP.|Building partnerships to improve student outcomes is paramount in the EPIC education process. EPIC teachers go through intensive training on family engagement and partnership to impact learning. EPIC teachers meet with families and students at least once a Learning Period to discuss student progress and explore the best ways for the family, student, and teacher to engage for optimal student performance. EPIC provides consultation, resources, and support for families and students that may be underrepresented.|EPIC Charter School’s relationship with a family and student begins at enrollment and grows stronger from there. Once a student enrolls at EPIC, the supervising teacher conducts a Personalized Learning Plan meeting with the family and student to begin the customized learning process for that student. Expectations are set and a learning plan is agreed upon with communication outlets established. Student goals are discussed and the learning environment is identified during this process. In addition to Learning Period face to face meetings, EPIC families can always contact their teachers and school administrators for questions and support. EPIC ensures families and students that may be underrepresented have access to the tools and technology needed to succeed.|4|4|4|4|4|4|4|3|3|3|3|3|2019-10-24|Met|2019 29102980130823|EPIC de Cesar Chavez|3|As stated above, Student Leadership Committees are planned for each region. The SLCs will act in an advisory capacity for the school programs, and will provide leadership for outreach to their underrepresented communities. Currently, local sites have student committees for various activities held such as the College and Career Fair. The SLCs will provide leadership regionally, not just locally.|Students have asked for citizenship classes to be provided at all sites. In past years, these classes were provided at select sites and given by volunteers in the community. This will be continued. In addition, EPIC is researching the possibility of including a citizenship component in the American Government classes that are offered.|More than 85% of EPI students come from underrepresented families. As all students are at least 18 years of age, communication and family interaction is conducted through the students themselves in the classrooms and in community activities. EPIC staff reach out to these communities through engagement with students at local venues such as churches, shopping centers, housing developments, etc. Each region is in the process of formalizing Student Leadership Committees to assist with outreach to their communities.|4|5|4|4|4|4|4|4|3|3|4|4|2019-09-21|Met|2019 37680980133991|Epiphany Prep Charter|3|The input of parents in school decision making is sought via specific structures, including Parents of Epiphany Prep (PEP), the English Learner Advisory Committee (ELAC), School Site Council (SSC), and Coffee with the Leadership meetings. Meeting dates for these structures are listed within the school’s Local Control Accountability Plan (LCAP). Summer Strategic Planning Sessions are held each year, which include parents/guardians, school staff, and governing board members. At these annual meetings all participants engage in evaluation, feedback, and decision-making that assists in continuing to lay foundations for our students to thrive. A focus of the current year is to increase the number of parents involved in site decision-making opportunities. We are also currently writing a guide book to provide all of our middle school families that will empower them beyond middle school. This guide book reviews high school, college and career.|EPCS has identified strongly with building family partnerships so that parents may fully support their students and their achievement. Last year, school highlights, student, and parent awards were given at regular governing board meetings, with the intent of building partnerships and recognizing student successes. For 2019-2020, a weekly “Thursday Thread” newsletter has been added to share teaching/learning, leadership, finance, and personnel highlights with our Board and community.|To best engage with the large number of the families whose home language is Spanish, Epiphany Prep has sought to hire bilingual staff, and consistently offers all communication to families in Spanish. Interpretation and translation services are always proactively addressed and available. Most recently, an Alumni Liaison was hired to support our community with our first promoting class. We also strive to offer many opportunities for parents to learn more about how to support their children and, in addition, develop positive relationships with school staff. A review of recent parent workshops includes: Common Core State Standards, Restorative Practices, The Academic Grading System, How to Support My Child Academically, Positive Discipline, Understanding CAASPP Results, and GED support classes for parents. In recognition that some of our families are not well connected to the school, and of the importance of the relationship between home and school, Epiphany Prep continues the practice of teachers conducting home visits.|4|4|4|4|5|4|5|4|5|5|5|5|2019-10-23|Met|2019 19647330126169|Equitas Academy #2|3|Equitas Leaders consult throughout the school year with parents and other stakeholders regarding academic progress and identification of focus areas for improvement. Other activities include monthly coffee sessions with principal meetings that inform the program as well, parent conferences, Family Nights, and Family Day. Regular meetings are held with the SSC which includes parents, teachers, classified staff, managers, students, and community members and input is solicited for multiple areas including professional development. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals|Equitas Leaders consult throughout the school year with parents regarding academic progress and identification of focus areas for improvement. Other initiatives to engage parents include parent conferences, Family Nights, Family Day, and daily communication home about student progress. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|We recognize that our parents are an integral part of our students' success. Parents are always welcome in our school. We have a highly engaged parent population with the average number of volunteer hours per parent at 20 hours annually. Parent volunteer activities include classroom preparation and working with teachers and staff to support student learning. They also participate in interfamilial support initiatives and after-school enrichment activities such as carpool organization in order to remove the barriers to accessing quality education in our community.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 19647330129650|Equitas Academy #3 Charter|3|Equitas Leaders consult throughout the school year with parents and other stakeholders regarding academic progress and identification of focus areas for improvement. Other activities include monthly coffee sessions with principal meetings that inform the program as well, parent conferences, Family Nights, and Family Day. Regular meetings are held with the SSC which includes parents, teachers, classified staff, managers, students, and community members and input is solicited for multiple areas including professional development. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|Equitas Leaders consult throughout the school year with parents regarding academic progress and identification of focus areas for improvement. Other initiatives to engage parents include parent conferences, Family Nights, Family Day, and daily communication home about student progress. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|We recognize that our parents are an integral part of our students' success. Parents are always welcome in our school. We have a highly engaged parent population with the average number of volunteer hours per parent at 20 hours annually. Parent volunteer activities include classroom preparation and working with teachers and staff to support student learning. They also participate in interfamilial support initiatives and after-school enrichment activities such as carpool organization in order to remove the barriers to accessing quality education in our community.|4|4|4|4|4|4|4|4|4|5|5|4|2019-10-24|Met|2019 19647330133686|Equitas Academy 4|3|Equitas Leaders consult throughout the school year with parents and other stakeholders regarding academic progress and identification of focus areas for improvement. Other activities include monthly coffee sessions with principal meetings that inform the program as well, parent conferences, Family Nights, and Family Day. Regular meetings are held with the SSC which includes parents, teachers, classified staff, managers, students, and community members and input is solicited for multiple areas including professional development. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|Equitas Leaders consult throughout the school year with parents regarding academic progress and identification of focus areas for improvement. Other initiatives to engage parents include parent conferences, Family Nights, Family Day, and daily communication home about student progress. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|We recognize that our parents are an integral part of our students' success. Parents are always welcome in our school. We have a highly engaged parent population with the average number of volunteer hours per parent at 20 hours annually. Parent volunteer activities include classroom preparation and working with teachers and staff to support student learning. They also participate in interfamilial support initiatives and after-school enrichment activities such as carpool organization in order to remove the barriers to accessing quality education in our community.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 19647330119982|Equitas Academy Charter|3|Equitas Leaders consult throughout the school year with parents and other stakeholders regarding academic progress and identification of focus areas for improvement. Other activities include monthly coffee sessions with principal meetings that inform the program as well, parent conferences, Family Nights, and Family Day. Regular meetings are held with the SSC which includes parents, teachers, classified staff, managers, students, and community members and input is solicited for multiple areas including professional development. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|Equitas Leaders consult throughout the school year with parents regarding academic progress and identification of focus areas for improvement. Other initiatives to engage parents include parent conferences, Family Nights, Family Day, and daily communication home about student progress. Parent Advocacy group is equipped with the skills needed to solicit feedback from all families, including those from underrepresented populations. The School uses a survey to evaluate parent and student need. This survey is sent twice annually and is used to inform the program goals.|We recognize that our parents are an integral part of our students' success. Parents are always welcome in our school. We have a highly engaged parent population with the average number of volunteer hours per parent at 20 hours annually. Parent volunteer activities include classroom preparation and working with teachers and staff to support student learning. They also participate in interfamilial support initiatives and after-school enrichment activities such as carpool organization in order to remove the barriers to accessing quality education in our community.|5|5|4|5|5|3|5|5|5|4|3|4|2019-10-24|Met|2019 48705730135095|Ernest Kimme Charter Academy for Independent Learning|3|New families attend our monthly Orientation meetings. We include parents in our Site Advisory Council and our WASC team. Outreach and education to parents regarding school practices and policies has also grown. We currently work very well with our district to engage and support all students, with particular attention to our underrepresented families. In response to survey information from parents and students, our student/parent support options are being refined into a more useful and meaningful system of support. Met|Half of our staff is now Professional Learning Community trained, with the rest slated for future training. We have both academic and social emotional support systems on campus to ensure student success. We provide support and intervention as a regular component of our academic program. We are implementing a First Generation Initiative designed to reach and support our underrepresented families through tutoring, college and career education, and provide site, district, and community support services.|As a blended learning educational environment with an independent study component, regular, clear communication with families is imperative to the support of our students. Kimme Charter utilized Aeries Parent Portal, School Loop, texting apps and phone calls to communicate with students and parents. We are now utilizing Google Classroom and Odysseyware and are conducting parent parent workshops to help parents stay in tune with student learning and progress.|4|4|4|4|3|4|5|5|3|3|3|4|2019-10-24|Met|2019 39685020126011|Escalon Charter Academy|3|The charter seeks parent and stakeholder input and provides multiple venues for advisory and decision making. Every school site facilitates various parent meetings and committies (ELAC, School Site Council, PTO etc.) that not only provide information but also empower familes to make informed decisions re: academic, behavioral and social emotional programming. Similarly, the charter facilitates meetings and committies (e.g. DELAC, Wellness Committee, LCAP meetings) that involve families and engage them in decision making (e.g. LCAP actions, policies and expenditures). The charter continues to work on engaging underrepresented families. Efforts are being made to increase participation by extending personal invitations to meetings or committees via phone calls. Follow up calls and relevant topics are used to increase engagement.|ECA promotes partnerships for student outcomes by providing several informational sessions (e.g. parent nights) where the charter shares strategies that can be used at home. For example several elementary schools provide math and literacy nights/sessions were familes learn about the CCSS, instructional strategies, and the best way to support students with homework. At the secondary level various parent meetings are used to share information on topics relevant to student safety and post high planning. Some of these activities include college and career nights. The charter is working on providing more professional development to teachers and site administration so that they may build capacity and establish stronger partnerships with our families. There needs to be a focus in engaging our historically under represented familes, such as those from poverty and second language learner families. Efforts will continue by providing translated services, day care and varied times to meet.|ECA continues to invest ample energy and resources in buliding stronger school-family relationships. ECA routinely seeks parent input via various forms including surveys (online via school and district websites); input from parent meetings (e.g. ELAC, DELAC, School Site Council, PTO) and other committees (e.g. Wellness Policy Committee). The district uses various forms of communication including robo-dialers calls, emails, text messages and posts on social media outlets. The communiity has generally responded well to these efforts, especially with regard to the use of social media. The district will continue to use these platforms to facilitate ongoing communication, seek input and share opportunities for joint partnerships. The charter will continue it's effort to provide targeted PD in working with underrepresented families.|3|3|1|2|1|2|2|2|3|3|2|2|2019-10-15|Met|2019 39685020000000|Escalon Unified|3|The District seeks parent and stakeholder input and provides multiple venues for advisory and decision making. Every school site faciltates various parent meetings and committies (ELAC, School Site Council, PTO etc.) that not only provide information but also empower familes to make informed decisions re: academic, behavioral and social emotional programming. Similarly, the District facilitates meetings and committies (e.g. DELAC, Wellness Committee, LCAP meetings) that involve families and engage them in decision making (e.g. LCAP actions, policies and expenditures). The District continues to work on engaging underrepresented families. Efforts are being made to increase participation by extending personal invitations to meetings or committees via phone calls. Follow up calls and relevant topics are used to increase engagement.|EUSD promotes partnerships for improved student outcomes by providing several informational sessions (e.g. parent nights) where the District shares strategies that can be used at home. For example, several elementary schools provide math and literacy nights were familes learn about the CCSS, instructional strategies, and the best way to support students with homework. At the secondary level various parent school meetings (e.g. DELAC) are used to share information on topics relevant to student safety and academic planning. Some of the topics covered include vaping, and college and career nights to assist in post high school planning. The district facilitates parent teacher conferences by builiding them in the school caledar (e.g. minimum days). The District is working on providing more professinal development to teachers and site administration so they may build capacity and establish stronger partnerships with our families. There needs to be a focus in engaging our historically under represented familes, such as those from poverty and second language learner families. Efforts will continue by providing translated services, day care and varied times to meet.|EUSD continues to invest ample energy and resources into buliding stronger school-family relationships. EUSD routinely seeks parent input via various forms including surveys (online via school and district websites); input from parent meetings (e.g. ELAC, DELAC, School Site Council, PTO) and other committees (e.g. Wellness Policy Committee). The district uses various forms of communication including robo-dialers calls, emails, text messages and posts on social media outlets. The communiity has generally responded well to these efforts, especially with regards to the use of social media. The district will continue to use these platforms to facilitate ongoing communication, seek input and share opportunities for joint partnerships. The District will continue it's effort to provide targeted PD in working with underrepresented families.|3|3|1|2|1|2|2|2|3|3|2|2|2019-10-15|Met|2019 37681063731023|Escondido Charter High|3|Escondido Charter High School engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing. The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Escondido Charter High School is using online parent surveys to provide information and seek feedback on issues throughout the year. The newly formed communications team plans to utilize social media to reach all families, included underrepresented groups in the school community. In addition, the school would like to create more opportunities for families to engage with the administrative team in meaningful ways through several different means including mini presentations, coffee talks, and other activities in small groups. At Escondido Charter High School, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population. As we move forward, we will focus our efforts on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.|At Escondido Charter High School, we believe that parents are ultimately responsible for the education of their students, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in mind and heart. The school is always looking for ways to strengthen partnerships with families and to help them match their students with the ideal learning option for them. We offer a full range of educational options from the Traditional Learning Option to the Flex 4-Day and Flex 1:1 Learning Options. Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. Long before their students enter Escondido Charter High School, we hold New Parent Orientation meetings to let parents know what to expect academically, to bring them up to speed on our current policies, and to field any questions they might have. The week before school starts, new students are brought on campus for a New Student Orientation where they are given campus tours, check out books and get to know where their lockers are. Daily planners are issued to each student, and all homework assignments are posted online and updated daily so parents and students can all know when assignments are due. Students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers. The school also provides students and their families with valuable guidance through our Student Services Department. Our counselors meet with students individually each year to develop an educational plan tailored to their needs. In addition, the school offers several college seminars for students and parents to help them understand their post-secondary options and develop strategies for their students. We recently expanded these seminars to include community colleges. New seminars are being added this year to help students understand and complete applications for colleges, scholarships, and financial aid. We also invite colleges to come on campus to provide updated information to our students on the programs they offer. In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early. As Escondido Charter High School seeks to improve our partnerships with parents and improve student outcomes, we plan to communicate more clearly, using interpreting services, as needed, for parent/school communications. We are also planning to host several community events for parents on topics that might be of interest to the school’s underrepresented population.|Escondido Charter High School has worked hard through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Charter Notes, which are emailed to parents, families are informed of upcoming events, important activities, and important messages related to their students experience at school. For those instances where special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact. Several of the teachers also provide families with class newsletters. In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year. Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the Parent Volunteer Organization to find ways for parents to help move the mission of the school forward. At Escondido Charter High School, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can take part in their student’s education. We have expanded the Student Services Department to include social and emotional counseling. We have also added some safety-related presentations to our seminar lineup, including a meeting for parents on the hazards of vaping and other important topics. In addition to these direct communication efforts, the school holds special evenings on campus where families are invited to participate. History Night provides an opportunity for parents to see student work and hear student presentations on a special topic from history, and our Arts Festival brings families in to celebrate our students’ artistic achievements. This year, the school added some new programs to help our families. We have created a new communications team that will be engaging families, including those in underrepresented groups, through social media. We updated the parent communication system in Flex 1:1 to better support parents, and the school added a safety text messaging system that will allow us to reach all families through their cell phones within minutes of a safety issue on campus. We have already tested our system once and are making improvements to ensure that all families can be reached. As we move forward, Escondido Charter High School intends to learn more about our families, including their strengths, cultures, and goals for their students.|5|5|4|5|4|5|5|3|3|3|4|3|2019-10-30|Met|2019 37680980000000|Escondido Union|3|Strengths: The Escondido Union School District is committed to offering opportunities and building the capacity of parents to provide input into the design of educational programs at all of our schools. The Coordinator of Community Outreach, in partnership with the Director of Curriculum and Instruction, train and support school administrators and family liaisons in ways to engage parents in decision making and in serving in leadership capacities on all EUSD campuses. This includes participation in site-level leadership groups such as the English Language Advisory Council (ELAC), School Site Council, and Parent Teacher Association/Foundations and in district level committees such as District English Language Advisory Council (DELAC), District Advisory Committee (DAC), Escondido Council of PTAs, District Calendar Committee, the CARE Youth Advisory Committee, and School Wellness Committee. Family members involved in leadership committees on school campuses receive further training/guidance from the school’s family liaison on all aspects of their roles and responsibilities. Parents on ELAC are invited to attend the annual San Diego CABE Conference and in addition to training at monthly Council PTA Meetings, once a year, all new PTA leaders are invited to an EUSD PTA Leadership Conference to learn specific information about serving as leaders in PTA in Escondido. In addition to leadership committees which provide opportunities for family members to participate in the ongoing design of programs on school campuses, all EUSD schools offer the Coffee with the Principal program at least three times a year for families. Attendees at Coffee with the Principal are encouraged to provide feedback to the principal and school team on current issues at the school. Once a year, the district offers more directed opportunities for family members to provide direct input into priorities for the district’s Local Control Accountability Plan (LCAP). The district has gathered this input through site and district leadership committees, specific LCAP Community Input Meetings, and through the Thought Exchange online forum. Focus Area for Improvement: The district continues to work to collaborate more directly with parents in the planning, design, and implementation of programs at the district and site level. Administrators and school teams were trained and continue to be encouraged to integrate parents into site Positive Behavior Interventions and Supports (PBIS) teams. These teams are responsible for the development and implementation of a multi-tiered system of support - ensuring a safe, positive school climate and ongoing student and family engagement. In addition, although parents are invited to participate in district-level program design teams such as the CARE Youth Advisory and Calendar Committee, more efforts will be put into outreach to parents to ensure diversity among parent representatives.|Strengths: EUSD encourages collaboration between students, families, school staff, and community members in the vision of actualizing the potential of every learner. To ensure school staff are engaging with parents as partners, the Coordinator of Community Outreach provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The trainings include presentations at administrator meetings as well as the convening of twice annual site visits with the school principal and family liaison to identify and monitor specific site annual family engagement goals and activities. In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their Family Engagement Center at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can be utilized to foster better communication and relationships between school staff and parents. EUSD recognizes that families want to partner with their child’s school team, but might not know how to best support their child’s academic and/or personal success. One of EUSD Family Liaison Team’s main goals is to equip parents and family members with the tools to serve as partners throughout their child’s school years. To do so, administrators, family liaisons and teachers share information with families on how to connect and support their child’s education through the parent-student handbook, school newsletters and social media postings, at workshops, and at group/individual meetings. Each school hosts one family workshop each year that focuses on what parents can do at home to support their child’s academic success, and offers additional workshops on topics ranging from preparing for parent-teacher conferences to fostering healthy habits at home, all at no cost to family and community members. Families are also invited once a year to participate in a Family Day at Lunch and Learn for their child’s grade-level. Many parents who are unable to attend the schools’ regular in-person workshops are able to come to school r for this interactive and educational event. Focus areas for improvement: The EUSD Family Liaison team recognizes that many family members who want important information to support their child’s success are unable to get to the school site to participate in regular workshops and trainings. To address this barrier to learning and partnership, the team is launching a Family and Community Engagement Online Learning Library that is accessible both during in person workshops and online through the district’s website.|Current Strengths: The Escondido Union School District (EUSD) truly values and practices relationship-based family engagement, and has dedicated resources to ensure every family member feels connected to their child’s education. At the district level, the Coordinator of Community Outreach oversees all aspects of family engagement districtwide so that each family, regardless of the school their child attends, is welcomed to serve as a true partner in their child’s education. This includes providing ongoing training for school administrators, and developing and implementing cohesive and consistent programs available at all school sites focused on family engagement. Dialogue and reflection about practices that are culturally responsive, equitable, and accessible to all families are the focus in meetings with administrators and other district leaders throughout the year. In addition to the district-level support, every EUSD school operates a Family Engagement Center, coordinated by a full-time family liaison, to facilitate volunteer opportunities, parent leadership groups, workshops, and activities on their school campus. The Family Liaisons provide individual support to families in need, coordinate community resources, and assist with communication between families and school staff. They also work closely with the school administrator and front office staff to implement welcoming practices – to ensure every parent, family and community members feels welcome and connected to the school—and to support ongoing two-way communication between school staff and families. This includes parent-teacher conferences, school newsletters, weekly school phone calls and emails, posting of event flyers, and individual parent communication both by phone and in person. Focus Area for Improvement: The district continues to work to ensure ALL staff, from classroom teachers to support staff, adopt practices that reflect the district value of relationship-based family engagement. During the 2019-2020 school year, school administrators and family liaisons will continue this focus by providing staff workshops on family engagement, with a focus on the development of building school-site agreements on ways to connect, honor, and partner with families on the school campus. Staff will be regularly reminded of their agreements and will be celebrated for their efforts to build even stronger relationships with families in the year ahead.|3|4|4|5|4|4|4|4|4|4|4|3|2019-10-10|Met|2019 37681060000000|Escondido Union High|3|EUHSD has made significant progress in engaging parent participants for district-wide advisory councils. Stakeholder engagement through our LCAP development process has focused on equipping parents with understanding state and federal accountability requirements, California School Dashboard features, and elevating their feedback around the five district LCAP Goals, Actions & Services. Parents evaluated district progress around the new Parent Engagement Priority 3 Self-Evaluation Rubrics which were strategically presented at the end of a full year’s LCAP stakeholder engagement cycle. Their feedback serves as the foundation in the ratings for Priority 3 rubrics. Additionally, school representation in District English Learner Advisory Council has improved significantly as a result of refined district training and support. An area of focus continues to be supporting school level advisory councils and participation in other school events to ensure that parent voice and feedback is consistently elevated and valued. Schools are committed to consulting with parents on the required Parent Involvement and Home-School Compact policies. The district will improve engagement of underrepresented families by building coherence between the many support programs and develop the Multi-Tiered Systems of Support currently at work so each site’s Parent & Family Engagement Plans serve as an integral part of the school culture.|EUHSD is ramping up the district’s technology plan which aims to ensure every student has access to technological devices. This effort will allow students and parents to easily access the online Canvas Learning Management System for anytime anywhere learning. Students will be able to access all the online resources the class provides for intervention and support. Additionally, for the past several years, the district has prioritized an equity focus so staff can more deeply engage with students and parents to understand how best to meet learning needs. This is manifested in the manner in which data is analyzed, decisions are made and programs are implemented. Professional learning events such as the Equity Institute, Cultural Proficiency training, Restorative Practices workshops and Positive Behavior Intervention & Support initiatives are some of the ways EUHSD is building the capacity of all principals and teacher leaders. A focus area continues to be how teachers not only meet with parents to discuss student progress, but also provide meaningful and timely feedback so school and home are jointly working to monitor academic progress. The district will improve engagement of underrepresented families by building coherence between the many support programs and develop the Multi-Tiered Systems of Support currently at work so families experience meaningful two-way communication.|EUHSD continues to provide for safe and secure campuses and engages the community through the meaningful work of the parent liaisons at each site. Parent centers are a welcoming and safe space for all community members to attend parent education workshops, access online resources and platforms to support student progress, and deepen community roots at the high school. A focus area is to build upon existing foundations so all staff recognize, connect with and promote students’ culture, language and personal goals as an invaluable part of teaching and learning. The district will improve engagement of underrepresented families by building coherence between the many support programs and develop the Multi-Tiered Systems of Support currently at work. The goal is for all to recognize how the district values all stakeholders and the beautiful diversity that makes up our educational community.|3|4|3|4|4|4|3|3|3|4|4|4|2019-10-08|Met|2019 43694274330726|Escuela Popular Accelerated Family Learning|3|Escuela Popular is committed to engaging students, parents and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from parents, teachers and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school and community gatherings. Priority areas are developed with goals, actions and metrics to monitor progress. The school provides meaningful ways for parents to provide input in decision making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC/DELAC), LCAP Community Meetings. Increasing the number of parents in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many parents face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. We used the TEN survey platform in the past but will no longer be available after December.|Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all parents of students are invited to attend and encouraged to attend, to inform parents and family members of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Family Nights where students and teachers showcase classroom work and curriculum. Twice a year parents come to the school for Parent Conferences in the Fall and Winter to review their student’s academic progress. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and wellbeing. Results from our TEN survey used to develop priorities and LCAP goals based on all stakeholder feedback rated the school at an 8.8 and above out of 1-10 scale on the Relationship Domain and 8.4 Relevance Domain. This is our first year rolling out ParentSquare as a communication platform to keep parents informed on school-wide events and for classroom communication. We will monitor progress made with ParentSquare. We will also be investigating how to develop our own survey and digital platform to continue receiving feedback on our current priorities and the development of new priorities.|Escuela Popular provides a family learning environment that provides educational opportunities to TK-12 grade students and their parents on one campus. Over 90% of the families are Spanish speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing and language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as Deans of Student and Family Engagement, Academic Counselor, and a Student Resource Advocate. No cost childcare, afterschool care, medical services, and transportation support are provided to families. An area of improvement is to create a more immediate platform for communication with families on a larger scale in order to keep them informed of events, projects and important school meetings.|4|4|4|4|3|4|3|4|3|3|2|3|2019-04-23|Met|2019 43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|3|Escuela Popular is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. Increasing the number of students providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many adult students face. We would like a more efficient way to capture more meaningful feedback from students to develop school priorities and monitor progress. We used the TEN survey platform in the past but will no longer be available after December.|Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all students are invited and encouraged to attend, to inform students of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and wellbeing. Results from our TEN survey used to develop priorities and LCAP goals based on all stakeholder feedback rated the school at a 9.0 out of 1-10 scale on the Relationship Domain and 9.1 Relevance Domain. This is our first year rolling out ParentSquare as a communication platform to keep students informed on school-wide events and for classroom communication. We will monitor progress made with ParentSquare. We will also be investigating how to develop our own survey and digital platform to continue receiving feedback on our current priorities and the development of new priorities|Escuela Popular provides a family learning environment that provides educational opportunities to 9-12 grade students who are over the age of 19. Over 90% of the students and their families are Spanish speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing and language barriers to developing relationships with parents to facilitate family involvement. Administrative support is available to meet the diverse needs of the families and students, such as Deans of Student and Family Engagement, Academic Counselor, and a Student Resource Advocate. No cost childcare, afterschool care, medical services, and transportation support are provided to families. An area of improvement is to create a more immediate platform for communication with families on a larger scale in order to keep them informed of events, projects and important school meetings.|4|4|4|4|3|4|3|4|3|3|2|3|2019-06-18|Met|2019 57726860000000|Esparto Unified|3|EUSD administrators actively seek input from families to determine what activities families would like to have in our district. Last year vaping was important and speakers were brought in to work with parents. EUSD plans to provide additional training opportunities for parents to attend.|EUSD continues to reach out and work with families and the community to support the students at our schools. Parents actively attend school events but not necessarily district level events. EUSD is focused on parent attendance at district level training.|Currently, the district has student led conferences at the secondary level. There is over 80% participation from parents and the community. There is an active DELAC group that participates in progress. EUSD is planning to develop a local committee for our parents of students with special needs.|3|3|2|3|3|3|3|2|3|3|2|3|2019-10-23|Met|2019 36677020000000|Etiwanda Elementary|3|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools consistently seek opportunities to engage families in the decision making process. A focus in this area is to continue efforts to plan and design family engagement activities through various platforms that provide participation options.|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools partner with and support families so they can exercise their legal rights and advocate for their students. A focus in this area is to continue efforts to provide families with information and resources to support student learning at home through flexible online resources and school-based family education events that address diverse subjects related to improving student outcomes.|Survey results, stakeholder feedback and additional documents examined through the self-reflection process indicate Etiwanda schools maintain welcoming environments and school personnel have developed trusting, respectful relationships with families that have been built through multiple opportunities to engage in two-way communication. All school staff participate in training related to cultural responsiveness. A focus in this area is to continue efforts to develop cultural proficiency among all staff members.|5|5|4|5|5|4|4|5|5|5|4|5|2019-10-24|Met|2019 12755150000000|Eureka City Schools|3|Each year, there is an improvement in the number of stakeholders who provide input on the LCAP. In 2018-2019 ECS received input from more than 1,000 individuals regarding the proposed actions and services to support our two LCAP goals. Families meaningfully engage in District decision-making through school site councils, PTAs as well as a District Community stakeholder group. An area of focus for improvement would be to develop a coordinated plan in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. To District leadership will meet to discuss the development of such a plan to include a listing of all proposed parent engagement activities at each site.|Opportunities for parents to meaningfully engage with their child’s teachers and administration are numerous. Besides the parent-teacher conferences (occurring 2x per year at the elementary level and 1x per year at the middle school level), families have the opportunity to meet with teachers before and after school. As needed, translators and/or interpreters are provided for non English-speaking families. The District has a robust Student Study Team (SST) process whereby parents have an active voice in generating ideas for support and interventions for struggling students. An area of improvement focus in this category is making student progress reports (grades and attendance) as well as classroom assignments even more accessible to parents and guardians In 2018-2019 ECS dedicated funds to purchase an “add-on” to our student information system that opens-up an online parent portal - a virtual classroom “page” maintained by each teacher where parents guardians have instant access to important classroom information as well as a means to contact teachers. This parent portal was set to open in September, 2019.|Both the District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement: a. Outreach communications to families of English Learners, families of Foster and Homeless Youth, and families of socio-economically disadvantaged students which highlight opportunities to participate in school events and decision making forums b. Build family engagement and participation by utilizing PTA and HCOE resources and create a plan for and facilitate restorative conferences with students, staff, and families; train families in behavior expectations and policy per the SWPRD Report recommendations and encourage sites to include arts presentations/activities to families. c. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings, Board meetings, and on-line and paper surveys. ECS staff understands the importance of strengthening positive relationships with our families. To this end we leverage a number of different tools to make meaningful connections. For example, back to school nights, open houses, family nights and parent conferences are a regular occurrence throughout the District. Annually, the District distributes a community “annual update” that highlights the many programs and services in the District. An area of focus for us in moving forward is outreach to our EL families to become involved in ELAC and DELAC committees. We typically have low turnout for ELAC and DELAC meetings. The District EL Coordinators meet regularly to discuss ways in which to increase parent participation.|3|3|3|3|3|3|3|2|3|2|3|3|2019-10-22|Met|2019 31668290000000|Eureka Union|3|EUSD engages the help of parents and other stakeholders in making policy and program decisions, including the LCAP. Annually, parents are surveyed for LCAP and invited to participate in LCAP meetings. Parents also serve in multiple advisory groups (e.g. GATE) and task forces (e.g. Spanish Program, Full Day Kindergarten, Master Schedule Redesign, and Homework Board Policy). Parents have been very participatory and have actively engaged in these multiple opportunities. Focus Area: EUSD has growth opportunities in engaging more of our EL, SED, and/or SWD families in participating in focus/advisory groups and task forces. Strategies proposed: Principals will reach out to PTC/SSC for support and feedback on how to engage families from our subrgoups SPSA (School Site Plans) will incorporate an action item on how to improve subgroup parent engagement Sites and district will intensify efforts to engage parents in these subgroups, e.g. use personal phone calls|EUSD has calendared dates for Fall and Spring conferences to engage with families of all students (Fall) and academically at-risk students. Parents may also request for a Student Study Team meeting with administrators, counselors, and teachers to discuss concerns about progress in academic and socio-emotional development outcomes. Teachers make regular phone calls home for struggling students as well as initiate timely meetings when necessary. Our focus area is on education of staff on best practices concerning engagement of families from our underrepresented subgroups: ELs, SED, and SWD. EUSD commits to providing professional growth opportunities to help staff engage culturally competent practices to reach out to our diverse families. Strategies include: workshops for administrators and teachers on best practices for family engagement that is culturally-responsive.|EUSD engages multiple efforts to connect with families and community members. The district and the schools utilize websites, emails, School Messenger, social media, and if necessary, personal phone calls. Multiple family-oriented events are scheduled throughout the year including: Student Site Council Meetings, DELAC/ELAC for EL (English LEarner) families, parent workshops, LCAP stakeholder meetings, etc. Counselors and school staff engage in home visits when necessary, to engage with families that are unresponsive. EUSD has challenges and opportunities in the areas of engaging families from our subgroups to improve attendance in meetings and other events. This will be our focus area for the year. The following strategies will be adopted: -offer child care support in all meetings and events -offer snacks and beverages in all meetings and events -after-school timing of meetings and workshops for greater accessibility to working families -counselors outreach efforts for targeted subgroups -intensified communication for targeted subgroups|3|3|3|4|3|3|4|4|4|3|4|4|2019-10-02|Met|2019 41690620119503|Everest Public High|3|At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|4|4|4|3|4|3|5|4|4|3|3|4|2019-06-20|Met|2019 19647330129858|Everest Value|3|Meetings like Coffee with the Principal, Parent Wednesday, the Parent Board, School Site Council have served as a space to update the families on the CA Dashboard and other school-wide metrics. It has also given families a platform to give input on the strategic direction of the school. These meetings have allowed a broad spectrum of discussion in pursuit of improvement and to engage stakeholders to address any concerns. As a result of parent input, the Dean has developed a weekly Parent Wednesday support program to address specific topics and life skills that have been noted as areas of need. Through the Parent Board, parents have led events and increased participation, and now are able to sustain their own funds. They have identified community support organizations’ minimum participation expectancy, and have maintained partnership with nonprofits throughout Los Angeles. , Everest Value School’s goal is to increase and sustain the high number of parents who feel have had sufficient opportunities to get involved in supporting the school. Everest aims to empower parents to seek learning opportunities, and to strengthen relationships with local community organizations. Everest Value School’s openness to collaboration with families, has led to parents becoming active decision makers and leaders. Everest Value School uses the monthly bulletin, school gatherings and other outreach mechanisms to make the LCAP process as transparent and participatory as possible. At the beginning of the LCAP update process, the committee meets to ensure that new and returning members understand the process and their roles in it, and to receive the results of the January surveys of students, parents and staff. In February and March, the committee gathers more detailed opinions on goals and areas of greatest need, such as enhancing the ELD program or improving the school site. During March and April, the committee surveys stakeholders to prioritize those needs, refine goals and identify specific budget expenditures to help achieve them.The committee compiles the results of its outreach to stakeholders and develops specific recommendations for LCAP modifications to respond to the prioritized suggestions. It reports its findings and recommendations to the School Site Council. For parents of English Learners, Everest uses targeted Parent Square communications by the ELD Coordinator and the ELAC parent team. The goal is to keep these up to date on their child’s progress toward reclassification. The ELAC meeting is formed each fall and reviews schoolwide subgroup data trends and gives input on curriculum and programs. The 2019-20 ELAC team first met on September 25th to introduce the roles required of the committee and then in the October 9th meeting they held elections.|In reviewing the Value School parent survey, the Everest team noted that there was not survey question addressing this topic directly. However, the school noted the following: 74 % of staff felt that the leadership at the school provides them the opportunity to develop their potential to be an exceptional teacher 93 % of staff believe the school administration is accessible and offers support 81% of parents agree that they have had sufficient opportunities to get involved in supporting the school Everest develops teachers through weekly professional developments, and one topic emphasized in their performance is how they maintain strong connection with students and families. The teachers must host a Family Night and design with their students a “Value 5” project to help the community each year. This project gathers the energy of the parents and teacher into a common vision. Each Classroom uses a “Learning Key” with the CCSS in student friendly language so the family can take ownership of their learning. Everest has also implemented bi-weekly cluster meetings as a form of support for teachers to acknowledge any accomplishments and collaborate with other teachers to define solutions for potential issues with students and families. Teachers and staff are given the opportunity to attend outside professional developments from external organizations that can assist with providing research-based information that can be integrated into new school systems. Everest Value School holds parents conferences on a trimester basis where grades, NWEA benchmark scores, student learning key progress, and any additional IEP goals or ELD standard progress is discussed. Teachers point out the "power" standards of the grade/subject and ways in which the parent can support their child in the subject/grade level. Everest encourages parents and students alike to communicate with Teachers via Class Dojo and office hours, which are publicized in the schools’ monthly bulletin. Families are also updated with school wide information via flyers, class newsletters. Social media outlets are utilized to inform parents of educational videos, anything pertaining to class, and update parents on test dates so that students are prepared for their academics. Everest offers its students educational software accounts to use at home, such as Learning Farm, Prodigy Math , and google classroom, and TCI science. In order to maintain transparency with all stakeholders in regards to advocacy and students’ legal rights, Everest Value School communicates any changes in applicable education code and disperses Uniform Complaint Procedures on a yearly basis. Parent and Student handbooks are reviewed, updated, and shared regularly to keep families abreast of any changes. Board Agendas and committee meeting dates are posted well in advance in order to ensure stakeholder participation and be cognizant of legal information.|In 2018-19 the Value Schools organization created a parent engagement/satisfaction survey with the help of input from all four campuses to standardize the data. The survey was handed out to families at the end of the 2018-2019 school year and the results provided both a student and parent perspective on their trust and satisfaction with the school. The findings served to make modifications to our school's program and improve communication with parents, which align to multiple goals in Local Control and Accountability Plan and Charter. The following findings give insight to the parent connectedness and engagement at Everest: 96% of parents agree that they are able to talk to teachers at this school about their child’s academic progress 81% of parents agree that they have had sufficient opportunities to get involved in supporting the school 83 % of parents agrees the school administration is accessible and offers support Based on these percentages, Everest has made a great effort to keep parents informed and involved in their child’s school. Everest has made great strides to get parents to feel connected and welcome at school. Part of the involvement includes various opportunities to be part of meetings or committees that inform school policies such as Coffee with the Principal, Parent Wednesdays, and input committees discussed in "Seeking Input" section. The teachers and department staff also maintain parent discussions online through Class DOJO and Parent Square. In an effort to have parent engaged in the Everest community this year, we have provided various ways to get parents more involved and offer leadership opportunities: · Thanksgiving Staff Brunch · Haunted House/Fall Festival Parent Committee · Middle School trip Parent Committee · Music and Arts Parent Committee · Parent Traffic Committee Staff Appreciation Luncheon · Parent Representative Building Inspection · Parent Representative for Picture Day · Parent Representative for Coffee with the Cops Fall and Spring|4|4|3|3|4|4|3|3|3|3|3|3|2019-10-25|Met|2019 43694350000000|Evergreen Elementary|3|Parents are included in safety, academic planning, and engagement strategies. School Site Council, English Language Advisory Committee, PTA and LCAP community meetings provide parents opportunities for decision making input. We communicate with families regarding site level committees and engage parents on those committees with topics relevant to the school. There is a need to utilize technology to increase continued access to resources. It was suggested that parent engagement opportunities should go in depth as opposed to just covering many topics. It was also suggested that the District select a couple family engagement areas instead of providing a wide variety of options each year.|Parent University, Back To School Nights, Parent Cafe Meetings and conferences have ensured that families are provided with information and resources to support student learning. School PTAs advocate for families and help develop strong community and school partnerships. Increased translation is an area for growth.|School and Parent Teacher Association (PTA) partnerships are recognized as a strength. Together the school staff and community work to provide students and families a wide variety of engaging activities that allow students and families to connect outside of the school day. There has been an increased focus on communication. Electronic communication has also proved to be timely and efficient. While electronic communications have assisted with language barriers there is a need for additional translation.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 52715220132597|Evergreen Institute of Excellence|3|Evergreen Institute of Excellence established goals for LCAP priorities that included parent/guardian input in the following manner: ~EIE developed and circulated its own school climate survey for parents, students in grades 4-5, students in grades 6-12 and staff to gather feedback regarding our unique school program. Specific survey questions were tailored to the values important to our school, families and community. ~Annual evaluation and updating of the school's LCAP survey occurred in Spring 2019 with the focus on gaining feedback about the current school year progress and information about school issues or needs. EIE is dedicated to creating a climate of open communication and connectivity with all stakeholders. Teachers have direct and consistent communication with families creating close relationships and cooperation. EIE is also committed to building a strong school community. One tool used to create a strong community is Parent Square, an internal communication system used to notify staff, parents and students about school news, activities, field trips, and updates on important school operations. Our school encourages interaction between families and students by offering enrichment activities, field trips, parent meetings, Advisory Council meetings and concurrent enrollment support for our high school students. The school sponsored events and activities are well attended, encouraging a sense of community, successfully contribute to an overall positive school climate. EIE parents consistently report they feel connected and pleased to be a part of our school family. We are developing a variety of activities for parents to participate in with their students. EIE recognizes the need for childcare for families with toddlers that need supervision, while the parent in engaged with older students or in workshops.|Evergreen Institute of Excellence (EIE) disseminated two surveys to all parents/guardians with students enrolled in our program. The key findings show 90% of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner: ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the teacher of record, charter's staff, parents and students. ~Advisory Council membership includes parent and student representation. ~Parent meetings were held aimed at seeking LCAP and long term planning input from stakeholders. Information gathered from spring 2019 annual Parent Survey show the following information: ~100% of our parents responded that they strongly agree/agree their child is receiving a quality education at EIE. ~100% of our parents responded that they strongly agree/agree their child feels successful in EIE. ~96% of our parents responded that they strongly agree/agree their teacher and educational materials provided by EIE are supportive. ~96% of our parents responded that they strongly agree/agree the field trips offered through EIE are educational and of interest to their child. A focus area of improvement will be intentional, organized parent/family trainings and workshops to support parents as the lead daily educator of our students through the non-classroom based model.|EIE continues to progress promoting parental participation in the 2018-2019 school programs in the following manner: ~Through Parent Square (an internal communication tool) teachers and administration communicated with stake holders on a regular basis regarding opportunities for participation in all activities and events as well as parent meetings, community building and Advisory Council meetings. Parent have an opportunity to also communicate through Parent Square to the appropriate person. EIE's Spring 2019 formal parent survey results indicate that the majority of parents feel they are encouraged and expected to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities. EIE will continue to seek additional avenues to reach and communicate with parents, families, students and community through social media, email, newsletters and website.|4|4|4|4|4|3|4|4|4|4|4|3|2019-11-12|Met|2019 52715220000000|Evergreen Union|3|We are a small school district that has close ties with our community and that is our strength. An area to improve on is to collaborate with staff and community members to be sure that all groups have a voice.|Currently we offer parent conferences in the Fall and throughout the year have many Student Success Team meetings to discuss our students progress. Many of these meeting are done over the phone or by home visit to ensure that we are meeting with all families. Additionally all teachers communicate regularly using email and our student information system is accessible to all parents. That said more work could be done in identifying those underrepresented families and ensuring that we effectively communicate with them in a timely manner.|Our LEA provides a multitude of opportunities for staff to learn about our families and for our families to learn about us. This includes decision making groups such as Site Councils and ELAC to parent conferences and our Back-to-School/Open House nights. Additionaly we along with our parent clubs hold regular family nights where families gather with us around academic themes/acitivities. We could do more outreach to ensure that more families and staff participate.|4|5|3|4|3|4|4|4|5|4|4|3|2019-10-08|Met|2019 36677360139576|Excel Academy Charter|3|Excel Academy provides families with updated information through monthly newsletters that detail upcoming events and opportunities to provide input. Information and access to resources and opportunities to share concerns and requests are available on an ongoing basis.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools such as social media accounts, ParentSquare, and provide parents with access to their student's teacher, current information about the school, and access to their student's academic information through a parent portal. We provide opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 37754160139386|Excel Academy Charter|3|Excel Academy provides families with updated information through monthly newsletters that detail upcoming events and opportunities to provide input. Information and access to resources and opportunities to share concerns and requests are available on an ongoing basis.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools such as social media accounts, ParentSquare, and provide parents with access to their student's teacher, current information about the school, and access to their student's academic information through a parent portal. We provide opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 19647330137554|Excelencia Charter Academy|3|Our school will deeply involve parents and families in multiple ways. Our School Site Council and ELAC will frequently provide input, direction, and leadership on many key school decisions and on parent engagement overall, including the LCAP. In addition, our school will host monthly cafecitos where school leadership and parents/families will engage in rich discussion regarding academic updates, methods to support students at home, and general school announcements. Furthermore, we survey our parents twice a year (middle of year, and end of year) so that we can collect additional information to improve our educational program. In addition, we have a parent volunteer system, which allows our families to volunteer their time over the course of the year in a number of different ways. Our parent and family engagement policy began with meetings convened between the Head of School, Excelencia’s Operations Manager, and Founding Families. Through these initial conversations, the school determine best practices to keep parents and families engaged. School Leadership then drafted these items into actionable commitments that were then communicated to families during Parent and Family Orientation. One focus area for Excelencia in this domain is increasing the absolute number of parents who attend meetings through frequent reminders and increased communication.|Excelencia Charter Academy hosts two academic events each year called Academic Collaboration Night. During these events, the school and its teachers model best practices to support students academically at home. These instructional strategies are aligned to state standards and making certain students master core foundational learning blocks. Furthermore, we also share student results on their most recent NWEA MAP assessment. These detailed results allow parents and guardians to easily understand the academic areas of strength and areas for growth. We also host parent and teacher conferences after each trimester. During these conferences, teachers and parents engage in individualized discussions tailored to identify the needs of each student. Furthermore, the school also shares ample updates and resources through ClassDojo. Through our monthly cafecitos, Excelencia staff welcome and listen to the school’s parents and families. Through these conversations, we aim to understand and collect the ideas and voices of our community. These monthly events have allowed us to strengthen our programming and create an experience that parents help develop. Our Academic Collaboration Night was built out of an initial conversation during one of our monthly cafecitos. We listened to families and created an evening once each semester that invites them to learn more about their students’ learning. This year, we launched an Open House based again on parent feedback. Finally, we actively use ClassDojo and social media platforms as a method to virtually invite families into our school. All of our information and literature is translated to Spanish, as 86% of our families are Spanish speaking. Any correspondence sent home is always translated to Spanish.|During our initial four weeks of summer professional development, school leadership devotes PD sessions to discussing the importance of family and parent engagement, as well as providing strategies to foster these relationships over the course of the year. All staff participate in these conversations. Using a myriad of communication methods, all staff have an internal goal to reach out to 3-5 families each week. We do so through personal phone calls, Class Dojo posts, texts, emails, as well as informal conversations during monthly events like cafecitos and community events like our Fall Festival. During our summer PD family engagement sessions, we conduct several role plays between staff to prepare for actual conversations with families. Ultimately, we all believe and reiterate the importance of establish a strong link between school and home. During any student enrollment and Family Orientation, we seek to learn the needs of each family. We first inquire about preferred home languages as well as any specific assistance possibly required to access school information. We also stay attune to the needs of migratory children and their travel schedules in order to minimize any impact on their education, while maximizing supports for those students. Focus area for improvement is creating a stronger system of tracking calls to ensure consistency across all of our relationships with families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-02|Met|2019 36103633630761|Excelsior Charter|3|Decision making at Excelsior Charter School is a collaborative effort amongst all stakeholders. Methods include but are not limited to: -Parent and Student Surveys- Every year at Excelsior we reach out to our parents and students via survey in an effort to collect feedback that our administrative team can bring to Leadership planning. This input includes questions regarding safety, curriculum, administration, and school activities. This data is collected and taken to strategic planning where it is examined and analyzed by our site administrators. The surveys are all taken anonymously and therefore allow students and parents to speak freely. -School Site Council- Excelsior Charter follows the School Site Council model that makes decisions on spending discretionary funding for the betterment of our program. This council includes school staff, school administration, and parents. -McKinney-Vento/Foster Youth Breakfast Huddle- Excelsior Charter has worked with San Bernardino County to organize a quarterly meeting with this student population in order to provide additional support to them as a group. -Coffee with the Principal- Excelsior continues to give parents opportunities to meet with administration, as often times administrators aren't available during the school day. As a result, monthly meetings are established and shared with the community that gives parents an opportunity to meet with their site administrator even after work hours.|Excelsior Charter School's educational model in that all students and families are assigned a facilitator (teacher) creates strong partnerships with families and all stakeholders within the school. This is achieved specifically through the constant communication that occurs both at facilitator meetings and through workshops. Excelsior Charter Schools has revamped their internal student data information system and has revised processes so that underrepresented families are better tracked, recognized, and served.|The success of Excelsior Charter School is linked directly to the partnerships we've made throughout our community as well as the structure in which Excelsior creates an individualized focus for each and every student. Excelsior prioritizes parental involvement within our community through many methods. Excelsior's success is greatly attributed to that involvement and input we gain from our Excelsior families during our educational team meetings between parents, students, and facilitators. These educational team meetings are not the sole source of parental involvement at our campus. Excelsior further promotes relationship building through additional methods such as: onsite meetings held by the principals, school site council, and multi county supported meetings for often underserved populations such as McKinney-Vento students. The relationships built continue into the workshops as Excelsior provides additional support on site in the form of subject matter based workshops taught by credentialed teachers. The workshop provides further engagement and support to foster relationships amongst students and peers.|4|4|4|4|4|4|4|3|4|4|4|3|2019-01-23|Met|2019 33103300137869|Excelsior Charter School Corona-Norco|3|Decision making at Excelsior Charter School Corona-Norco is a collaborative effort amongst all stakeholders. Methods include but are not limited to: -Parent and Student Surveys- Every year at Excelsior we reach out to our parents and students via survey in an effort to collect feedback that our administrative team can bring to Leadership planning. This input includes questions regarding safety, curriculum, administration, and school activities. This data is collected and taken to strategic planning where it is examined and analyzed by our site administrators. The surveys are all taken anonymously and therefore allow students and parents to speak freely. -School Site Council- Excelsior follows the School Site Council model that makes decisions on spending discretionary funding for the betterment of our program. This council includes school staff, school administration, and parents. -Coffee with the Principal- Excelsior continues to give parents opportunities to meet with administration, as often times administrators aren't available during the school day. As a result, monthly meetings are established and shared with the community that gives parents an opportunity to meet with their site administrator even after work hours.|Excelsior Charter School Corona-Norco's educational model in that all students and families are assigned a facilitator (teacher) creates strong partnerships with families and all stakeholders within the school. This is achieved specifically through the constant communication that occurs both at facilitator meetings and through workshops. Excelsior has revamped the internal student data information system and has revised processes so that underrepresented families are better tracked, recognized, and served.|The success of Excelsior Charter School Corona-Norco is linked directly to the partnerships we've made throughout our community as well as the structure in which Excelsior creates an individualized focus for each and every student. Excelsior prioritizes parental involvement within our community through many methods. Excelsior's success is greatly attributed to that involvement and input we gain from our Excelsior families during our educational team meetings between parents, students, and facilitators. These educational team meetings are not the sole source of parental involvement at our campus. Excelsior further promotes relationship building through additional methods such as: onsite meetings held by the principals, school site council, and multi county supported meetings for often underserved populations such as McKinney-Vento students. The relationships built continue into the workshops as Excelsior provides additional support on site in the form of subject matter based workshops taught by credentialed teachers. The workshop provides further engagement and support to foster relationships amongst students and peers.|4|4|4|4|4|4|4|4|4|4|4|4|2019-01-23|Met|2019 54768360000000|Exeter Unified|3|Parent Engagement plans are presented to the school board each fall with the focus of building relationships and partnerships with families. The focus for the upcoming school year and area of improvement, will be empowering all groups of parents in decision making advisories. Principals and staff are working to improve the engagement of underrepresented families through involvement in school events, advisories, and LCAP development events in the community. Surveys, home visits, parent conferences, and parent workshops are being implemented or developed from feedback from all stakeholders.|In K-8 schools, teachers meet with over 90% of all families in late September to discuss student progress. These parent conferences are celebrated as a first step with building partnerships with families. We will continue to conduct these conferences and refine the process to include more focus on ways to improve student outcomes working more effectively together (school and home). This focus will lead to more information and resources to families on how they can be a partner in student learning in their homes. Family Literacy nights, Math nights, and Parent University (9-12) are being implemented during the 2019-2020 school year. These events will focus on providing parents resources to support reading strategies in the homes and conceptual development of math standards, The goal is for parents to use similar strategies in their homes to extend learning from the classroom into the real world. Parent University ranges from college and career information, mental health, and student safety topics.|A primary focus for Exeter schools is creating an environment where all parents and stakeholders are welcome and feel connected to staff and the school. An area that continues to be a focus is how staff learns more about each family's strengths to develop goals for their children. Parent conferences in K-8 and Parent University (9-12) will be a starting point for this focus area of improvement.|3|4|2|2|3|3|3|3|3|2|2|2|2019-10-09|Met|2019 19647330124198|Extera Public|3|Based on our annual survey sent to families, 48% of respondents said they visited the school often and only 14% of respondents reported that they are actually involved with parent groups, meetings with the Director, School Site Council, English Learner Advisory Committee, or our room parents group. Our LEA’s self-rated as 3-Initial Implementation across this category but our strength is in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at the school and district level. Our LEA consistently informs families about opportunities to collaborate on various activities and events happening at the school and district level. Our LEA’s areas of progress are in capacity building . We have advisory groups, but we haven’t fully developed the capacity of our staff members to effectively engage families in the decision-making. We also need to further build the capacity of family members so they can effectively engage in advisory groups and decision-making and not just be present at a meeting. We do provide participation in the ELAC because of our English learner population but we can improve how we seek parent input and act on it for our English learner students. We can improve ELAC meetings by making them more than informational sessions by creating more opportunities for parents to engage in data and academic outcomes that focus on their English learner students.|Based on our annual survey sent to families, 93% responded favorably that the LEA provides ample information and involvement opportunities, which increased 2% from the year before but only 14% of respondents reported that they are actually involved with parent groups, meetings with the Director, School Site Council, English Learner Advisory Committee, or our room parents group. Our LEA’s strengths are in providing families with information and resources to support student learning, implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together, and in supporting families to understand and exercise their legal rights and advocate for their students. Our teachers are constantly strengthening the home-school connection so that families can support their students at home using online platforms such as Zearn, MobyMax, and Google Classroom. Our teachers also meet with parents for progress reports three times a year and for report cards and student-led conferences two times a year, in addition to informal meetings, SSPT meetings, and IEP meetings when needed. During these meetings our teachers and leaders use data to inform next steps and set up a plan with parents support their student going forward. Our LEA also follows education code and legal requirements during IEP meetings to ensure families understand and exercise their legal rights to advocate for their student. Our LEA’s area of progress is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. We have just started a relationship with Alma Family Services provide counseling services to students and families. The organization has also provided trainings to teachers about accessing their resources and how to connect families with them, but our LEA can do more to improve our professional learning around partnering with families. We are Title I and we want to give our staff more understanding of our families that are socio-economically disadvantaged and also provide our staff with professional learning so they can build stronger partnerships with them.|Based on our annual school survey sent to families, 95% of respondents they feel a sense of belonging in the school community and 85% reported a welcoming atmosphere in the main office. Our LEA’s current strengths are in creating a welcoming environment for all our families and providing multiple opportunities to engage in 2-way communication with our families in an accessible way. Our school leaders have all previously taught for our LEA and have maintained relationships with our families throughout the years. These authentic and strong relationships means that families know that we will never turn away a concern or idea. Our LEA’s office staff have also attended customer service and communication trainings to ensure their interactions with families are helpful and productive. Our LEA also provides multiple events, meetings, and courses are various times of the day to ensure family participation in the school community. At these events, meetings, and courses, families can interact and participate in their home language because a majority of our staff are bilingual and translators are also provided if they are not. We also contract for an ASL translator if one is needed for families. Our LEA’s area that we can progress in are in developing the capacity of our staff. A majority of our staff have built trusting and respectful relationships with family, and as a result, it has not been a focus for professional development. Our staff also make great efforts to learn about each family’s strengths, cultures, languages, and goals for their children through student-led conferences, meetings with families, and school projects, but again, we want this to be a sustainable practice that is adopted by all staff. We hope to improve our engagement with underrepresented families by providing professional development for our staff and agreeing on common practices for all staff to adopt in order to better learn about our families. We are Title I and we want to give our staff more understanding of our families that are socio-economically disadvantaged and also provide our staff with more resources to connect our families to as well.|4|5|4|5|2|4|5|5|3|3|3|3|2019-10-22|Met|2019 19647330128132|Extera Public School No. 2|3|Based on our annual survey sent to families, 48% of respondents said they visited the school often and only 14% of respondents reported that they are actually involved with parent groups, meetings with the Director, School Site Council, English Learner Advisory Committee, or our room parents group. Our LEA’s self-rated as 3-Initial Implementation across this category but our strength is in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at the school and district level. Our LEA consistently informs families about opportunities to collaborate on various activities and events happening at the school and district level. Our LEA’s areas of progress are in capacity building . We have advisory groups, but we haven’t fully developed the capacity of our staff members to effectively engage families in the decision-making. We also need to further build the capacity of family members so they can effectively engage in advisory groups and decision-making and not just be present at a meeting. We do provide participation in the ELAC because of our English learner population but we can improve how we seek parent input and act on it for our English learner students. We can improve ELAC meetings by making them more than informational sessions by creating more opportunities for parents to engage in data and academic outcomes that focus on their English learner students.|Based on our annual survey sent to families, 93% responded favorably that the LEA provides ample information and involvement opportunities, which increased 2% from the year before but only 14% of respondents reported that they are actually involved with parent groups, meetings with the Director, School Site Council, English Learner Advisory Committee, or our room parents group. Our LEA’s strengths are in providing families with information and resources to support student learning, implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together, and in supporting families to understand and exercise their legal rights and advocate for their students. Our teachers are constantly strengthening the home-school connection so that families can support their students at home using online platforms such as Zearn, MobyMax, and Google Classroom. Our teachers also meet with parents for progress reports three times a year and for report cards and student-led conferences two times a year, in addition to informal meetings, SSPT meetings, and IEP meetings when needed. During these meetings our teachers and leaders use data to inform next steps and set up a plan with parents support their student going forward. Our LEA also follows education code and legal requirements during IEP meetings to ensure families understand and exercise their legal rights to advocate for their student. Our LEA’s area of progress is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. We have just started a relationship with Alma Family Services provide counseling services to students and families. The organization has also provided trainings to teachers about accessing their resources and how to connect families with them, but our LEA can do more to improve our professional learning around partnering with families. We are Title I and we want to give our staff more understanding of our families that are socio-economically disadvantaged and also provide our staff with professional learning so they can build stronger partnerships with them.|Based on our annual school survey sent to families, 95% of respondents reported that they feel a sense of belonging in the school community and 85% reported a welcoming atmosphere in the main office. Our LEA’s current strengths are in creating a welcoming environment for all our families and providing multiple opportunities to engage in 2-way communication with our families in an accessible way. Our school leaders have all previously taught for our LEA and have maintained relationships with our families throughout the years. These authentic and strong relationships means that families know that we will never turn away a concern or idea. Our LEA’s office staff have also attended customer service and communication trainings to ensure their interactions with families are helpful and productive. Our LEA also provides multiple events, meetings, and courses are various times of the day to ensure family participation in the school community. At these events, meetings, and courses, families can interact and participate in their home language because a majority of our staff are bilingual and translators are also provided if they are not. We also contract for an ASL translator if one is needed for families. Our LEA’s area that we can progress in are in developing the capacity of our staff. A majority of our staff have built trusting and respectful relationships with family, and as a result, it has not been a focus for professional development. Our staff also make great efforts to learn about each family’s strengths, cultures, languages, and goals for their children through student-led conferences, meetings with families, and school projects, but again, we want this to be a sustainable practice that is adopted by all staff. We hope to improve our engagement with underrepresented families by providing professional development for our staff and agreeing on common practices for all staff to adopt in order to better learn about our families. We are Title I and we want to give our staff more understanding of our families that are socio-economically disadvantaged and also provide our staff with more resources to connect our families to as well.|4|5|4|5|2|4|5|5|3|3|3|3|2019-10-22|Met|2019 20652430107938|Ezequiel Tafoya Alvarado Academy|3|ETAA regularly promotes and seeks parent/guardian participation and input via DELAC meetings and parent surveys and one on one meetings with the principal. Our school board, per charter petition, is made up of parents whose children attend ETAA and all parents/guardians are encouraged to attend the public board meetings. Our website displays meetings and minutes for board. We also have invitations by robo-call informational announcements, flyers and website postings inviting all parents to our events, such as the yearly Art Walk where we have teachers cover the LCAP and in cafeteria we have computers to administer surveys for school climate. We received great compliments on how our school has improved. The 2018-2019 was a planning year to start the implementation of adding more ways to seek input. We had in place DELAC, Class Dojo, Art Walk, Band performance and All Call to homes. We have events and activities focusing on all our underrepresented families, including exceptional needs students. In the 2019-2020 school year we have added several components; such as "Meet your Teacher" night before school started, Fall Festival for the ETAA community, and we have added the "Student of the Month" to include the student's family ability to join our field trip with their student and all our ETAA staff. The School Site Council meeting has been implemented and committee training was completed this month. The DELAC is in full force and with many parents participating. The area for improvement is to improve participation at meetings with parents to develop next year's LCAP. By insuring parent input with surveys and parent meetings, our capacity for supporting families will increase and our raise student achievement.|We have fully implemented the training and requirement of all teachers to use Class Dojo to communicate with parents. We have our regular Parent Teacher Conferences to meet with families and students to discuss student progress and ways to work together. 2018-2019 was the beginning development of parent classes that will be seminar style to teach parents on different subjects to improve the support of student and family as a whole. Due to training of admin, in 2018-2019 we learned the need to start SSC & a presentation of Title I. The School Site Council and the Title I workshop, were presented to parents this present school year. Parents were exposed to their legal rights and how they can be involved in advocating for students. 2019-2020 year is the beginning development of increasing our partnerships for student outcomes with families, teachers and community; while 2018-2019 administration planned by learning about the above.|ETAA promotes and seeks parent participation during DELAC meetings, parent surveys and the use of Class DOJO application. We create welcoming environments for parents, students and staff by keeping well maintained facilities. in 2018-2019 building relationships was at an initial implementation. One area of improvement we focused on this year is to specifically target underrepresented minority groups, including exceptional needs students. This was targeted by creating meaningful teacher trainings to focus on our student different needs with differentiated instruction and social emotional understanding of the child. WE started the planning of the 2019-2020 implementation of an ETAA Student council to further involve students. During teacher inservice, teachers were presented with information regarding the distinctions of the different minorities within our Mexican-American population and how to best help our student population, a plan started in 2018-2019 and continued.|3|4|3|4|4|3|3|2|2|3|2|2|2019-10-24|Met|2019 15634610000000|Fairfax Elementary|3|Survey Questions/Results (participation in advisory groups/committees): Various opportunities for parent participation are provided. .92% of parent/family surveys AGREE School programs and activities promote and recognize student success. 94% of parent/family surveys AGREE|Survey Questions/Results (families as partners in education): The school and district values parents as important partners in their child’s education. Parents have opportunities to take part in decisions within the school and district. 93% of parent/family surveys AGREE Parents are provided resources and training needed to strengthen student learning at home. 84% of parent/family surveys AGREE My child’s school has adequate instructional supplies to support my student’s learning. 96% of parent/family surveys AGREE|The Fairfax School is proud of our parent parent/family participation in the 2018 - 2019 LCAP Parent/Family Survey. Over 1600 hundred surveys were collected. This represents over 60% of our student population. Survey results were shared with all stakeholders and the results were analyzed and utilized in the development of the 19 - 20 LCAP. Survey Questions/Results (Building Relationships): The school communicates with parents about programs and events in a timely manner. 90% of parent/family surveys AGREE Teachers communicate with me about my child’s progress. 94% of parent/family surveys AGREE Administrators are strong positive educational leaders who are visible and available. 91% of parent/family surveys AGREE|4|5|4|3|4|4|4|4|4|4|5|4|2019-10-10|Met|2019 48705400000000|Fairfield-Suisun Unified|3|Parents rated FSUSD as “Initial Implementation” in all areas associated with “Seeking Input for Decision Making.” This finding is consistent with data from the past School Effectiveness Surveys. Parents report that they feel engaged in their own children’s education, but not in the decision making processes. One major strategy that is being implemented for the 2019/20 school year to address this finding is a shift in the development and implementation of the Single Plan for Student Achievement (SPSA). A plan developed in conjunction with each school’s School Site Council, too often it is a document utilized mainly for compliance purposes. The District has established a series of workshops with site administrators to teach strategies on how to use the SPSA as a tool to better engage parents.|FSUSD parents gave the highest rating to “progress in implementing policies or programs for teachers to meet with families and students to discuss student progress.” Strategies that support this rating includes each school holding back to school night and parent conferences. The online gradebooks also contribute to this rating. Further, FSUSD staff engage in regular email communication with parents and families. While the parent survey identifies the other areas in “Building Partnerships for Student Outcomes” as in the initial implementation phase, the two areas of focus for the 2019/2020 school year will be in providing families with information and resources to support student learning and supporting families in understanding and exercising their rights. These two areas will be a focus for the District’s new Coordinator of Parent and Family Engagement.|FSUSD parents gave the highest rating to “progress in developing multiple opportunities for 2-way communication.” Strategies that support this rating includes each school holding regular School Site Council meetings, a strong District English Learner Advisory Committee, the Superintendent’s Parent Leader Advisory Committee, and parents serving on the LCAP Advisory Committee. In addition, the District has a strong presence on social media (Twitter and Facebook) and quickly respond to questions and/or comments that are posted on these social media platforms. Further, members of the Administrative Council are very involved in community activities and have worked to form authentic partnerships with local businesses and non-profit organizations. These strong partnerships contribute to improved 2-way communication with our parents, families, and communities. While the parent survey identifies the other areas in “Building Relationships” as in the initial implementation phase, the two areas of focus for the 2019/20 school year will be in developing the capacity of staff to build trusting and respectful relationships with families, as well as creating welcoming environments for all families. The District is in the process of hiring a Coordinator of Parent and Family Engagement. These two areas will be a focus for the District’s new coordinator.|3|3|3|4|3|3|4|3|3|3|3|3|2019-10-24|Met|2019 48705736051338|Fairmont Charter Elementary|3|At Fairmont, the school's School Site Council and English Learner Advisory Committee meet regularly throughout the year to provide input on all school-wide goals and action items; these meetings are open to all community members. School-wide surveys are also utilized to seek input from all stakeholders. Monthly parent meetings also provide an opportunity for family members to share feedback with school staff. During the 2018-2019 school year, results from school wide-surveys indicated that families desired more communication and opportunities for families to be engaged at school. Because of this, school leaders have implemented a weekly family newsletter called "The Falcon Flash" and utilize social-media to update families daily about events and activities at school. Additional Family Nights have been planned for the 2019-2020 school year and monthly "Coffee & Conversation" meetings with the principals are now happening. In addition, family, staff, and student survey results from 2018-2019 indicated a need to focus on school-climate and culture. Because of that, school staff have implemented a new focus for the school's Positive Behavior Intervention and Supports program and are working to make improvements to the playground.|Throughout the year, Family Math, Literacy, and Science Nights are held to bring students and families together and provide families with resources to support student learning and development. In addition, information is shared with families electronically in the school's weekly family newsletter. Twice a year, family conferences are held. Each year, and when new students enroll, families receive a copy of the school's Family Agreement which explain the rights and responsibilities of all members of our school community. This is also included in the school's Family Handbook. In the 2019-2020 school year, all staff received training in understanding Adverse Childhood Experiences and trauma-informed practices. Staff are committed to partnering with families to support student success.|Building respectful relationships with families is a priority at Fairmont, and family participation is encouraged and welcomed. As stated in our school mission, "the Fairmont Charter Elementary School staff shares a commitment to work in partnership with families and community members to prepare our students to be compassionate, thoughtful, creative, and responsible citizens of a global society in the 21st century." There are a number of ways for family members to get involved, including: participating in the school's Parent Teacher Club, English Learner Advisory Committee, and School Site Council. In addition, family members are encouraged to serve as classroom volunteers and the cost of finger-printing is covered by the school. Monthly "Coffee & Conversation" meetings are held with school administrators and monthly Family Nights are also organized. School staff is encouraged to set up home-visits or meet with family members outside of school. The school also employees a bilingual family liaison and information is available in English and Spanish.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 45699890000000|Fall River Joint Unified|3|Each site maintains a school site council involving parents, students, teachers, administrators, and classified employees. Parent led organizations such as Boosters and PTA are active at each site. Parents are encouraged to participate in the above mentioned groups as well as the accreditation process at the high schools (WASC), and the yearly development of the Local Control and Accountability Plan. There are also biannual meeting with our subgroups, Native American Parent Group and English Learner Parent Group. The LCAP meetings provide input from all stakeholders. The district's large geographical area sometimes makes it difficult for families to attend events. The district will continue to encourage parent participation and provide education and events to include underrepresented families.|The District partner with the Shasta County Office of Education (SCOE) in Instruction in grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to build better relationships with families and keep current with educational best practices. We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parents. LCAP meetings are held at each site level and a parent advisory committee also provides input to improve the engagement of families in our community,|There is an overall effort on the part of all staff to build better relationships with families. Administrators and staff are encouraged to regularly reach out to parents; this is an ongoing effort. All sites provide various opportunities for families to participate in cultural activities, parent information nights, and other student/parent events such as Back to School Nights, Open House, and Club and Sporting events. Communication with families is an ongoing process, with each site exploring better ways to reach out to families through newsletters, online event calendars, school messenger phone and email announcements, text messages, and social media groups. Communication is provided in both English and Spanish to better reach the majority of families. Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.|4|4|4|4|5|5|4|4|4|4|4|4|2019-11-13|Met|2019 37681140000000|Fallbrook Union Elementary|3|FUESD supports all sites and district level parent committees through DAC/DELAC. Parents from both the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) analyze the data and comments resulting in recommendations to the Governing Board that promote parent participation. Parents from both the DAC and DELAC committee initially developed the survey and annually revise the survey to meet the current goals of the district. This survey is aligned to all four goals of the LCAP and our District Blueprint for Student Success. FUESD will continue to support school sites as we work together to provide additional opportunities to have families, staff, and administrators work together to plan, design, implement, and evaluate our current family engagement systems.|FUESD annually surveys families and parents to engage them in the development of topics centered on improving student outcomes offering each year a variety of parent workshops and learning opportunities focused on student learning. The District identified the need to improve professional learning for both teachers and administrators that supports building partnership capacity with parents, specifically targeting our underrepresented populations.|FUESD annually surveys all TK-8th Grade parents. The survey assesses seven criteria and includes an open-ended comment section. Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety. FUESD annual parent surveys show that 93% of our parents and families feel welcome at our school sites and have positive relationships with our school staff. The District has identified the need for professional learning in the area of developing cultural competency to support understanding of our underrepresented families with our staff.|4|5|3|5|3|4|5|5|5|5|5|5|2019-10-07|Met|2019 37681220000000|Fallbrook Union High|3|The LEA has demonstrated progress with a strong ELAC and DELAC committee who inform School Site Council at school sites. Additionally underrepresented parents are supported through the Saturday Academy and through the Parent Leadership Workshop offered by the LEA. Parents are also involved in individual school sites through Coffee with the Principal, the Global Village, ASB, band, and athletics. A focus area for improvement would be providing opportunities for families, teachers, principal's and district administrators to work together to plan, design and implement family engagement activities at both the school and district levels.|One of the LEA's strengths in this area is the parent leadership workshops that are offered to parents throughout the course of the school year. Additionally the LEA offers a Saturday Academy called FELA in which both represented and underrepresented parents have access to courses such as computers, ESL, Citizenship, Guitar, Ballet Folklorico, and INEA. Parent Leadership and FELA both serve all parents but focus on underrepresented parents. Other areas of strength are the School Site Councils, Coffee with the Principal, ASB, Band, Global Village and athletics. Parents are interested, involved, and invited to support these programs on school sites.|One of the LEA's areas of strength is the employment of a district bilingual liaison who serves as a parent and community liaison for the school site. The bilingual liaison works in the Parent Welcome Center, where parents can come and access computers to look up students grades, confirm and check their data in the system, inquire about resources, and have a work space if they are parent volunteers. Our bilingual liaison also runs a parent leadership workshop in which he provides support and education to parents who want to learn how to navigate the school system. The LEA also has a strong PTSA and works with families through a variety of different programs such as the Global Village, CTE, Band, ASB, and athletics.|3|3|3|2|2|1|2|3|3|4|4|2|2019-10-21|Met|2019 19643520128488|Family First Charter|3|The LEA has a strong tradition of collaborative decision making and a strong enough culture to assuage and fit different perspectives and views. The LEA will do as previously mentioned and explore further development of the community lliason duties in the form of a former student and/or community member.|Our students have teachers and supportive staff who advocate on their behalf. We have a culture designed around meeting student needs. School culture permeates all decisions and the decision-making process. Focus growth area: As mentioned, having a dedicated community liaison, student advocate, from the existing or graduated students could be a tremendous help. We intend to explore this.|The LEA has established its ability to connect with the local community and help assist students and their entire families in areas that impact student growth and student performance. We have a school culture that values students and their respective communities and this ethos attracts students. Students often refer their friends and family members to pursue their education with our school. A focus on improvement: Ideally, we hope to have a sustained student leader (or parent/community member) to help facilitate the community connections and bridge the gap from the first hand student perspective. By having a student or parent take lead on this we believe that we may reach more family members and community members. Most of our students are in the jails and the facilities do not lend themselves to the community building part. Though our community locations are better situated for this project|4|4|2|2|4|2|1|1|1|1|2|3|2019-10-30|Met|2019 42691120111773|Family Partnership Charter|3|FPCS has created multiple opportunities for parents to participate in the learning center and school decision-making process. Monthly meetings are conducted for the Parent Advisory Council and the Science Fair Committee. In addition, meetings are held for parents during every strategic planning cycle and in preparation for major learning center and school activities and events. While there are various avenues for parents to engage in the school planning and development process, FPCS continues to identify strategies for soliciting involvement from parents from all five learning centers and from the families that do not maintain consistent communication with the school. This school year, additional meetings will be conducted at each learning center and the meetings will focus on one or two particular topics in order to enable parents to attend those meetings in which they have a particular area of interest or concern.|The advising component of the FPCS educational model, provides frequent and consistent collaboration time for teachers and parents. During weekly meetings, teachers share data and evidence of individual student progress in each course and discuss factors that potentially impact student learning. In addition, parents are provided with resources and strategies for supporting students work at home. By working closely together on an ongoing basis, parents are able to provide input on and make decisions regarding their children's learning. Similarly, teachers are able to explain the purpose and strategy behind the learning plan is created and maintained for their students. FPCS continues to identify additional strategies for families who are disengaged and are not completely responsive to the advising component of the educational program.|Participation and engagement are embedded in the philosophy and practice implemented by our school community and its importance is manifested in the school's name - Family Partnership. Parents participate actively in the education of their children serving as primary "teacher/guide" on home-study days as well as volunteering at school and attendance at special events. As the school's name implies, a "partnership" between credentialed teachers is fostered one-to-one with parents to facilitate the provision of instruction in the common-core-aligned curriculum. Meetings between parents and teachers are on-going throughout the year to support parents in understanding the curriculum. These meetings ensure the conversation on each student's success and challenges guide the individual learning plan in place for each child. Parents are also actively engaged in school decision making by serving on the Governance Board and several parents are employed by the school. Our Parent Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Skype. The PAC is involved in the review of the LCAP and offers input on goal-setting and decision making. Parent support is crucial to the success of our annual, school-wide Science Fair ensuring students have access to the full range of resources they need to complete and present projects in a public forum.|4|4|4|3|4|4|4|4|4|3|3|4|2019-10-22|Met|2019 43693856046445|Fammatre Elementary|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, pour Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Although none of our over 40 language groups meet the 15% threshold required for translation, event fliers for families of English learners are mailed home in several different languages.|CSD LCAP Community survey had 781 respondents, a steady increase of respondents over the last 3 years. The district used the Annual LCAP Community Survey to assess parents’ involvement with their children’s school life. Based on the survey, -86% of parents agree or strongly agree that they are involved in school life at their child’s school. -85% of parents agree or strongly agree that they are informed about what their child is learning at school. -86% of parents feel they receive information about what is happening in school. -Overall survey data confirm parent satisfaction with their level of input in school and district decisions. -Parent education workshops at various times of day (we usually offer morning and evening sessions). -Each school's H&SC and other parent groups welcome and orient new families to the school/district. In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 123 parents responded, an increase of 32 responses from the prior year. Based on the survey, El parents stated the need for - Additional staff and resources to provide more support for EL students - Parent outreach throughout the school year - Community support to build an understanding of CSD’s English Learner Services and processes. - After school programs that give EL students more opportunities to use English. - Provide samples of state tests so parents can work on them with their children at home. - Provide students more opportunities to learn test-taking skills in English. - Understanding homework is difficult for some parents. - Provide more frequent progress reports of children. - Hold meetings in the evening because most parents work during the day.|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. This involvement is reflected throughout the information below. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|5|3|5|3|4|5|4|5|4|4|5|2019-10-02|Met|2019 54753250000000|Farmersville Unified|3|The district LCAP goal is to increase the level of engagement by parents, family, and community stakeholders in the education of their children. This is a focus area for the district improvement. Improving family engagement and input into the decision-making process continues to be a focus for the district. The district has added the Parent Institute for Quality Education (PIQE) to increase parent engagement, adult education parent literacy courses, and family literacy nights to support this goal. 31% of parents who responded to the survey report attending 3 or more school decision making activities per school year including English Language Advisory Committee, District English Language Advisory Committee, School Site Council, Migrant Ed., LCAP, and Board meetings. The district will continue to implement and support programs and services to support parents and families in the decision-making progress.|The district continues to develop partnerships to engage underrepresented families to improve student outcomes. The district provided staff development training for teachers and administrators on how to engage parents in the learning process. The Parent Institute of Quality Education (PIQE) provided training for teachers and administrators that focused on communication, parent outreach, and supporting student outcomes. Family literacy nights have been developed at all schools and provide literacy resources for underrepresented families. 73% of parents report receiving suggestions to help their child succeed in school.|The district continues to build strong relationships with its diverse stakeholder groups. 88% of parents report satisfaction with the education their children are receiving. Progress continues to be made in developing the capacity of staff to build trusting and respectful relationships with families. Parent and family engagement continues to be an LCAP goal as Community Liaisons provide a key communication bridge with school staff and families. Creating a welcoming environment for all families continues to be a focus for the district. Schools have hosted family literacy events, school carnivals, family lunch-on-the-lawn events, and bring your grandparent to school lunch events continue to support this objective. The district continues to increase staff knowledge in the area of developing a cultural understanding of the students and families they serve and the needs of students. 92% of parents report that the school provides information in English and Spanish. Creating a system of 2-way communication continues to be the focus for improvement. Schools have adopted technology tools that provide school updates, however additional work needs to be done particularly for increasing parent and family access in the area of technology / social media outreach. 94% of parents report receiving information from school in English and Spanish.|4|4|4|3|3|3|4|3|3|3|3|3|2019-10-22|Met|2019 43693856046452|Farnham Charter|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, pour Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Although none of our over 40 language groups meet the 15% threshold required for translation, event fliers for families of English learners are mailed home in several different languages.|CSD LCAP Community survey had 781 respondents, a steady increase of respondents over the last 3 years. The district used the Annual LCAP Community Survey to assess parents’ involvement with their children’s school life. Based on the survey, -86% of parents agree or strongly agree that they are involved in school life at their child’s school. -85% of parents agree or strongly agree that they are informed about what their child is learning at school. -86% of parents feel they receive information about what is happening in school. -Overall survey data confirm parent satisfaction with their level of input in school and district decisions. -Parent education workshops at various times of day (we usually offer morning and evening sessions). -Each school's H&SC and other parent groups welcome and orient new families to the school/district. In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 123 parents responded, an increase of 32 responses from the prior year. Based on the survey, El parents stated the need for -Additional staff and resources to provide more support for EL students -Parent outreach throughout the school year -Community support to build an understanding of CSD’s English Learner Services and processes. -After school programs that give EL students more opportunities to use English. -Provide samples of state tests so parents can work on them with their children at home. -Provide students more opportunities to learn test-taking skills in English. -Understanding homework is difficult for some parents. -Provide more frequent progress reports of children. -Hold meetings in the evening because most parents work during the day.|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. This involvement is reflected throughout the information below. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|5|2|5|3|4|5|4|5|4|4|5|2019-10-02|Met|2019 37680236037956|Feaster (Mae L.) Charter|3|One of our strengths at Feaster is proving ample opportunity for parent engagement via monthly coffee with the principal meetings, parent conferences held 3 times per year, parenting classes, parent involvement committees and advisory groups and regular communication between home and school. We need to improve upon reaching those families who are unable to participate in these opportunities and find alternative ways to engage them in our school.|We keep students at the center of all decision making and include them on advisory boards to provide input and be a part of shaping school culture. We need to work harder to improve reaching students of underrepresented families by providing different levels of access to what the school has to offer, whether it be breaking a language barrier or being flexible with the times we hold events to reach all families.|We pride ourselves on the relationships we have with many of our families, however those who cannot make it to school before or after school hours or have trouble communicating with our staff are not always represented these positive relationships.|4|4|4|4|4|3|4|3|5|5|3|4|2019-06-12|Met|2019 04614400000000|Feather Falls Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647336017016|Fenton Avenue Charter|3|Through formal and informal means, a needs assessment drives the development for the Single Plan for Student Achievement (SPSA) by the School Site Council in consultation with the English Language Advisory Committee. The SPSA describes the methods and instructional strategies that strengthen the Charter School’s academic program and are in alignment with the Charter School’s Local Control Accountability Plan (LCAP). The LCAP Goals include 1) Increase Student Achievement; 2) Increase Meaningful and Purposeful Student, Teacher, and Parent Engagement; 3) Provide an Appropriate Basic Condition of Learning. The Charter School provides assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children through strategic formal and informal practices. The Charter School has strategic practices to provide opportunities for the informed participation of parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children. The Charter School provides translation services to parents with limited English proficiency when providing information and school reports. Special accommodations are made when communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. The Charter School provides opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period of time and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption.|In order to maximize participation, the Charter School has a strategic plan to implement effective parent and family engagement. The Charter School developed the parent and family engagement policy through stakeholder meetings that were both formal and informal by nature. The Charter School educates certificated and classified staff with the assistance of parents in the value of parent and family engagement. The Charter School continually implements strategic formal and informal practices to reach out to, communicate with, and work with parents as equal partners in order to build ties between parents and the school. Formal participation is empowered through Title I Parent meetings, Parent Advocacy Committee meetings, and School Site Council meetings. Certificated and Classified staff members in attendance at these formal meetings report information obtained to the entire staff through presentations at staff meetings. This information is solidified through memos to staff, newsletters to parents, and information posted on the school website. Informal participation is obtained through parent surveys, parent orientation meetings, visits to the Parent Center, parent conferences, and Coffee with the Principal Meetings. This informal feedback is shared formally with the staff through Parent Advocacy Committee meetings, School Site Council meetings, and staff meetings.|The Charter School continually seeks opportunities to build our capacity in planning and implementing effective parental involvement activities to improve student performance. The Charter School conducts an annual evaluation of our effectiveness to provide meaningful consultation with our parents. We strive to remove barriers and obstacles in order to maximize greater participation. The Charter School holds at least two annual meetings throughout the year to engage parents. One of these meetings takes place in the Fall and is our annual meeting to inform parents of the Charter School's participation in Title I and the requirements of a Title I school. FACS offers flexible times for the meeting to maximize parent attendance. Parents receive timely information about curriculum, assessments, academic progress, and are informed of schoolwide initiatives for the year. The Charter School reviews the Parent/School Agreement and strives to ensure frequent and meaningful communication by addressing any questions or concerns about the Parent/School Agreement or school policies. Parents requested that these meetings contain teaching strategies for parents to implement at home. This is another way the Charter School is responsive to parents and helps build capacity through a variety of trainings and by providing useful materials. The Charter School operates a Parent Center with a full time Parent Center Director to serve as a liaison between the parents and the school.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 19647330131722|Fenton Charter Leadership Academy|3|Fenton Charter Leadership Academy families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. Fenton Charter Leadership Academy educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. Parents are also invited to attend schoolwide events that showcase Fenton Charter Leadership's commitment to Leadership and Service Learning, such as the "Leadership Summit." Fenton Charter Leadership Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. FCLA involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. Fenton Charter Leadership Academy provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. Fenton Charter Leadership Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Fenton Charter Leadership Academy strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Family Math Night, Leadership Summit, Open House, and ongoing School Site Council, Advisory Committee, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. FCLA uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are inputed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows eductors to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide RtI decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter showcasing Leadership integration at each grade level, as well as communicating school events and information. The Director also sends frequent phone and text messages via the school's messenger system, Bright Arrow, in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, school site council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. Fenton Charter Leadership Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 19647330115048|Fenton Primary Center|3|Through formal and informal means, a needs assessment drives the development for the Single Plan for Student Achievement (SPSA) by the School Site Council in consultation with the English Language Advisory Committee. The SPSA describes the methods and instructional strategies that strengthen the Charter School’s academic program and are in alignment with the Charter School’s Local Control Accountability Plan (LCAP). The LCAP Goals include 1) Increase Student Achievement; 2) Increase Meaningful and Purposeful Student, Teacher, and Parent Engagement; 3) Provide an Appropriate Basic Condition of Learning. The Charter School provides assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children through strategic formal and informal practices. The Charter School has strategic practices to provide opportunities for the informed participation of parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children. The Charter School provides translation services to parents with limited English proficiency when providing information and school reports. Special accommodations are made when communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. The Charter School provides opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period of time and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption.|In order to maximize participation, the Charter School has a strategic plan to implement effective parent and family engagement. The Charter School developed the parent and family engagement policy through stakeholder meetings that were both formal and informal by nature. The Charter school educates certificated and classified staff with the assistance of parents in the value of parent and family engagement. The Charter School continually implements strategic formal and informal practices to reach out to, communicate with, and work with parents as equal partners in order to build ties between parents and the school. Formal participation is empowered through Title I Parent meetings, Parent Advocacy Committee meetings, and School Site Council meetings. Certificated and Classified staff members in attendance at these formal meetings report information obtained to the entire staff through presentations at staff meetings. This information is solidified through memos to staff, newsletters to parents, and information posted on the school website. Informal participation is obtained through parent surveys, parent orientation meetings, visits to the Parent Center, parent conferences, and Coffee with the Principal Meetings. This informal feedback is shared formally with the staff through Parent Advocacy Committee meetings, School Site Council meetings, and staff meetings.|The Charter School continually seeks opportunities to build our capacity in planning and implementing effective parental involvement activities to improve student performance. The Charter School conducts an annual evaluation of our effectiveness to provide meaningful consultation with our parents. We strive to remove barriers and obstacles in order to maximize greater participation. The Charter School holds at least two annual meetings throughout the year to engage parents. One of these meetings takes place in the Fall and is our annual meeting to inform parents of the Charter School's participation in Title I and the requirements of a Title I school. FPC offers flexible times for the meeting to maximize parent attendance. Parents receive timely information about curriculum, assessments, academic progress, and are informed of schoolwide initiatives for the year. The Charter School reviews the Parent/School Agreement and strives to ensure frequent and meaningful communication by addressing any questions or concerns about the Parent/School Agreement or school policies. Parents requested that these meetings contain teaching strategies for parents to implement at home. This is another way the Charter School is responsive to parents and helps build capacity through a variety of trainings and by providing useful materials. The Charter School operates a Parent Center with a full time Parent Center Director to serve as a liaison between the parents and the school.|5|5|4|5|5|5|5|5|5|4|4|4|2019-10-24|Met|2019 19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|3|Fenton STEM Academy families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school. Fenton STEM Academy educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. Parents are also invited to attend schoolwide events that showcase Fenton STEM's commitment to STEM instruction, such as the "STEM Expo." Fenton STEM Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Professional development activities are determined by the advisory comittees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources. STEM involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance. Fenton STEM Academy provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. Fenton STEM Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|Fenton STEM Academy strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Family Math Night, STEM Expo, Open House, and ongoing School Site Council, Advisory Committee, and Fenton Charter Public Schools Board Meetings. The progress of students is tracked using the Illuminate database system. STEM uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are inputed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows eductors to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide RtI decisions. The data can be analyzed by student, class, grade-level, or schoolwide to determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources. The Director writes a weekly newsletter showcasing STEM instruction at each grade level, as well as communicating school events and information. The Director also sends frequent phone and text messages via the school's messenger system, Bright Arrow, in an effort to maintain frequent and relevant communication. Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school. Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success. Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, school site council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. Fenton STEM Academy will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 12753740000000|Ferndale Unified|3|The current strengths include outreach for and participation in committees and input sessions both formal and informal (ELAC, Site Council, LCAP input sessions, Board meetings, Teacher and Staff meetings, SSTs, IEPs, 504s, High School annual academic counseling appointments, Back to School Nights and Parent Teacher Conferences). A focus areas for improvement is increased outreach that would result in more attendance at input sessions and on committees. Some tools we can use for this are personal outreach, Remind App and One Call Now messages, newspaper postings, website and app outreach as well as school marquees and newsletters.|The current strengths include newsletters, Back to School Night, Parent Teacher Conferences twice a year, and administrators with open door policies and outreach to families and students. Our small schools allow for all teachers, counselors, administrators and other staff to know all of the students well and constant communication with parents is possible. A focus area for improvement is to increase the knowledge of outside resources available to support students and their families when necessary. Most of this current outreach includes programs through our County Office of Education.|The current strengths include nearly 100% attendance at school events (Back to School Night, Open House, Parent Teacher Conferences, Athletic events, FFA Events, Performances, Multicultural Festival, etc.). Another strength is the full implementation of PBIS and the Mindfulness Curriculum. Additionally, the use of interpreters and SELPA reps has been very helpful to parents in encouraging their participation. A focus area fro improvement would be to increase communication received in the home through apps, the school webpage and handouts and newsletters. This communication is being expanded to include more translation into home languages.|5|5|4|5|4|4|5|5|5|5|4|5|2019-10-09|Met|2019 12627940000000|Fieldbrook Elementary|3|The district has seen an increase in parent engagement at after-school events. The school continues to be a site that parents feel welcome and safe, as indicated through our district surveys. The district plans to focus on increasing parent volunteer hours during the school day as measured through the volunteer check-in/out forms.|The district has implemented assessment tools to obtain data that will help us identify areas of need. This data is shared with all families to educate them on areas of need and ways they can help.|The LEA has made great strides building and strengthening relationships between the staff and families. teachers are available for parent meetings before and after school. There are regular notices in the form of paper, email, voicemail and texts explaining events at the school. Conferences are scheduled twice a year with each family. The district is putting emphasis to getting more families to participate in extra-curricular events on campus by providing family friendly events where students are invited to attend with parents. During these events, many of the local organizations such as Site Council, Boosters, and the Fieldbrook Education Foundation meet with families and encourage parent participation.|4|3|3|3|2|2|3|4|3|3|3|3|2019-10-14|Met|2019 56724540000000|Fillmore Unified|3|The District seeks input from families through regular stakeholder meetings such as School Site Council, English Learner Advisory Committees, and the District Leadership Team. Sites host family engagement events such as "Donuts with the Principal" where conversations between families and site leadership occur. Additionally families are surveyed annually to measure the progress made on family engagement. The District continues its focus to improve on family engagement for events that are informative about the health and development of their students. The District will increase the awareness and excitement for the events by utilizing social media and communications using the Blackboard Connect system.|The District offers parent, guardian and family trainings through the Fillmore Adult School. These trainings are directly related to supporting students in school, social-emotional development of students, as well as offering opportunities for family members to gain computer literacies, take citizenship classes, and complete their courses towards a high school diploma or equivalency. The District also provides bilingual counselors through the LCAP at all sites with the specific task of facilitating parent and family involvement through communicating, trainings, providing resources for social-emotional support, as well as accessing faculty, administration, and staff. Annual notifications are sent home to each family informing them of their rights and ways to advocate for students. An area of focus for continued improvement is frequent professional learning opportunities embedded in staff meetings about ways to build more capacities for partnerships between staff and families for improving student outcomes.|The District builds relationships between staff and families through inclusive practices such as a welcoming environments, bilingual events, two way interpretation of all verbal communications, translation of all written documents, and parent/guardian-teacher conferences. An area of continued focus is further developing the capacities of all staff in building trusting and respectful relationships with families. Continued professional learning that embeds culturally responsive teaching will occur throughout the 2019-202 school year.|4|4|4|4|4|4|4|3|4|4|4|4|2019-11-05|Met|2019 10738090000000|Firebaugh-Las Deltas Unified|3|FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the districts efforts to build seek opportunities for parent input. CHKS results showed that 86% of the parents surveys agreed and strongly agreed that the school allows input and welcomes parents’ contributions; 76% report that the school/district seeks the input of parents before making important decisions. Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Seeking Input for Decision Making” rating scale. FLDUSD actively engages parents/guardians, stakeholders and advocates as advisory committee members. In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement. Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council. Parents of English Leaners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee. Parents from all site level advisory committees are eligible to serve on the District LCAP Parent Advisory Committee. The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.” In the past, school sites were allowed to establish an ELAC and once established the newly formed ELAC would delegate their advisory authority to the school site council. This year, school sites will not be allowed to have their ELACs delegate their authority to the SSCs to create more opportunities for more parent involvement and input. FLDUSD chose the selected measures to promote parent involvement in recognition of the characteristics of the parent population. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the districts efforts to build partnerships with parents for student outcomes. CHKS agree and strongly agree results showed that 85% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A4.1); 87% reported that the school keeps parents well informed about school activities (A4.3); and 83% reported that teachers communicate with parents about what students are expected to learn in class (A4.3). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Building Partnerships for Student Outcomes” rating scale. The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families. Evidence that this is in progress includes the District’s renewed commitment to the continued partnership with the Parent Institute for Quality Education (PIQE). PIQE programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of PIQE’s students to improve the engagement of underrepresented families. PIQE classes are scheduled on a rotational schedule at 2-3 schools each year to provide information and resources for families to support student learning and development in the home. The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program. Parent education classes are offered three mornings per week and four evenings per week to create more opportunities for parent involvement.|FLDUSD used survey results from the CHKS survey for parents from three school sites (n=832), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection. Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the districts efforts to build relationships with parents. Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district. CHKS agree and strongly agree results showed that 86% of the parents surveyed feel welcome to participate at this school/district; 90% felt that staff treat parents with respect; 84% feel that staff take parent concerns seriously; and 88% feel that school staff are helpful to parents (T A4.1); and 87% feel that the school/district promotes respect of all cultural beliefs and practices (T A8.3). Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results. The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above. Overall, site reports that were compiled show that the District is at the Initial Implementation Stage on the rating scale. The input from parents, grandparents or other relatives or guardians was gathered though the CHKS providing a wide range of perspectives; 90% were Hispanic or Latino, 2% While, 2% Two or more races; and 4 declined to answer. The parents had children in a number of programs; 19% Migrant Education; 11% Special Education; 32 English Language Development; 13% Gate or Honors/AP Classes; and 46% that were not sure or declined to answer (A3.7). Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff. This includes the full translation of all informational notices and other documents. Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language. The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents. The District acknowledges that more work has to be done to continue building relationships with more parents. Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include a Parent Social Group, Muffins with Moms, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents.|3|3|3|3|2|2|3|2|2|2|2|3|2019-10-10|Met|2019 38684780118133|Five Keys Adult School (SF Sheriff's)|3|As mentioned above, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes, programming, and student progress. Principals meet with partners on a monthly basis to discuss programming needs, policies, and student progress. Five Keys also has an Academic Committee which is a progress-monitoring, strategic planning, decision-making body made up of executives, principals, managers, and teachers. One of the foci of the academic committee this year will be how to Five Keys can better engage students/families in the decision making process and provide opportunities for families to provide input on policies and programs.|Upon enrollment, Five Keys seeks familial and student input in the decision making process involving student schedules and educational learning plans for all students. Teachers hold orientation meetings to inform students and parents/guardians in attendance expectations, graduation requirements, and how to understand student transcripts. Throughout the year, progress meetings are held with students to discuss progress toward educational goals, outcomes achieved, and collaboratively determine if changes need to be made to the student's learning plan. Parents/guardians are included where applicable. Where familial involvement is not applicable, Five Keys conducts meetings with students and any student stakeholders at the school site. In addition to the above-mentioned meetings, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes and student progress. These meetings occur regularly at individual sites, and all partners are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings. The leadership team has taken special care to ensure staff understand how and why it’s important to work collaboratively with students and partners to not only ensure student outcomes are met, but also the desired outcomes are those of the individual student. For this reason, Five Keys is providing more hours of professional development and training for teachers this year with an emphasis on academic/college and career counseling and the development of student learning plans.|FKAS is a school working under California Education Code 47612.1, an exemption that allows us to serve incarcerated and non-incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. Although our percentage of minors is low, Five Keys values familial participation in all of our programs, so a number of measures have been taken to encourage family involvement; we provide bilingual staff at meetings and materials are available in their preferred language. Additionally, family members are invited and encouraged to attend individualized education plan meetings, student celebrations, field trips, back to school night, open house, our annual art show, and any additional school functions when appropriate. For our in-custody students where family involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies. Depending on the facility, parents can take photos with their children, hug them, even share a meal with them as they celebrate this significant milestone. This year we also attended visiting days at custody facilities to share our in-custody and community opportunities with families of our students. FKIH will continue to focus on increasing familial participation at the aforementioned meetings and events. Additionally, plans are in place to develop school site advisories in order to identify and remove the barriers that may be preventing family involvement.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-31|Met|2019 38684780101774|Five Keys Charter (SF Sheriff's)|3|As mentioned above, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes, programming, and student progress. Principals meet with partners on a monthly basis to discuss programming needs, policies, and student progress. Five Keys also has an Academic Committee which is a progress-monitoring, strategic planning, decision-making body made up of executives, principals, managers, and teachers. One of the foci of the academic committee this year will be how to Five Keys can better engage students/families in the decision making process and provide opportunities for students to provide input on policies and programs.|Operating inside correctional facilities, family involvement is not applicable; however, upon enrollment, FKCS seeks student input in the decision making process involving student schedules and educational learning plans for all students. Teachers hold orientation meetings to inform students in attendance expectations, graduation requirements, and how to understand student transcripts. Throughout the year, progress meetings are held with students to discuss progress toward educational goals, outcomes achieved, and collaboratively determine if changes need to be made to the student's learning plan. Five Keys conducts meetings with students and any student stakeholders at the school site. In addition to the above-mentioned meetings, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes and student progress. These meetings occur regularly at individual sites, and all partners are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings. The leadership team has taken special care to ensure staff understand how and why it’s important to work collaboratively with students and partners to not only ensure student outcomes are met, but also the desired outcomes are those of the individual student. For this reason, Five Keys is providing more hours of professional development and training for teachers this year with an emphasis on academic/college and career counseling and the development of student learning plans.|FKCS is a school working under California Education Code 47612.1, an exemption that allows us to serve incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. 0% of our students are under the age of 18; for this reason, measures to achieve/maintain familial involvement don’t typically apply, only in special cases. At these rare instances, familial input is based on individual circumstances. While familial involvement is not applicable, Five Keys conducts meetings with students, stakeholders, and collaborators via our community partnerships such as probation department, workforce development boards and sheriff offices. For our in-custody students where family involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies. Depending on the facility, parents can take photos with their children, hug them, even share a meal with them as they celebrate this significant milestone. This year we also attended visiting days at custody facilities to share our in-custody and community opportunities with families of our students.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-31|Met|2019 38684780118141|Five Keys Independence HS (SF Sheriff's)|3|As mentioned above, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes, programming, and student progress. Principals meet with partners on a monthly basis to discuss programming needs, policies, and student progress. Five Keys also has an Academic Committee which is a progress-monitoring, strategic planning, decision-making body made up of executives, principals, managers, and teachers. One of the foci of the academic committee this year will be how to Five Keys can better engage students/families in the decision making process and provide opportunities for families to provide input on policies and programs.|Upon enrollment, FKIH seeks familial and student input in the decision making process involving student schedules and educational learning plans for all students. Teachers hold orientation meetings to inform students and parents/guardians in attendance expectations, graduation requirements, and how to understand student transcripts. Throughout the year, progress meetings are held with students to discuss progress toward educational goals, outcomes achieved, and collaboratively determine if changes need to be made to the student's learning plan. Parents/guardians are included where applicable. Where familial involvement is not applicable, Five Keys conducts meetings with students and any student stakeholders at the school site. In addition to the above-mentioned meetings, Five Keys collaborates with stakeholders and our community partnerships regularly to discuss desired outcomes and student progress. These meetings occur regularly at individual sites, and all partners are brought together at an annual luncheon; our programming decisions are largely influenced by the feedback expressed at these meetings. The leadership team has taken special care to ensure staff understand how and why it’s important to work collaboratively with students and partners to not only ensure student outcomes are met, but also the desired outcomes are those of the individual student. For this reason, Five Keys is providing more hours of professional development and training for teachers this year with an emphasis on academic/college and career counseling and the development of student learning plans.|FKIH is a school working under California Education Code 47612.1, an exemption that allows us to serve incarcerated and non-incarcerated students who have dropped out of traditional high schools through our partnerships with the workforce development community. Less than 5% of our students are under the age of 18. And although our percentage of minors is low, Five Keys values familial participation in all of our programs, so a number of measures have been taken to encourage family involvement; we provide bilingual staff at meetings and materials are available in their preferred language. Additionally, family members are invited and encouraged to attend individualized education plan meetings, student celebrations, field trips, back to school night, open house, our annual art show, and any additional school functions when appropriate. For our in-custody students where family involvement is restricted, we offer an in-custody parent unification model through our graduation ceremonies. Depending on the facility, parents can take photos with their children, hug them, even share a meal with them as they celebrate this significant milestone. This year we also attended visiting days at custody facilities to share our in-custody and community opportunities with families of our students. FKIH will continue to focus on increasing familial participation at the aforementioned meetings and events. Additionally, plans are in place to develop school site advisories in order to identify and remove the barriers that may be preventing family involvement.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-31|Met|2019 52715300000000|Flournoy Union Elementary|3|Once again our small rural size (one k-8 school of 30 students) remains a strength in our ability to seek input from our parents. Over 90% of our surveyed parents indicate they feel knowledgeable about what is going on at school, attended their child's parent/teacher conference, feel they have been encouraged to volunteer at school, and have been invited to participate in school planning activities. When it comes to seeking input from our parents for decision making, our district will continue to incorporate both formal and informal techniques to involve all parents in the decision making processes in our district. Our daily/weekly contact with our parents remains our most significant tool for encouraging parent participation in our programs. Coupled with our formal instruments for parent input and monthly staff meetings, parents will continue to be essential partners in the development of our programs.|Once again our small rural size remains as a strength in building partnerships with parents for student outcomes. Our staff know the families of all our students and have frequent opportunities to interact with them. We employ both formal (student/parent conferences, annual surveys) and informal opportunities (daily/weekly interaction) for all parents to receive and provide input regarding student learning outcomes. Additionally, our district annually utilizes a parent survey to solicit parent perceptions about the educational programs at our School. Our parent survey for 2019 indicates that all of our surveyed parents feel welcome at school, feel the schools learning environment is excellent, believe their students feel safe at school, that their emails and calls are answered promptly, that their child receives additional help when needed, that their child has made adequate academic progress over the school year, and that their child has access to quality aligned textbooks and instructional materials including technology resources. This annual survey is shared with our school board and is used to guide our decisions when developing our LCAP.|The small rural size of our district/school ( one k-8 school of 30 students) is a definite strength in this area. Because Flournoy Elementary School is a small rural school, opportunities for building relationships with parents present themselves on a weekly basis. The community atmosphere centered around the school district enables staff and parents to communicate on a regular basis. Our annual parent survey results indicate that all of our surveyed parents feel welcome at school, feel the schools learning environment is excellent, believe their students feel safe at school, that their emails and calls are answered promptly, that their child receives additional help when needed, that their child has made adequate academic progress over the school year, and that their child has access to quality aligned textbooks and instructional materials including technology resources. Our district/school will continue to communicate both on a formal and informal basis, with all parents, to enable and enhance 2-way communication between our parents and our school staff. The district instructional staff will continue to utilize monthly meetings to monitor and evaluate parent involvement. Additionally, results of our parent surveys will annually be shared with the local school board.|5|5|5|5|5|4|5|5|5|4|5|5|2019-10-08|Met|2019 34673300106757|Folsom Cordova K-8 Community Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 34673300000000|Folsom-Cordova Unified|3|From February through March 2019, the District held seven Education Town Halls and engaged approximately 238 stakeholders including certificated employees; classified employees; management and administration; parents/guardians; students; employee union leaders; Board of Education members; and community members: Six languages were served throughout the Town Hall process, and 1,079 pieces of feedback were collected. Common themes included: Need for increased, targeted support for highest-need student groups Perception gaps and lack of awareness of programs that prepare students for success after school including Career Technical Education (CTE), AP/IB courses, and more. Desire for increased student and parent/guardian voice in District decision-making. Concerns about student behavioral support, discipline, counseling, and social-emotional wellness.|At the District level, the Superintendent’s Communication Committee, comprised of parent/guardian leaders throughout our schools, averages about 20 participants per meeting, or roughly two-thirds of our schools represented at each meeting. Both our District English Learner Advisory Committee (DELAC) and our SELPA Community Advisory Committee (CAC) held five meetings each in the 2018-19 school year. Our annual Parent Summits for Student Success, events designed to allow parents to engage in the District’s decision-making process, maintained an average attendance of 35 participants. In 2018-19, the District also strengthened its Equity Advisory Committee, a group that provides feedback on evolving needs related to equity and diversity. This group includes parents/guardians and students as well as community leaders.|The Folsom Cordova Unified School District continues to proactively seek input in the decision-making process and promote participation in programs. At the school level, this happens through various parent leader opportunities, whether it is an active School Site Council, PTA/PTO meetings, and site English Learner Advisory Committees (ELAC), in which participants can meet regularly to discuss student performance, college and career readiness, and to provide parental support.|3|3|3|4|3|3|3|5|4|4|4|4|2019-10-24|Met|2019 36677100000000|Fontana Unified|3|The LCAP Parent Engagement Committee recommended that at the beginning of the school year, during parent/student orientation, school sites should encourage parents to get involved at both the school site and district levels. Information regarding clubs, boosters, committees, and advisory groups should be readily available. Parents and students should take advantage of the beginning of the year to join one club or organization. Site administrators, teachers, and support staff should also be encouraged to join a site/district club or organization to promote student/parent engagement. The committee recommended the continued use of Connect 5 (phone, text, email), digital flyers, marquis, video boards, websites, and social media to communicate and market events. Information should be current and readily available at all times. Strategies to address identified needs around parent involvement in school activities and organizations and in providing input into decision-making processes will be addressed through the LCAP process.|The LCAP Parent Engagement Committee determined that professional development opportunities are available for teachers and staff to help improve their capacity to partner with families. However, they expressed concern that when teachers and administrators attend training away from the school site, it impacts learning. They recommended that training should take place after school, on weekends, and during the summer. They also identified a need to improve communication to parents and the community about resources, training, workshops, and events for families and students that are taking place at the site and district level. Teachers need to communicate regularly with parents of all students regarding student achievement, growth opportunities, and available resources. Strategies to address these identified needs will be addressed through the LCAP process.|To effectively evaluate progress with parent engagement for this local priority, the Fontana Unified School District convened an LCAP Parent Engagement Committee. The committee utilized the required self-evaluation tool in the fall of 2019 to establish baseline data in the evaluation of Fontana Unified School District’s 2018-2019 progress in building relationships and partnerships with families and in seeking input from parents in decision-making processes. The committee’s evaluation and recommendations will be utilized to inform actions for improvement in parent engagement for the 2020 to 2023 LCAP. The LCAP Parent Engagement Committee for the 2018-2019 school year was comprised of 28 participants, including 16 parents, 8 staff, and 4 secondary students. The LCAP Parent Engagement Committee agreed that most sites are promoting multiculturalism and effectively building relationships with families. Events are taking place at the site and district levels. They emphasized the importance of recognizing diversity and at the same time, working together and not separately. They gave examples such as DAAPAC/DELAC and would like to see all families working together. Communication and customer service (site/district level) were areas of concern. Parents stressed the importance of establishing a line of communication that is constant throughout the district. Q Parent connect is not being fully utilized. Assignments, grades, and calendar of events are not current. Staff is not responding to parent requests in a timely manner. Strategies for improving communication with families will be addressed through the LCAP process.|4|3|3|4|3|3|4|4|3|3|4|4|2019-10-23|Met|2019 55105530129346|Foothill Leadership Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 29102980126219|Forest Charter|3|FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of a personalized learning program; all parents are required to meet with their teacher on a regular basis and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom based program, FCS has worked to establish a thorough survey that addresses all required State priorities. The 2019 parent survey just surpassed a 35% participation rate. Our area of improvement will be to offer opportunities for in person meetings with administration to provide parent input on decisions.|Parents meet with their supervising teacher at least once every four weeks to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families. Our area of improvement will be to improve our communication with families about their legal rights regarding their own student.|Parental participation is extremely high at FCS mainly due to the nature of a personalized learning program; all parents are partially responsible for teaching their children and work closely with staff to accomplish this task. Our focus area for improvement will be to continue our training in mental health so that teachers can better support parents and further build trusting relationships.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 43693936046577|Forest Hill Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 04614240118042|Forest Ranch Charter|3|We are a small school that involves stakeholders at various levels of decision making. FRCS was developed by the local community and parents and remains involved with the local community, parents and those from other areas in Butte County who have chosen to join our community. Our Board parent representative positions include Forest Ranch and Chico parents. A current area for improvement is more frequent and effective engaging home to school communication that includes more images and examples of what is happening at school so that parents who are unable to be on campus very often have a greater idea of their student's day.|Our current strengths include practices that support and empower families were part of the original formation and ongoing development of our school; we have multiple opportunities for families to be involved and provide input at all levels; and a system of training and support in place for faculty to further develop these skills. Like all campuses we are challenged at times by attitudes and beliefs that can limit being truly family centered. Changes in attitudes and beliefs happen slowly and due to this we always have family centered beliefs and attitude as a significant consideration in our hiring process. At this time we frequently support underrepresented families at the individual level, reaching out one on one to provide academic, behavioral or case management types of supports as well as to invite them to campus activities, however we could be more effective at inviting and encouraging underrepresented families to be part of our advisory groups.|FRCS has been working towards a family centered, culturally responsive program since we opened our doors in 2008. We have group training for all faculty and staff as well as coaching for new teachers in this area. We also frequently solicit feedback from families both individually, in groups and by anonymous survey to improve our practices.|4|4|3|4|3|4|3|4|4|2|3|4|2019-10-15|Met|2019 31668370000000|Foresthill Union Elementary|3|FUSD's strengths and progress in building partnerships with families for decision making are supported through numerous opportunities and a wide variety of venues through the use of LCAP development, School Site Council, Health and Safety Committee, Foresthill Forum, Superintendent/Principal Forums, Back to School Night, and Open House. Underrepresented families receive additional outreach based on their specific needs.|FUSD's strengths and progress in building partnerships with families for student outcomes are supported through numerous opportunities and a wide variety of venues through the use of LCAP development, School Site Council, Foresthill Forum, Superintendent/Principal Forums, Back to School Night, Open House, progress reports, report cards, after-school tutoring, and enrichment opportunities. Underrepresented families receive additional outreach based on their specific needs.|FUSD's strengths and progress in communicating and developing relationships with families are supported through numerous opportunities and a wide variety of venues to access district and school related information through the use of weekly family newsletters, monthly local newspaper articles, flyers, staff phone calls, electronic voice and print communications as needed, social media, Parent Teacher Organization, School Site Council, Foresthill Forum, Superintendent/Principal Forums, Back to School Night, Open House, school marquee, front office digital marquee, surveys, school events, and school performances. Underrepresented families receive additional outreach based on their specific needs.|4|4|3|3|3|3|3|3|4|4|3|3|2019-12-16|Met|2019 49706800112987|Forestville Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49706800000000|Forestville Union Elementary|3|Forestville Union School District has continually had parents/guardians represented and participating on LCAP and DELAC committees. Parents and guardians also participate in the Forestville Ed Foundation (our PTSA equivalent) that meets with teachers and administration to give input and feedback about the school, our programs, vision and goals. The school's area of focus is having families, teachers, administrators working together to plan, design, implement and evaluate family engagement activities at the school/district level. We currently have several committees talking about this, but they are not working together. We are discussing and designing a vehicle/communication tool to bring this together.|Forestville School's area of strength for building partnerships with families is our policies and programs that support teachers meeting with families and students to discuss student progress. We have five half days built into our schedule (Fall and spring) for parent teacher student conferences. All parents/guardians have an initial conference, classes send Friday reports home, and formal report cards go home at the end of each trimester. Our area of improvement and focus is providing resources, materials, and information to families about curriculum, instructional support and resources on our website and through informational flyers to parents/guardians to continue to share all that information.|Forestville Union School District works hard at making sure that all families stay informed about what is happening at the school. The district sends out weekly newsletters in English and Spanish that shares important and timely information about what's happening and what's coming up. Teachers also provides class newsletters to share on a weekly or monthly basis about what's happening in the classroom. Additionally, many have online parent connection structures like Class Dojo or Google Classroom set up to support their student. The district also has student and parent portals to see attendance, grades, and behavior. The district uses their website and outside marquee to communicate about current events to parents and guardians. Both are updated almost daily to keep parents and the community informed about changes or important information. Our bilingual paraprofessional reaches out to our bilingual families personally and supports English only staff to bridge the gap in language during meetings, conferences, and/or other campus events. We have five days of conferences with three days in the Fall and two days in the Spring for parents and teachers to sit down and discuss the progress of each student. An area that we are looking to improve is our outreach to parents, the community and students through social media. So many parents and community members follow what's happening in our community and at our school through these channels and we need to establish and maintain our presence there.|3|4|3|3|3|2|5|3|3|3|2|2|2019-10-10|Met|2019 47702920000000|Forks of Salmon Elementary|3|District staff work together with families and interested community members to support students in a variety of ways, in particular fundraisers for enrichment activities, special projects and participating in student events.|Every year, different teachers have different approaches and ideas about parent involvement in education. The District encourages our teacher to treat all students and their families and support people with respect and kindness, and acknowledges that each family has their own way of doing things and values on different aspects of education. Teachers need to help support the learning process by being approachable with concerns, open to participation from students families in a variety of ways both in the classroom and support after school or with fundraisers, as well as regularly communicate student progress or areas of concern by offering parent conferences, meetings before or after class and student progress reports.|During the course of the school year there are ample opportunities for building relationships with students and their families and school staff. We host back to school nights, and have a variety of events and fundraisers that all families help with through out the school year, and encourage ongoing dialogue regarding student progress and needs, and try to have parent conferences 1-2 times per school year. Parents and staff are encourage to work together and share ideas to support student education and social development. Because our school is so small and town is so isolated, we are the hub of the community. We depend on and encourage fostering positive relationships with all students and staff for the greater health and well functioning of everyone in our District.|4|4|4|4|4|4|3|2|4|4|4|4|2019-10-28|Met|2019 23655650000000|Fort Bragg Unified|3|FBUSD began holding parent engagement meetings prior to the school board meetings in September 2019. Parents and community are invited to meet with two school board members to discuss local concerns and issues the morning of the scheduled evening school board meeting. All regularly scheduled school board meetings are live streamed on the district YouTube channel and all meetings notices are sent to families via text message, email, and by phone call. For the last three years, FBUSD has collected parent feedback through a family engagement survey. Survey results were shared with the Board of Trustees at the September 12, 2019 school board meeting. This data is used to evaluate our family services and used to help improve how we engage with our families.|Beginning this year, 2019-20, FBUSD has a full-time school counselor at every school site to support students, families and staff to work with families. We partner with the Mendocino Coast Youth Project and other local agencies to help build stronger community and family engagement ties.|FBUSD has created a parent resource center at each school site this year. We are holding and organizing parent education nights, providing parenting classes, providing parent tutorials to access FBUSD resources in Spanish, providing Spanish only parent information nights on college and career, and we are sending automated messages to families in their home language through our AERIES Communication system.|3|3|3|3|3|3|3|3|3|3|3|3|2019-09-12|Met|2019 49706980000000|Fort Ross Elementary|3|As a very small single-school district, the Supt/Principal and teachers know, and communicate regularly, basically daily, with each parent; this ensures that parents know when a meeting or activity is planned and that they are welcome to attend. The culture of the school is such, that parents not only attend events, but also bring a treat or dish to share.|Professional learning opportunities for certificated and classified staff is a high priority. Curricular and instructional skills development is emphasized, but so are social support skills for the staff, especially for working with students who have experienced trauma, students who are unduplicated, students with exceptional needs and underrepresented students.|This is a very small single-school district where all staff know all parents and usually the students' immediate relatives as well. School events and meetings are accompanied by a social and pot-lunch or BBQ, which encourages attendance and interaction between staff and families; all parents usually attend including families of unduplicated students, students with exceptional needs and underrepresented students. Meetings include translations and home language usage as needed. Improving all staff members Spanish language skills will further strengthen the school-family bond.|4|4|4|4|4|4|4|3|4|3|3|4|2019-10-21|Met|2019 18750360000000|Fort Sage Unified|3|We will seek to identify parents, guardians, foster family members or group home staff to include in our stakeholder groups to increase engagement.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. Our focus will be to identify strategies and activities to improve parent engagement.|The current strength of the LEA lies in the relationships between LCOE, Lassen County Probation, Child and Family Services and the courts. We will work to develop strategies to increase engagement that will fit the needs of our program.|3|3|3|5|3|1|1|1|2|2|2|2|2019-10-16|Met|2019 12768020000000|Fortuna Elementary|3|All district schools actively seek the involvement of parents/guardians and other stakeholders in joining Site Councils, ELAC and DELAC committees, and other committees as well such as fundraising for field trips and/or 8th-grade trips. Parents/Guardians are provided opportunities and each monthly governing board meeting to comment on any items up for discussion and/or action on the agenda as well as having the opportunity to bring up matters/issues that are not on the agenda. Monthly stakeholder meetings are held at each school to discuss and review the district's LCAP and stakeholders are also given opportunities to discuss the LCAP at designated board meetings. Again, we need to do a better job of recruiting and engaging our non-English speaking families in decision-making groups and committees. This will be accomplished by reaching out and targeting this population through messages and communications in their native tongue through the use of more interpreters and translators.|FESD has an active professional development committee that annually surveys staff on perceived areas needing additional PD. Once those areas are identified, site principals direct and encourage their staff members to participate in PD opportunities that have been identified as areas of need. Most teachers have some sort of communication system put in place to communicate with families on a regular basis (i.e. class DoJo, weekly newsletters, FB pages, individual teacher webpages, texts, and phone calls). FESD teachers will work harder in seeking the involvement of parents/guardians who are homeless to help make them feel comfortable on school grounds and let them know they play a valuable role in supporting their students' education.|All FESD schools make a concerted effort to engage all families in building strong relationships between home and school. Parents are actively pursued and encouraged to join Site Councils, ELAC and DELAC committees, as well as each school's Parent-Teacher Organization. Parents of students identified with disabilities are always encouraged to participate in the development of their children's IEPs. FESD will continue to work on improving communication with our non-English speaking parents by holding various school events and activities specifically designed to welcome and encourage their participation in all school events. FESD will also look into the possibility of employing additional interpreters/translators to help break the language barriers.|4|5|4|5|4|4|5|3|5|5|4|4|2019-10-17|Met|2019 12628100000000|Fortuna Union High|3|Parent input is an integral part of the FUHSD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the FUHSD Board of Trustees, the District Advisors Committee, School Site Councils, and give feedback through surveys and other less formal communications. The FUHSD LCAP includes many expected annual measurable outcomes related to parent engagement and identifies the FUHSD as meeting targets for most of the expected measurable outcomes. In order to better serve all District students, the FUHSD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area.|The Fortuna Union High School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during welcome events, conferences, IEP meetings, and school events. The Fortuna Union High School District encourages parent participation in decision-making bodies and attendance/participation at school events. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The FUHSD LCAP includes many expected annual measurable outcomes related to parent engagement and identifies the FUHSD as meeting targets for most of the expected measurable outcomes. The FUHSD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 51% of parents/guardians “school allows input and welcome parents' contributions.” 53% of parents/guardians “school promotes respect of all cultural beliefs and practices.” 47% of parents/guardians "school encourages me to be an active partner with the school in educating my child." In order to better serve all District students, the FUHSD continues to implement actions/services related to seeking parent input and promoting parental participation. One area identified for improvement is increasing professional development for teachers and principals to better partner with low income families and students with disabilities.|Relationships between School Staff and Families is critical for ensuring student success. The Fortuna Union High School District fosters these relationships in a number of ways. The District has a District English Learner Advisory Committee (DELAC), a Wellness Committee, a District Advisory Committee, Latino Parent group, School Site Councils, CTE advisory board, and Students with unique needs committee.. Involving families in the decision making process helps to build relationships between families and staff. Additional opportunities for input occur during various welcoming events, conferences, IEP meetings, and family school-wide events. The Fortuna Union High School District encourages parent participation in decision-making bodies and attendance/participation at school events. The District provides professional development on promoting parent participation and the Fortuna Union High School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. The FUHSD LCAP includes many expected annual measurable outcomes related to parent engagement and identifies the FUHSD as meeting targets for most of the expected measurable outcomes. The FUHSD chose the selected measures to not only monitor parent involvement, but also track parent perceptions regarding their involvement: 66% of parents/guardians “school treats all students with respect.” 64% of parents/guardians “school provides opportunities for meaningful student participation.” 60% of parents/guardians "school promotes academic success for all students." In order to better serve all District students, the FUHSD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach to low income families. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children.|4|4|3|5|3|4|5|5|4|4|4|4|2019-11-12|Met|2019 34103480136275|Fortune|3|Fortune regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. At these sessions, parents provide leadership with excellent feedback and assist the administration in planning. Additionally, Fortune conducts an annual survey of parents to allow parents to anonymously submit feedback to school leadership.|Fortune regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. Additionally, Fortune conducts an annual Parent Academy where parents are trained on Common Core State Standards and provided with training on how to access technological tools to improve their scholars academic performance. Fortune has committed to ensuring that these parent education opportunities continue on campus through regularly scheduled parent involvement opportunities.|Fortune regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. Additionally, Fortune conducts an annual Parent Academy, where all parents are invited to learn how to support their scholars and how to engage with the school. Fortune will continue to gather feedback from parents to ensure adequate parental involvement opportunities are available.|5|5|5|5|5|5|5|5|5|5|5|5|2019-06-13|Met|2019 30664980000000|Fountain Valley Elementary|3|Fountain Valley School District works diligently to build the capacity of principals and staff and support their work as it pertains to effectively engaging families in advisory groups and with decision-making. FVSD's Educational Services team provides ongoing guidance to sites by providing coaching experiences with principals throughout the school year that assist with strategies for increasing parent involvement on key site-level and district-level committees such as DAC, DELAC, the Safe Schools Task Force, and the LCAP Leadership team. In addition, the department assists sites with the development of content for parent meetings to ensure that all required topics are covered over the course of the school year. With assistance from the District's Bi-lingual Translator and Bi-lingual Test Examiner, FVSD actively reaches out to parents of English learners to encourage their participation in various district-level and site-level decision-making groups. Principals work collaboratively with teacher leadership teams at their school sites and with Parent-Teacher groups to encourage parents from traditionally underrepresented family groups to become involved in their child's school. FVSD is committed to providing families with opportunities to provide input on policies and programs through a variety of committees including the Superintendent's Parent Council, LCAP Leadership Team, DAC and DELAC, and through instructional materials adoption processes. For parents that do not have the opportunity to participate on committees in person, FVSD conducts numerous surveys with open-ended questions throughout the school year that provide parents with the opportunity to provide input into decision-making processes.|Fountain Valley School District continues to provide professional learning opportunities and support for teachers and principals to improve a school's capacity to partner with families. The 2019-20 LCAP specifically designates funding to support school efforts to connect with families by offering parent education nights, family activity nights, and culturally-themed events. The District is also continuing to develop its website to enhance information related to instructional programs available to parents online, as this resource provides opportunities for instant translation into multiple languages via Google Translator. During the 2018-19 school year, FVSD initiated the process of updating the standards-based report cards and progress reports used to communicate academic and behavior progress to families throughout the school year, and will be continuing this work in anticipation of piloting revised elementary report cards during the 2019-20 school year before a full-scale rollout of the revised report card during the 2020-21 school year. One of the primary goals of this work is to make the report card more meaningful and easier to understand for families. Fountain Valley also works diligently to support families in understanding and exercising their legal rights and advocating for students by providing families with student handbooks, making FVSD Board Policy available on the FVSD website, posting Uniform Complaint Procedure information posters in appropriate locations on campuses, and providing families with the appropriate "Notice of Procedural Safeguards" in advance of every IEP meeting. Although FVSD makes concerted efforts to build partnerships for student outcomes, continuing to make updates to the FVSD website and school websites in order to elevate the level of of accessibility for individuals with disabilities has been identified as a focus area for improvement during the 2019-20 school year. In order to do so, FVSD will partner with our web-hosting vendors to identify areas in need of improvement, and utilize FVSD staff to make updates to the websites in order to make them more accessible and compliant with Web Content Accessibility Guidelines. By improving access and making more information about instructional programs available on the FVSD websites, greater levels of communication will help construct stronger partnerships to improve student outcomes.|Fountain Valley School District is deeply committed to building strong relationships with the community. Evidence abounds that demonstrates the concerted effort on the part of FVSD to build dynamic, two-way communication with stakeholders. Each year, as part of the Local Control Accountability Plan development/update process, FVSD conducts a community survey of staff and parents to gather input. FVSD received nearly 1,000 responses to the survey distributed to parents as part of the 2019-20 LCAP development process. In addition, the District's LCAP Leadership Committee, consisting of over 30 stakeholders from the community, met three times between January and June of 2019, the District hosted a LCAP Community Forum, and various parent involvement groups from across the District participated in the LCAP development process including DELAC, DAC, School Site Councils, and the Superintendent's Parent Council. In addition to the community involvement related to the LCAP, FVSD established a Safe Schools Task Force during the 2018-19 school year that will continue to meeting during the 2019-20 school year and beyond. The Safe Schools Task Force consists of administrators, teachers, parents, FVSD board members, city officials, representatives from local law enforcement agencies, and representatives from the local fire department. At the school site level, building relationships with the school community continues to be an area of strength. All schools in FVSD have Parent-Teacher Groups that are highly-involved in supporting student achievement and creating welcoming environments for all families in the community. In addition, principals and teachers pride themselves in constructing positive relationships with parents, encouraging volunteerism, and building bridges to connect parents of English learners, students with special needs, and low-income families. Although FVSD makes concerted efforts to build two-way communication with traditionally underrepresented families, this area has been identified as a focus area for improvement during the 2019-20 school year. In order to do so, FVSD will continue to leverage the support of our Bi-lingual Testing Technician that helps to welcome and inform new immigrant families as part of the Initial ELPAC assessment process, our Bi-lingual Translator who translated over 600 documents for our district during the 2018-19 school year, and our team of Bi-lingual Aides that provide direct support for "emerging level" English learners in the classroom during the school day. All of these team members are made available to support the formal parent conference during the fall and spring, and translation support is provided for initial or annual IEP meetings for families of students with special needs throughout the school year.|5|4|4|4|4|4|4|5|4|4|5|4|2019-10-10|Met|2019 10621580000000|Fowler Unified|3|At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities, or to modify those currently offered. At a district level, stakeholder engagement opportunities such as the District-wide Community Meeting, DELAC meetings, SSC and ELAC meetings, Leadership meetings, and Board meetings, plus on-line surveys, provided valuable comments and feedback. These meetings have increased requests for parent and family engagement activities. Stakeholders indicated a desire to add English as a Second Language for adults, and ESL classes are offered through Fowler High School. Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the district and school levels, and the actions/services that are funded with Title I funds. District survey results regarding parent participation showed the following: ELAC (English Learner Advisory Committee) 6% DELAC (District English Learner Advisory Committee) 5% SSC (School Site Council) 4% DAC (District Advisory Committee) 1%|The district provides district and school communications and parent involvement opportunities Preschool – 12, which are principally directed to the unduplicated student population. The district offers the Parent University Workshop Series, that includes workshops in parenting skills, English language comprehension, digital literacy, and civics and citizenship. Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Parents often request meetings with teachers when they receive these reports if there are concerns. Parent conferences are held for TK-5 twice a year (end of trimester 1 and trimester 2) to discuss student progress. Parents can request a meeting with teacher to discuss progress at any point in the school year. Middle School: Parent Conferences are held at the end of trimester one. Parents can request a meeting with teacher to discuss progress at any point in the school year. High School: Teachers are required to call home for each student that is not passing classes at each six-week grading point. Parents can request a meeting with teacher to discuss progress at any point in the school year. Every District-sponsored professional learning session from its adopted programs is expected to include the features of the programs that include parent components. At all IEP and 504 meetings, parents are given their procedural rights and safe guards. Each classroom has the Williams Act posted in both English and Spanish.|Each school hosted several events to enhance parent participation. Literacy nights, Math nights, Science nights, STEM nights, and others were designed to give parents skills and tools to help their children at home, as did Migrant Language and Literacy Workshops. Staff are encouraged to make positive connections with each family. Some of the ways that administrators support staff is including ideas on how to get to know families in weekly bulletins and staff meetings. At parent-teacher conferences, staff are encouraged to discuss goals for the students with their families. Parent conferences are held twice a year for grades TK-5, and once a year for 6th-8th. Translators are provided and teachers communicate with parents through email. At the elementary level, teachers use Class Dojo so that parents can message the teacher and vice versa; this program has a translate feature that parents can select. At all levels, there are phone calls for two-way communication. Parents were welcomed to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).|5|5|3|4|3|5|4|2|4|3|3|3|2019-10-23|Met|2019 01612590132514|Francophone Charter School of Oakland|3|As an independent LEA, Francophone families are deeply engaged in decision making via the school board, various board committees, and additional advisory groups, such as the FCSC (Francophone Charter School Community, akin to a PTA or PTO). The area of improvement is to analyze participation rates in these decision-making and advisory groups and compare them to school-wide parent demographics. If a gap is identified in the 2019-2020 school year, the LEA will need to work with the board and FCSC to identify root causes and seek to reduce or eliminate that gap using best practices to engage underrepresented families.|Progress in this area includes a redesign of report cards, progress reports, and parent-teacher conferences three elements of academic progress reporting which were previously conducted or communicated separately. This year, conferences are conducted twice, and report cards are presented within the context of the conference. Translation, varied appointment times, and child care are offered at the school sites to promote access and meaningful participation in conferences. The focus area for improvement is the collection of data about parent conference participation in 2019-2020 to analyze the impact of changes on family participation, and to identify patterns of need, improvement, or disproportionate participation.|Areas of progress include updated family survey and increased translation of school communication to current families. The LEA will improve the recruitment and engagement of underrepresented families by participating in events that celebrate the heritage and contributions of communities of color within the city of Oakland. The school will implement a monthly assembly in which student artwork or research about a cultural theme will be presented. Families and community partners are invited to participate and share their heritage. For example, in October, traditional dance representing indigenous Aztec traditions was performed by Francophone parents and partners to all students as part of Latinx Heritage Month. In addition, SFJazz performed La Mixta Criolla to the school community.|3|3|3|3|3|3|4|3|4|4|4|4|2019-10-31|Met|2019 51713810000000|Franklin Elementary|3|Franklin School has a very active Parents Club. The Parents Club invites all families to get involved in school functions. The Parents Club functions vary from Donuts to Dads to an inaugural evening dinner. The Parents Club tries to present a variety of functions so that they appeal to the varying interests of all families. Site Council is comprised of 5 parents and 5 staff members. The Site Council develops goals and action plans to address the needs of students and school. Both the Site Council and ELAC Committee contribute to the goals and actions of the Local Control Accountability Plan (LCAP).|Joe Cuddemi from Solution Tree is currently working with the Franklin School staff on the PLC process. This process puts teachers together to discuss four essential questions centered on student achievement. Joe is working with Administration on how to share results of the collaborations and the effect of focusing on student achievement with parents and stakeholders. Sutter County Superintendent of Schools has provided staff development in the area of ELD support and ELPAC assessments. A week of Parent/Teacher Conferences is provided during a designated week in November. The week of Parent/Teachers conferences are held on minimum days so that teachers have sufficient time to meet with parents. This time is used to help families understand how to best help their child succeed in school as well as provide information to parents on how their child is doing both academically and socially.|Franklin Elementary School has a long standing history of positive school/home relationships. Parents are encouraged to volunteer in the classroom as well as participate in school events such as the Fall Carnival or Spaghetti Dinner. A welcome back Kindergarten Assembly was held at the beginning of the school year to welcome new and returning families, and present opportunities for kindergarten parents to get involved with school events. The ELAC (English Language Advisory Committee) meets three times a year to analyze data related to the progress of English Learners as well as providing a forum for English Learner parents to ask questions and/or raise concerns regarding their child's progress. A Parent Survey is generated each Spring and results from the survey indicate that parents/families feel welcomed on the Franklin School campus. The Survey also indicated that parents felt involved in their child's education. An area for improvement could be having additional materials translated into Spanish and Punjabi. Franklin School offers translation services (both written and oral), however very few families take advantage of this opportunity.|5|4|4|3|3|4|4|2|4|4|4|2|2019-10-08|Met|2019 43694500000000|Franklin-McKinley Elementary|3|The Franklin-McKinley School District (FMSD) utilized results from the 2018-19 Family LCAP Survey, which had 3,218 responses to support our self-assessment of seeking input for decision-making. 89% of families responded favorably to the district taking parents opinions into consideration and 83% of families responded favorably to having participated in school activities other than conferences or IEPs and required meetings at least twice in the past year. FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making. At the district level: the District English Learner Advisory Committee (DELAC) , the Superintendent’s Parent Advisory Committee (SPAC) , Special Education Workshop and the Citizens’ Bond Oversight Committee. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal. but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal. The DELAC and SPAC are especially important in the development of the LCAP. Community Forums are held in the spring to invite all parents to help prioritize needs and develop budgetary priorities. Although FMSD staff provides a number of opportunities for parent decision-making by accommodating parents in holding evening meetings, providing interpretation, translation and childcare, staff is committed to researching meaningful ways to improve in this area. FMSD has identified the following areas to focus on for improvement: 1. Building the capacity of staff to effectively engage families in advisory groups by providing training in culturally responsive ways to connect families to school. 2. Develop a family engagement plan that outlines key strategies for improving parent interest in becoming more involved in school activities and motivating parents to take on leadership roles. This includes professional development for school principals. 3. Provide opportunities for involved parents to participate in community organizing efforts that support schools. This includes engaging parents in leadership development training.|The Franklin-McKinley School District utilized results from the 2018-2019 Family LCAP Survey, which had 3,218 responses to support our self-assessment of building partnerships for student outcomes. 83% of families responded favorably to having participated in school activities other than conferences or IEPs and required meetings at least twice in the past year. 93% responded favorably to FMSD offering parent engagement workshops that help them become involved with their children’s education and support their school work. 76% responded favorably to participating in parent engagement workshops at their children’s school. The Franklin-McKinley School District utilized results from the 2018-2019 School Staff LCAP Survey, which had 493 responses to support our self-assessment of building partnerships for student outcomes. 94% of staff responded favorably to being supported by site level administration to work effectively to meet the goals of my position. Schools in the District all host Back-to-School Nights and parent- conference weeks throughout the course of the school year to meet with families and students to discuss progress and ways to work together to improve student outcomes. The Franklin-McKinley School District utilized results from the 2018-2019 Secondary Student LCAP Survey, which had 1,400 responses to support our self-assessment of building partnerships for student outcomes. 76% of students responded favorably to teachers going out of their way to help students. 73% of students responded favorably to adults at their school encouraging them to work hard so they can be successful in college or at the job they choose. The Franklin-McKinley School District has identified the following areas to focus on for improvement: 1. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. 2. Supporting families to understand and exercise their legal rights and advocate for their own students and all students. Schools offer parent education engagement programs such as Latino Literacy Project, Active Parenting Program,Positive Parenting Program, Parent Institute for Quality Education, and Parent Teacher Associations. As a school district, we continue to research evidence-based family engagement models that include professional learning opportunities for staff and principals to improve their capacity to partner with families engaging them in meaningful ways that will have an impact on improving student outcomes. The Family Engagement Model is a framework we are interested in using as a foundation.|The Franklin-McKinley School District utilized results from the 2018-2019 Family LCAP Survey, which had 3,218 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2018-2019 LCAP Family Survey Data, 92% of families responded favorably to feeling welcome to volunteer and become involved in school activities. 89% of families responded favorably to the District taking parents opinions into consideration. 97% of families responded favorably to school and home communication being positive and open. The Franklin-McKinley School District utilized results from the 2018-2019 School Staff LCAP Survey, which had 493 responses to support our self-assessment of building trusting relationships with families. 98% of staff responded favorably to parents being welcomed at their school/district. 90% of staff responded favorably to being able to meet the cultural needs of their students. 90% of staff responded favorably to communication avenues keep them informed regarding school and district events. The Franklin-McKinley School District utilized results from the 2018-2019 Secondary Student LCAP Survey, which had 1,400 responses to support our self-assessment of building trusting relationships with families. 73% of students responded favorably to adults at their school encouraging them to work hard so they can be successful in college or at the job they choose. 79% responded favorably to their teachers working hard to help them with their schoolwork when they needed it. 76% responded favorably to teachers going out of their way to help students. The Franklin-McKinley School District has identified the following areas to focus on for improvement: 1. Supporting staff to learn about each family’s strengths, cultures, languages, and goals of their students. 2. Developing multiple opportunities for Franklin-McKinley School District and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. As a school district, there is an expectation that our school sites communicate with families in their preferred language and provide various translation tools and processes to do so. We primarily serve English, Spanish, and Vietnamese speaking families across the District. Throughout the school year, the District will encourage school sites to celebrate culturally relevant holidays to build a sense of community for the families they serve (i.e. Lunar New Year Celebrations, Hispanic Heritage Month, Moon Festivals, etc.).|4|4|3|3|2|4|4|3|3|3|4|4|2019-10-22|Met|2019 01611760000000|Fremont Unified|3|FUSD used multiple strategies to engage in the development of the 2019-20 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, determining priorities on how to use supplemental funds using the California State Dashboard data, and recommending actions and services for the 2019-20 LCAP. In order to support families, FUSD implemented several parent outreach efforts to engage families. One example is the Parent Institute for Quality Education (PIQE), which operates a nine-week parent engagement program to teach parents how to navigate the school system and promote meaningful interactions and partnerships between parents, schools, and educators as well as inform parents about post-secondary education and ways to help their students reach this goal. Other examples include parent trainings to connect with African American and Special Education families, two of our student groups showing performance gaps on the California School Dashboard. For the past three years, FUSD management has included an Educational Equity Coordinator (EEC) to work on parent engagement, outreach, and conflict resolution. Though this staff member will continue to work with any family in need, special outreach to student group members with performance gaps as well as our other at-promise students remains a focus.|LCAP funds are used to provide counseling services for at-promise students across all grade levels. The seven new counselors in 2016-17 were assigned to 14 elementary schools that have 35% or higher unduplicated students. In 2017-18, seven additional elementary school counselors were added so that all elementary sites will receive Tier One and Two Instruction in behavior and social emotional learning, as well as provide crisis support to students in need. Supporting students during times of crises will help ensure all students will leave Fremont Unified ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parent and student input sessions and surveys. A strength of the FUSD is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently done at all school sites. Counselors at all grade levels routinely inform students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the FUSD website. Parents of students with disabilities and English Learners are given regular notices of their legal rights. An area of growth is to improve professional development of FUSD staff on the best practices in building relationships with families. This is not consistent across all school sites.|Fremont Unified is an ethnically and linguistically diverse large district with many cultural backgrounds. Through the input of school site parent groups and district committees, FUSD parent/guardians have the opportunity to provide regular input of school site and district decisions. To assist these efforts, LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, to create inclusive schools for diverse families, and to foster healthy relationships across the district. FUSD recently completed a resolution agreement with the Office for Civil Rights (OCR). The work embedded in this agreement addressed school climate across the district. Schools conducted surveys along with cultural competence lessons that were created and delivered in classrooms across the district. Although the OCR resolution is now complete, FUSD will continue these efforts going forward. FUSD staff sees the benefit of this work at creating a more inclusive environment for all students. In surveys and input gathering sessions with the community, one area of improvement for FUSD, particularly with English Learner households, would be an increase of bilingual staff members who can help parents and community members better communicate with school personnel.|4|4|3|4|2|4|5|4|3|4|4|2|2019-10-30|Met|2019 43694680000000|Fremont Union High|3|FUHSD LCAP Goal 4 states that parents, students, and other community stakeholders will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through various opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the Community Advisory Committee on Enrollment, the Math Advisory Council, the District Wellness Council, and the Community Oversight Committee for Bond Programs are additional ways that parents contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee. Since Spring 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them. They are regularly present at school and community events such as Tournament of Bands, Sunnyvale State of the City and Cupertino Fall Festival. The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Examples include the Community Advisory Committee on Enrollment making biannual recommendations to the Board of Trustees and the District Wellness Council receiving continued updates on the implementation of the bell schedules that came from a Wellness Taskforce review of student sleep deprivation. The District Family Engagement Committee is comprised of parents and staff representatives from all five school sites and several District administrators. Formed in the 2016-17 school year, this committee was responsible for designing and helping administer the November 2017 Parent Engagement Survey. They also act as the District’s LCAP Advisory Committee, and review and support growth and development of parent education offerings provided by PTSAs, the District, and other community-based entities. A focus area for improvement is to continue opportunities for input on policies and programs including efforts to seek input from families of Hispanic background, families and students who may be homeless and students who are foster youth.|FUHSD implements professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through venues such as the Math Advisory Council and Science Engagement Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Offerings include an 8-week course on Strengthening Families through the Foothill Family Engagement Institute and a one-evening course on substance abuse in both Spanish and English. Through partnership with El Camino Health, the District provides presentations on mental health related topics for students, staff and parents. Partnerships are also in place with community organizations and local city governments regarding vaping. Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation is beginning a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district. The District is in its second year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been helpful in providing support to our underrepresented students and their families. Funding was provided to purchase books related to parent education to create lending libraries. School Linked Services and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the education program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. Parents, students, and community members are encouraged to report problems, share concerns, or offer suggestions to the District. The District is increasing avenues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Efforts include researching a Learning Management System, emphasizing the importance of direct communication from teacher to parent, Student Study Team, and Student Attendance Review Team. A focus area for improvement is further implementation of partnerships with families and to strengthen outreach to and input from families of Hispanic background, families and students who may be homeless and students who are foster youth.|In a community survey conducted in the summer of 2019, the FUHSD was viewed favorably and rated positively by most, and the high schools’ quality education and reputation are the District’s top attributes. Each school site has incorporated parent engagement goals into their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged. Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships. In support of creating welcoming environments for all families in the community, schools offer parent orientation programs and Back to School Night activities, including a specific orientation for parents of newcomer English Learners. Outreach to students and families also occurs through Los Padres, Korean Parent Association, and Latino mentor programs. Efforts to reach out to communities that have traditionally been less engaged include scheduling events on weekends or in neighborhoods farther from campus. Students and families who are homeless receive support coordinated by District Office administration with a connection to each school site/program. Supports for students who are foster youth are coordinated by the Educational Options Guidance Counselor who communicates with site staff. The District is exploring ways to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Programs and practices continue to be viewed through an equity framework that was designed through stakeholder input. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency. FUHSD continues to develop multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents and expanding languages used. Each site has staff members in place to support verbal and written translation of materials and presentations. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. School guidance presentations to parents regarding including course selection and college planning are held in multiple languages as needs are identified. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic background, families and students who may be homeless and students who are foster youth.|3|4|2|4|3|3|3|3|5|5|2|3|2019-10-15|Met|2019 45699970000000|French Gulch-Whiskeytown Elementary|3|Parent and community input is constantly sought in helping to shape both the school culture and direction of our academic programs. Parents are invited to participate on committees, provide input through surveys, rank order priorities on LCAP expenditures, review documents and attend Board of Trustee meetings. Some years there is more involvement and participation than other years. We always post meetings well in advance and continue to encourage active participation. Parents are also personally invited by staff members to attend various meetings as well as encouraged sit on advisory boards.|The upper elementary classroom teacher at FGWS has all of her students' parents/ guaridans on a group text message site. She explains assignments, gives updates on class activities and keeps in contact with them individually regarding behavioral concerns or celebrations. The lower elementary teacher has an open door policy for parents to come in and talk before or after school about individual student concerns or clarification of classroom policies or activities. The first tri mester reporting period is through a sit down parent-teacher conference although parents are free to come in anytime they have questions, concerns or need clarification. Every effort is made to arrange a time that meets parents' work schedules for conferencing. Administration also has an open door policy. The staff truly makes every effort to connect with families understanding that strong home-school relationships strengthen the overall school experience for students.|Building and supporting positive relationships with underreprestented families is often both a timing and logisitc issue, however, we are providing continual contact with all families through weekly newsletters, Connect Ed text messages and personal outreach when students are both dropped off and pciked up. Evening events are better attended when meals are provided for both parents and students. We have been reaching out to families that were most affected by the recent CARR Fire (July 2018) by securing supplies, clothing, gift cards and other resources to assist then with both the physical and psychological aftermath.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-10|Met|2019 12628286116289|Freshwater Charter Middle|3|3) Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies. We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website. In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families. A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.|2) Freshwater School has been engaged in professional development training and school-wide implementation of MTSS (Multi Tiered Systems of Support) over the last three years to further support our students and their families. Professional Development has also been provided to all staff on trauma informed practices to further increase our awareness and improve the quality of services that we can provide to our most challenged students. Regular parent conferencing and Jupiter Grades are provided to families to keep them informed of student progress or concerns. Classroom websites are also used to provide additional resources to our families and to maintain regular communication. A focus area of improvement for Freshwater School is to further develop our district website to provide more resources to our families.|1) Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment. We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families. Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals. A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites. Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|4|5|3|4|5|4|4|3|4|4|3|4|2019-10-08|Met|2019 12628280000000|Freshwater Elementary|3|Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies. We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website. In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families. A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.|Freshwater School has been engaged in professional development training and school-wide implementation of MTSS (Multi Tiered Systems of Support) over the last three years to further support our students and their families. Professional Development has also been provided to all staff on trauma informed practices to further increase our awareness and improve the quality of services that we can provide to our most challenged students. Regular parent conferencing and Jupiter Grades are provided to families to keep them informed of student progress or concerns. Classroom websites are also used to provide additional resources to our families and to maintain regular communication. A focus area of improvement for Freshwater School is to further develop our district website to provide more resources to our families.|Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment. We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families. Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals. A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites. Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.|4|5|3|4|5|4|4|3|4|4|3|4|2019-10-08|Met|2019 10101080000000|Fresno County Office of Education|3|The LEA enacts procedures designed to engage parents/guardians, stakeholders and advocates in advisory committees. These include holding separate elections for parent/guardian, stakeholder and advocate members for School Site Councils. School Site Council meetings take place during Parent/Student evenings at the Alice M. Worsley School at the Juvenile Justice Campus, and in the afternoons at the Violet Heintz Education Academy to allow working parents the ability to attend. The Parent Teacher Association at each site recruits membership and holds a variety of meetings, activities and fund-raising events throughout the school year, publicizing actions and services for students and their families, including advisory purposes with the school. The English Learner Advisory Committees include members elected by parents/guardians, and are allowed to serve on the District English Learner Advisory Council due to the small number of site-level advisory committees. The LEA’s Parent Services department offers classes in parent participation in school and district decision-making and partnership. The LEA holds several parent/community information and input meetings to allow further parent involvement. Because of the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at weekly orientation meetings as students enroll in the Court/Community School program; announcements at monthly parent visitations; open house events; graduation ceremonies; and other school activities. In addition, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, in addition to regular meeting notifications throughout the school year. However, the high student turnover rate and broad geographic distribution of the LEA’s student and families have lowered participation rates. The LEA will provide parent surveys and work with parent members and stakeholders of the PTAs, SSCs, ELAC and DELAC groups to provide additional outreach to underrepresented families. Due to the highly transient student population, underrepresented family groups change in composition and numbers, but the LEA will work to increase involvement.|The LEA provides school communications to parents in their home language, to the extent possible, and provide bilingual staff and translations services for SSC, ELAC, PTA and other parent meetings, including IEP and 504 meetings. The LEA also contracts with the FCSS Parent Services department to attend weekly orientation meetings and hold parent education classes. These classes include literacy, budget planning, legal rights, use of technology, and support for student academic success. The LEA utilizes bilingual office assistants and other classified staff to provide bilingual support at all parent meetings and IEPs, in addition to providing translation to home languages. The LEA provides other such reasonable support for parental involvement activities, as needed, per parent request. Teachers and administrators meet with parents during orientation and transition meetings, in addition to monthly parent events. They discuss student progress and collaboration with family to support student success. The LEA’s Parent Services and Curriculum and Instruction departments provide training for administrators, teachers and staff to work with families. The high student turnover rate and broad geographic distribution of the LEA’s student and families have limited in-person communication between parents and school sites. The LEA will provide parent surveys and work with parent members and stakeholders of the PTAs, SSCs, ELAC and DELAC group to provide additional outreach opportunities.|The LEA’s Parent Services and Curriculum and Instruction departments provide training for administrators, teachers and staff to work with families and increase understanding of family cultures, languages and goals. Teachers and administration members meet with parents at weekly orientation meetings at Violet Heintz Education Academy, and monthly parent meetings at the Alice M. Worsley School at the Juvenile Justice Campus. In addition, Open House and Back To School events, transition, IEP and 504 team, School Site Council, ELAC and PTA meetings provide multiple opportunities between families, students and school staff to collaborate. The LEA holds several parent/community information and input meetings to allow further parent involvement. The high student turnover rate and broad geographic distribution of the LEA’s student and families have limited in-person communication between parents and school sites. The LEA will provide parent surveys and work with parent members and stakeholders of the PTAs, SSCs, ELAC and DELAC group to provide additional outreach opportunities.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 10621660000000|Fresno Unified|3|The Department of Community and Family Services partners with the district Administrative Credential Program which allows the opportunity to develop teachers in transition to administrative positions throughout the district. The professional learning sessions engage teachers in the district’s strategic plan for parent engagement, parent engagement benefits, mandatory parent representation at the school site, mandatory parent representation at the district level, district wide year- round parent learning opportunities, and parent engagement strategies for participation at the school site. Through this leadership training, school site administration is introduced to Action Plan Building, School Site Council Meeting, School Plan for Student Achievement development and various parent advisory groups. As Parent University’s Baseline curriculum empowers parents with the information and resources, they need to be the strongest advocates for their child’s education. Through parent learning, families learn how to navigate and understand the school/district accountability systems such as the California Dashboard and the CAASPP to ask questions about their children, the school and the district. Parent University serves as a bridge for other district departments who seek parent input and feedback in order to create district-wide policies. Parents are filtered into the decision-making process from Parent University’s Leadership Academy, District Advisory Committee Meeting, and school site parent learning session. Parent University’s programming includes Parent Action Plan workshops, which facilitates school site administration and teacher conversations about how parents can be active participants at the school site and in classrooms to improve student outcomes. Through the Parent Action Plan, administrators identify specific areas in which parents can support teachers in the classroom in support of day-to-day student support plans for improvement. The Department of Community and Family Services partners with the district Administrative Credential Program which allows the opportunity to develop teachers in transition to administrative positions throughout the district. The professional learning session engage teachers in districts strategic plan for parent engagement, parent engagement benefits, mandatory parent representation at the school site, mandatory parent representation at the district level, district wide year- round parent learning opportunities, and parent engagement strategies for participation at the school site. Through this leadership training, school site administration is introduced to Action Plan Building, School Site Council Meeting, School Plan for Student Achievement development and various parent advisory groups.|Parent University’s baseline learning curriculum includes parent education for families in grades K-12 and college preparation courses. Parent University’s curriculum empowers parents through curriculum that provides insight into the instructional and learning environment, school accountability systems, classroom observations, and the district’s ATLAS Parent Portal to name a few. Through these sessions, parents learn about what is expected in the classroom and are prepared to engage with their children at home. Parent University’s baseline curriculum includes specific parent education activities such as participating in a Student Support Team (SST) meeting. The purpose of the Student Support Team’s meeting is to address student needs in the classroom and create a student support plan to maximize student progress alongside the teacher and parent. The parent curriculum additionally includes a one-on-one meet and greet situation with Middle School Counselors to facilitate the discussion of the student academic progress. Early introduction to the school site academic counselors allows early intervention to support the student’s academic plan. As Parent University’s Baseline curriculum empowers parents with the information and resources, they need to be the strongest advocates for their child’s education. Through parent learning, families learn about the instructional learning environment and school/district accountability systems in place to address student concerns and advocate for students at every level.|As the districts strategic plan for parent engagement, Parent University has implemented a series of professional learning opportunities for all district parent home school liaison working directly with families to promote positive communication and a positive school culture between parents and staff. Professional learning topics were prioritized to provide staff training on appropriate ways of creating a welcoming environment, identifying a language support system at the school site, and connecting families to district and community resources in order to support the academic needs of students and families in and outside of the classroom. Professional learning opportunities are programmed once a month at the districts Parent Resource Center and are embedded in the district’s professional learning database for all district staff to register. Parent engagement is a shared responsibility between home and school site. To support this effort, Parent University provides parent learning opportunities that educate families regarding the district accountability systems, how to navigate the districts resources creating a supportive environment for parent to support their student’s success. Parent University commits to supporting both parents and the school’s parent engagement component by programming year-round parent engagement opportunities district wide in three languages: English, Hmong and Spanish. Parent University’s baseline curriculum is translated and presented in the family’s native home language be either English, Hmong, or Spanish to maximize dialogue and understanding of the classroom’s instructional materials. Each parent learning session is delivered by a Primary Language Instructional Specialist allowing our classroom facilitators to foster both culture and language sensitivity in the classroom. The Department of Community and Family Services additionally partners with local Community organizations who deliver parent learning curriculum and support “hard to reach” families throughout the district. Department approved community organizations also deliver all parent learning material in the families’ native languages; curriculum includes culturally based parent learning modules that allow families to reflect on their own cultures vision of education, fostering a college going culture, and make educated decisions around goal setting amongst like-minded peers. Parent University’s baseline curriculum is translated and presented in the family’s native home language be either English, Hmong, or Spanish to maximize dialogue and understanding of the classroom’s instructional materials. Each parent learning session is delivered by a Primary Language Instructional Specialist allowing our classroom facilitators to foster both culture and language sensitivity in the classroom. The Department of Community and Family Services additionally partners with local Community organizations who deliver parent learning curriculum and support.|4|5|4|5|3|5|4|4|4|4|4|4|2019-10-16|Met|2019 16639900116699|Frontier Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2018-2019 survey, 258 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 68.6% of parents are aware of the District Parent Advisory Council, 32.6% are aware of the English Language Advisory Committee, 72.1% are aware of the School Site Councils, 40.3% are aware of the Title I meetings, 82.2% are aware of the Parent/Teacher Clubs, and 22.5% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.|On the parent survey, 97.3% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, Illuminate, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. The district provides parent training on the use of technology utilized in the district and by students such as Chromebooks used for the 1:1 student technology program, Illuminate, Google, and Google classroom. During various types of parent meetings information on how to support student learning at home is provided. Meeting such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 98.8% of parents responded positively to the question, "All cultures are treated fairly and with respect at school." Additionally 98.9% of parents responded positively to the question, "I believe there is open communication between myself and my child's teacher." The LEA is working on progress toward supporting its staff on learning about families through its work with MTSS. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.|4|5|3|5|2|4|4|4|5|5|5|4|2019-10-09|Met|2019 15634790000000|Fruitvale Elementary|3|While the district is strong in building positive relationships with their families, just over a simple majority feel that their input is actively sought by teachers and school administrators. A goal for each school site is to always engage parents through the English Learner Advisory Council, School Site Councils, Parent Teacher Clubs, and Family Engagement Nights. The district continues to be more pro-active is identifying ways to engage the young parents of today in decision making and has found that surveys, text messaging, email blasts and phone calls are more effective in soliciting input than expecting people to show up at a meeting. An area of success has been the District English Language Learner Council as participation has consistently grown over the past three years.|Survey results showed consistency in parental ratings for building partnerships, but are less than full implementation in all areas. Two areas of immediate concern are the district’s efforts to help staff understand how to improve school partnerships with parents and providing families with information to help them support their student’s learning at home. Both of these areas scored less than 60% on the parent survey. As the district moves toward full implementation of the Multi-Tiered System of Support, efforts will address the involvement of parents in understanding the requirements for grade level mastery while providing more information and support for parents to help their children at home.|Survey results based on the four questions asked regarding Building Relationships showed that the district’s strongest area is creating welcoming environments for all families in the community. Results showed that 71% of parents felt that the district was at full implementation or complete and consistent. The development of relationships with students and their families continues to be a strength and a tradition for the “Fruitvale Family.” However, an area of need is in helping staff learn about the individual strengths of each family’s culture, language, and goals for their children. Fruitvale, like California, has become more diverse and the district needs to understand all the representative culture and how each family views the potential success of their children.|4|4|3|3|3|3|3|3|3|3|2|2|2019-10-08|Met|2019 12626790109975|Fuente Nueva Charter|3|Fuente Nueva has strength in shared leadership with parents serving on our Board of Directors which serves as our School Board. In addition, parents are invited to participate in the LCAP Leadership Team and other sub committees of the board. We provide additional opportunities for input during informal stakeholder meetings and family events. Additional formal input meetings, including LCAP advisory meetings, and parent surveys are scheduled during the spring of every school year.|Fuente Nueva Charter School promotes parental participation in a variety of ways. We encourage parent classroom volunteers, participation at school events, and 100% attendance at parent teacher conferences, to name a few. During these experiences parents and educators develop positive relationships that lead to greater parent engagement. Though the charter school has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. As a Spanish immersion school, translation services for our Spanish speaking families is seamless. One way that we can improve is to continue to find new ways to share student outcomes with parents. We are currently considering how to do that through a platform such as the parent portal that is available through our school information system.|Relationships are at the core of our work at Fuente Nueva. We find ways to engage parents in the school by matching talent to task. Each person's unique strengths can be applied to some area of need at the school. By giving parents a way to contribute to the school, we build strong foundational relationships that enable success in other areas. One area that we can improve is by translating more of our forms and paperwork into languages other then English that are spoken at home. We are beginning with Spanish since that is the target language for our immersion program.|5|5|4|4|4|4|4|4|4|4|4|5|2019-10-23|Met|2019 30665060000000|Fullerton Elementary|3|Fullerton School District has many site and District level committees and advisory groups that engage families in decision making such as the English Learner Advisory Committee (ELAC) , School Site Council (SSC), Local Control Accountability Plan (LCAP) committee. Families provide feedback through online surveys, suggestion boxes, and focus groups. The District holds five “Block Parties” to make parents familiar with the LCAP process and gather input into each of the four District LCAP goals. The District has a family empowerment program called “Champions for Learning” that engages parents in school and District level advocacy. These volunteers act as liaisons between parents and their sites and work closely with the school’s staff who guide the program. Parents/ guardians attend site and District events and share with their school community. Additionally, every school chooses one “Champion” to serve on the district’s Local Control Accountability Plan (LCAP) Committee. A focus area of improvement would be in providing all families with additional opportunities to provide input on policies and programs, and implementing more strategies to reach and seek input from any underrepresented groups in the school community. The District will continue to look for ways to increase communication, engagement and outreach to underrepresented communities through the use of District and school site social service assistants.|Fullerton School District families consistently rate their schools higher than typical across ALL areas: culture, engagement, communication and feedback, and resources. One parent said, “Every time I need to contact the office staff, I have been treated with courtesy. All the teachers my children have had, have been fair and informative about my child's education. When I had a concern about an instructor, the principal was quick in answering my questions and addressing the concerns.” Fullerton School District trains families on early literacy with materials and resources that ensures that students receive critical reading experiences crucial to preparing them for kindergarten and beyond. Additionally, families are trained in the School Smarts program to expose a wide range of parents to the big picture of how the education system works, and empowers them to maximize the success of their own children and schools. A focus area of improvement would be to further develop additional strategies for teachers to meet with families and students beyond parent teacher conferences to discuss student progress and ways to work together to support improved student outcomes. The District will continue to support teachers in this area and to improve the engagement of underrepresented families by providing them with resources and continued access to current personnel that can translate materials and meetings.|The Fullerton School District (FSD) aims to have a “high level of focus on parent and community engagement in all areas of programming and committees by fostering a culture throughout the District where community and family feel welcomed, respected and appreciated.” In support of this aim, FSD engages parents through site community activities, district training programs focused on literacy, advocacy, and active engagement through district and school-level advisory committees. The District provides translation services in both Korean and Spanish and access to translation sets for meetings. The Superintendent hosts focus group meetings throughout the year to gather input from parents and students. To address the need for district-wide feedback, FSD works in partnership with YouthTruth. Eighty-nine percent of elementary parents and 82% of middle school families reported that they have opportunities to contribute to helping their school. Seventy-four percent of elementary families feel represented by parent/family groups (i.e. PTA). The majority of respondents report that they feel that their school is respectful of different races, ethnicities, genders, and backgrounds (87%, elementary families; 86%, middle school families). A focus area of improvement would be in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. To improve the engagement of underrepresented families, the District Social Service Assistants will target communication, resources and time to build relationships.|5|5|4|5|4|5|5|5|5|5|4|5|2019-10-15|Met|2019 30665140000000|Fullerton Joint Union High|3|Strengths and progress: The District has made significant progress in engaging all stakeholders in the decision making process at both the District level and at the site level. The LCAP development process includes dozens of face to face meetings and surveys to garner input from parents, staff members, students, administrators, community members and local agencies that serve foster and homeless youth. The District's DELAC parents of EL is well established and works with the District and the individual school ELAC members to inform and encourage participation of families of EL Focus area for improvement: Further work needs to be done to institutionalize the processes where by underrepresented groups are assured of being heard, are invited into decision making bodies, and feel that they are an integral part of the overall educational program|Strengths and progress: The District has well implemented practices and policies for teachers to meet with families and students to discuss student progress and ways to work together to support their students. Teachers make public to parents and students their District email and other ways families can contact them. Teachers provide ongoing feedback to parents on grades and citizenship through the Aeries Parent Portal. Teachers make themselves available throughout the day to inquiries from both students and parents. Focus area for improvement: The District can do more to provide on-going professional learning and support to teachers and administrators to improve their capacity to partner with families. While some training occurs each year, increased and on-going training in customer service practices and effective communication as well as training in the use of social media to increase capacity are some areas for continued growth.|Strengths and progress: The District has made considerable gains in building relationships with and engaging students and their families. In particular, the District has made concerted efforts to bolster family engagement with EL families through hiring a District Community Liaison to provide local resources and training to students and their families, hiring EL Family Liaisons at each District school to provide students and their families with direct services, an EL TOSA who coordinates with site teams to inform students and parents of reclassification requirements and to provide training to teachers on best instructional practices. An area to focus on for improvement: Widening the progress in supporting each family's strengths, cultures, languages and goals for their children. In essence, taking a more individualized approach to knowing every students name, face, and story.|4|4|3|4|3|4|5|4|5|5|4|4|2019-10-22|Met|2019 50757390131185|Fusion Charter|3|As Fusion Charter has sought to improve decision making opportunities for families, we have increased our meeting schedule to include more options in times of day and days of the week. We have also developed alternate methods of seeking input, such as phone surveys in both English and Spanish. Fusion Charter did not have a regularly-scheduled board meeting during the months of September and October, 2019 when this Parent Engagement tool was released and the deadline announced. As a result, all areas were marked as 1--Exploration and Research Phase. The tool will be presented to the governing board at the 11/15/2019 meeting.|Fusion Charter is in the exploratory stages with regard to advocacy activities. We are continually researching ways to reach out to families and respect their schedules and their needs, through phone calls, surveys and informal discussions. We have revised our communication with regard to chronic student absence and credit deficiency to be supportive of challenges that families face and based upon partnerships, rather than the traditional focus on truancy and compulsory education laws. Fusion Charter did not have a regularly-scheduled board meeting during the months of September and October, 2019 when this Parent Engagement tool was released and the deadline announced. As a result, all areas were marked as 1--Exploration and Research Phase. The tool will be presented to the governing board at the 11/15/2019 meeting.|All parent communications are delivered in both English and Spanish. Translations into other languages are available through the Aeries Communication system if needed. Parent meetings are translated as needed for full participation by all parents. Parents, students, and staff members are invited on the first Friday of the month to the School Site Council. The agenda includes a review of LCAP goals at each noon meeting. New for 2019-2020, parents are invited to monthly English Learner Advisory Committee meetings on the first Thursday evening of the month. In addition to informative back-to-school events, Fusion is developing other opportunities to celebrate the cultures of families, such as participation in Mexican Independence Day festivities and the January School Choice Awards Ceremony with dinner and activities for students and families. We are also exploring voluntary home visits. Fusion Charter did not have a regularly-scheduled board meeting during the months of September and October, 2019 when this Parent Engagement tool was released and the deadline announced. As a result, all areas were marked as 1--Exploration and Research Phase. The tool will be presented to the governing board at the 11/15/2019 meeting.|1|1|1|1|1|1|1|1|1|1|1|1|2019-11-15|Met|2019 34765050101832|Futures High|3|The school provides multiple opportunities for the parents and families to be involved in the students' education. The families are informed re school's program, events, and progress through website, ABI parent portal, e-newsletters, emails, phone calls, and app. All communication is translated to the language that is understood by the families. The parents participate in the School Site Council, ELAC, and DELAC providing input and feedback on LCAP and other strategic planning tools. The school's staff ensures that the families feel welcome when come to the site and are given outstanding service answering questions, informing, and seeking input. Annual surveys are given to all families to measure their satisfaction with the school and to ensure that the needs of all subgroups are met|The staff participates in many professional development opportunities that are targeted on building relational capacity with the students and their families. The school seeks to understand the cultures, values, and priorities of the families and the community in order to serve each student. The school will continue to focus on building trust and sustainable positive relationships with the families and the community through timely and transparent communication, seeking feedback, and providing educational opportunities to the parents.|The school provides multiple opportunities for the parents and families to be involved in the students' education. The families are informed re school's program, events, and progress through website, ABI parent portal, e-newsletters, emails, phone calls, and app. All communication is translated to the language that is understood by the families. The parents participate in the School Site Council, ELAC, and DELAC providing input and feedback on LCAP and other strategic planning tools. The school's staff ensures that the families feel welcome when coming to the site and are given outstanding service answering questions, informing, and seeking input. Annual surveys are given to all families to measure their satisfaction with the school and to ensure that the needs of all subgroups are met.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 19647330108886|Gabriella Charter|3|GCS is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS ELAC reviews English Learner programming and other relevant student and school data to recommend student supports at the school. As noted in the above section, the Parent Association provides key information to families, provides a leadership opportunity for parents who want to take on leadership within the school, and helps create education opportunities for parents through workshops. We will continue to work with our Parent Association to seek input on policies and programs. GCS will continue building capacity to reach and seek input from families on policies and programs.|As part of the GCS Parents Involvement Policy, there is a list of opportunities for parents to engage and/or volunteer with the Gabriella Charter School community each year. Through these events and other structures, partnerships are built with parents for improved student outcomes. A few examples include: a) GCS parents and students meeting with teachers twice annually for conferences. The focus of these parent-student-teacher meetings are to discuss student strengths and plans for continued student improvement. In 2018-2019, 98.4% of GCS parents attended parent conferences. b) GCS also provides opportunities for parent education and development, including parent literacy and math nights at least twice per year. Additionally, Gabriella Charter School has an active Parent Association. The Parent Association provides key information to families, provides a leadership opportunity for parents who want to take on leadership within the school, and helps create education opportunities for parents through workshops. GCS will focus on providing families with information and resources to support student learning and development in the home. GCS has a shared parent coordinator for 19-20 who will work to improve this area of focus.|Gabriella Charter School (GCS) has worked to develop relationships with parents, including having opportunities for parent feedback and dialogue with teachers and administrators. This can be seen in such events as coffee with the principal, back to school night, once-per-trimester parent meetings, and other parent events. GCS has developed a Parent Involvement Plan whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships, and is updated on a yearly basis. The Parent Involvement Plan appears to be doing well as survey results from 2018-2019 of parents show positive parent engagement levels with 96% of parents reporting they feel welcome to participate at school and 92% of parents reporting they feel the school seeks the input of parents before making important decisions. GCS will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children.|3|4|2|5|3|3|3|3|3|3|2|4|2019-10-16|Met|2019 19647330135509|Gabriella Charter 2|3|GCS 2 is strongest in providing opportunities for stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school. The GCS 2 School Site Council reviews and approves the Parent Involvement Policy on a yearly basis, and this includes opportunities for stakeholders to engage at the school. Additionally, the GCS 2 ELAC reviews English Learner programming and other relevant student and school data to recommend student supports at the school. GCS 2 will continue building capacity to reach and seek input from families on policies and programs.|As part of the GCS 2 Parent Involvement Policy, there is a list of opportunities for parents to engage and/or volunteer with the Gabriella Charter School 2 community each year. Through these events and other structures, partnerships are built with parents for improved student outcomes. A few examples include: a) GCS 2 parents and students meeting with teachers twice annually for conferences. The focus of these parent-student-teacher meetings are to discuss student strengths and plans for continued student improvement. In 2018-2019, 100% of GCS 2 parents attended parent conferences. b) GCS 2 also provides opportunities for parent education and development, including parent literacy and math nights at least twice per year. GCS 2 will focus on providing families with information and resources to support student learning and development in the home. GCS 2 has a shared parent coordinator for 19-20 who will work to improve this area of focus.|Gabriella Charter School 2 (GCS 2) has worked to develop relationships with parents, including having opportunities for parent feedback and dialogue with teachers and administrators. This can be seen in such events as coffee with the principal, back to school night, once-per-trimester parent meetings, and other parent events. GCS 2 has developed a Parent Involvement Plan whose purpose is to increase parent participation in the academic progress of their children. This plan was developed jointly with parents to promote student achievement through strengthening home-school partnerships, and is updated on a yearly basis. The Parent Involvement Plan appears to be doing well as survey results from 2018-2019 of parents show positive parent engagement levels with 99% of parents reporting they feel welcome to participate at school and 96% of parents reporting they feel the school seeks the input of parents before making important decisions. GCS 2 will continue to seek ways to learn about each family's strengths, cultures, language, and goals for their children.|3|4|3|4|3|3|4|3|3|3|2|4|2019-10-16|Met|2019 34673480000000|Galt Joint Union Elementary|3|The district continued to encourage school administration to engage more families to provide input on policies and site decision-making processes. The number of families that participate in the English Learner Advisory Committees was increased. Informal parent-principal meetings and special school-wide events kept parents better informed therefore the participation in the decision making process was increased.|Additional professional learning was provided to teachers and principals to improve schools’ capacity to partner with families. Bilingual community outreach assistants and social workers expanded their roles to provide support to families after school, into the evenings and through home visits.|The District strived to improve staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate was strengthened at each school site.|4|4|4|4|4|5|5|4|4|4|4|5|2019-10-23|Met|2019 34673550000000|Galt Joint Union High|3|Galt JUHSD has worked diligently to increase the voice of our families in the decision-making processes of our schools and the district. Through our efforts, we have been able to grow the size of many of our advisory committees at both the school and district levels, including the advisory committees that serve the needs of our English learners and students with disabilities. The input from these committies has guided the development of our Local Control and Accountability Plan (LCAP), the Federal Addendum to the LCAP, School Plans for Student Achievement, and the Local Indicators of the CA School Dashboard. This year, we want to engage our families, along with school and district staff, in the development and implementation of a family engagement plan that explores ways to increase the participation of families, particularly underrepresented families, in the education of their children, the culture of our schools, and the decision-making process of our schools and district.|Galt JUHSD recognizes that it is essential to build partnerships with parents to improve outcomes for their child. Parents are provided with multiple tools to help them monitor the success of their child in school, including access to their child’s attendance and grades through PowerSchool, and their child’s assignments through PowerSchool, Canvas, and Remind. In addition, quarterly progress reports are mailed home to the parents, and at-risk letters are mailed home every four weeks for students in danger of failing. Staff and teachers are encouraged to reach out to parents frequently, but in cases where a student’s achievement, attendance, or behavior becomes a concern, parent contact becomes essential. This is one area that we want to increase our efforts this year by providing teachers with tools and strategies to engage families in their child’s education, especially when concern first arises. The counseling staff and administration facilitate parent-teacher conferences and student study teams to engage families and teachers in developing an intervention plan for a child who is underachieving or whose behavior or attendance is of concern. For specific student groups, structures are in place to ensure that families are being engaged and supported in the education of their child. Our Special Education staff works closely with the families of our students with disabilities to ensure that their rights are being protected, and to develop and monitor plans to provide these students with the appropriate supports to be successful in their classes. For our Foster and Homeless Youth, our Program Coordinator works closely with these families to provide them the resources they need and to help them navigate our school system. Administrators meet with the families of our English learners and students with a 504 plan each year to discuss their child’s progress and achievement in school. Another area of focus for this year will be to provide more information to our families about how they can support student learning in the home and their legal rights when it comes to the education of their child. Our goal is to provide this information during cultural events mentioned in the previous section.|Galt JUHSD has made great strides this past year in increasing and improving communication with our families and community. Through the use of flyers, email, phone dialers, social media, websites, and school marquees, we work to keep our community and families informed about important, relevant information and upcoming events. In most cases, communication is provided in both English and Spanish to ensure that the information is accessible to our families. Many of our office staff are bilingual which facilitates in-person and phone interactions with families regardless of their primary language. Each year, we hold several events for our families to learn about our schools and programs, celebrate in the success of their child, or participate in the culture of the school. Our Back-to- School and Open House nights provide parents the opportunity to meet with their child’s teachers, learn about their classes, and the expectations of those classes. Honor roll assemblies, Senior Awards Nights, FFA Ceremonies are just a few of the amazing events we hold each year where we invite parents to come to our campuses to celebrate their child’s successes in school. Dinners, athletic events, fundraisers, and college and career nights are also held throughout the year to encourage our families to participate in the culture of our schools alongside their children and our staff members. We also invite and encourage our parents to volunteer in our schools and at school events. We facilitate this by providing free fingerprinting twice per year. Parents often participate in field trips and help out in our CTE programs and with senior events. We are also fortunate to have strong boosters programs for our athletics, CTE, and music programs. This year, we want to focus on creating opportunities for staff to engage with families in meaningful ways to learn more about their cultures and goals for their children. We have already started to organize empathy interviews with students and parents to learn about their experiences within our school system. We are also looking to create some events that provide opportunities for families, particularly our underrepresented families, to come together with staff to share some of their culture and learn from each other.|4|4|3|4|3|4|3|3|3|3|3|3|2019-10-03|Met|2019 30665220000000|Garden Grove Unified|3|The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. A number of district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives.|Family-school partnerships are important to the success of our district. The Strategic Plan Survey also measures parent/adult climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation. Key findings from the 2019 survey include: * Parents felt welcome at their child’s school. (2% disagree) * Parents feel that they are kept informed (communication) (2% disagree) * Schools provide translation/interpretation to families who need it. (2% disagree) * Schools offer opportunities for parents to be involved. (2% disagree) * Parents feel that the school promotes parent participation in programs (2% disagree) * Schools give parents information about joining parent committees (3% disagree) * The school district seeks parent input (2% disagree)|The goals of the GGUSD Local Control and Accountability Plan (LCAP) are aligned to the GGUSD Strategic Plan. All goals, metrics, actions/services, and expenditures within the LCAP are organized and framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success. During the months of April through June, GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PK-12. In order to ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures parents/guardians have an opportunity to provide input that effects school and district decision making by allowing for open response comments to address both school-level and district-level strengths and areas of need. Findings from this survey impact the development of the LCAP, as described in the Stakeholder Engagement section of the LCAP. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process. These committees include: District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs. GGUSD also hosts various parent night events to engage families and promote parental participation in programs. Key findings from parents/guardians input used to impact school and district-level decision making include: * Goal 1 (Academic Skills): extended learning opportunities/tutoring; teaching and academics; more enrichment activities for students; after school programs; increased Visual and Performing Arts and STEAM opportunities; special education support; AVID offerings; support for English learners and advanced learners * Goal 2 (Personal Skills): motivation; empathy; communication; facilities maintenance; need for interpretation/ translation at school sites; welcoming school climate; parent education offerings; help for parents on how to support their children with academics; increased availability of psychologists/mental health; consistent discipline * Goal 3 (Lifelong Success): increased availability of school counseling; exposure to a variety of career options|4|4|4|4|4|5|4|4|4|4|4|3|2019-10-15|Met|2019 12628360000000|Garfield Elementary|3|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to effectively engage families in decision making by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, Parent conferences, Parent newsletters and individual outreach.|Garfield School District will continue to work diligently to partner with families, including underrepresented families, to support student outcomes by involving families in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.|Garfield Continues to explore additional ways that we learn about each family's strengths, culture, language and goals for their children. This will be a focus area for Garfield's 2020-21 Local Control Accountability Plan.|5|5|4|5|4|4|5|4|4|4|4|4|2019-11-14|Met|2019 19645500000000|Garvey Elementary|3|The District has demonstrated great progress in building staff capacity to effectively engage families in advisory groups and with decision-making as well as providing opportunities to have families and staff work together to plan and implement family engagement activities, by providing district- and site-based bilingual parent support staff, regularly-scheduled district- and school-level parent participation and education meetings, and a variety of parent engagement activities. The focus area for improvement is to strengthen the District’s efforts in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, particularly new immigrant and low-income families, by providing additional support, such as parent mentors and training on serving as committee officers. Summary of 2018-19 Status Average Level (points): 3.6 Status in Meeting the Local Performance Indicator for Priority 3: Met|The District has demonstrated great progress in supporting families to understand and exercise their legal rights, by providing the Annual Parent Notifications on parents’ legal rights and Uniform Complaint Procedures (in four languages); conducting ongoing school- and district-level school parent meetings, including School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and IEP meetings, when parents are informed of their legal rights and provided with the opportunity to exercise their legal rights and advocate for their own students and all students. The focus areas for improvement include: 1) strengthening the District’s efforts in providing professional development and support for staff to partner with families, particularly the high-needs families, and 2) implementing programs (e.g., online gradebook and Student Success Team) for teachers to discuss student progress and ways to work together with families to support improved student performance.|The District has demonstrated great progress in developing multiple opportunities for 2-way communication between the district/school staff and families and supporting staff to learn about each family, by having two bilingual School Community Coordinators housed at each school; providing interpretations and childcare services at parent meetings; providing translations (in four languages) for parent notifications; and making special reach-out efforts focusing on high-needs students and families. The focus area for improvement is to strengthen the District’s efforts in developing staff capacity in building trusting and respectful relationships with high-needs families, such as providing the Leader in Me (7 Habits) training to all certificated and support staff with the focus on high-needs families.|3|4|4|4|3|4|3|5|4|3|4|4|2019-10-17|Met|2019 19647336061584|Gaspar De Portola Charter Middle|3|Portola invites parents to participate in the school's decision-making process through the school's School Site Council, Local School Leadership Council, English Learner Advisory Council, and Charter Governance Council. The councils meet monthly, and a least six times a year, to discuss and determine the school's progress, needs, and programs. These meetings are public and are provided to the parents and community through the following methods: online monthly calendar, website updates, voicemails, emails, and flyers for events. The administrator also attends the monthly PTO meetings to provide updates on the school's work, review the progress of the councils, and invite all parents to attend the next month's meeting. An area of growth is to use the communication tools to provide a review of the progress of the council's work for those unable to attend neither the council meetings. 92% of the parents reported that they receive information from the school both verbally and in writing. 82% of the parents reported being informed of Parent Center activities.|Portola builds partnerships for student outcomes with the parent community through the Parent Community Representative, school volunteer program, School Site Council, Local School Leadership Council, English Learner Advisory Council, Charter Governance Council, and Parent Teacher Organization. Our volunteers assist us with our science fair, Battle of the Books, Model United Nations, arts programs, and student body events. To help extend our students’ learning, our volunteers assist by chaperoning field trips or speaking as experts during our career events. Parent education topics range from reaching the underperforming child, helping with homework, navigating the school’s Learning Management System, cyber safety and digital citizenship, saving for college, and staying current with issues surrounding today’s teenagers. All out of class support staff as well as teachers are available to meet with parents. Each student participates in Individual Graduation Plan sessions and parents are informed of the IGPs. Students and parents can access Schoology, the school’s LMS, to stay connected on a daily basis. Naviance, a college and career planning tool, is available for every student. Also, all students in the 8th grade are given the opportunity to take the PSAT to give parents and students information. An area of growth is to provide teachers, administrators, and staff with opportunities to expand short term intervention to students of underrepresented families. 79% reported positively for overall parent involvement.|Portola provides families with multiple opportunities for family engagement to welcome all families into the school community. During the summer, orientation sessions are available to all parents and students to start the school year with all the information families need. There are opportunities for family nights, parent education, articulation with our feeder elementary and high schools, and community-based events. Students and parents/guardians have a counselor, grade level assistant principals, a magnet coordinator, college and career coach, nurse, dean of students, and the principal to establish relationships with the staff beyond the teachers. The team approach to support students' individual needs is our goal. Using data, the Coordination of Services Team and the Student Success and Progress Team meet on a regular basis to meet each student’s unique needs. The diversity of our school is embraced, and we provide translation when needed. The weekly messages are delivered to the parents in their primary language. Our School Site Council, Local School Leadership Council, English Learner Advisory Council, Charter Governance Council, and Parent Teacher Organization give parents an opportunity to have their voices heard and to be active partners at our school. An area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of underrepresented families through the use of our Learning Management System, Schoology. 80% of parents gave an overall positive Agree/Strongly Agree for customer service. 76% of the parents felt that positively regarding the overall parent engagement.|4|4|4|5|4|4|5|5|5|4|4|5|2019-10-28|Met|2019 33103300128777|Gateway College and Career Academy|3|Over the past three years GCCA has held monthly parent night meetings to engage families. Though some parents participated regularly in these meetings, many did not. The meetings have been useful as a forum to build relationships, partnerships and seek input but have not reached as many parents as anticipated. Beginning this school year, the school will shift its approach by adding a parent input section to it's annual Youth Truth Survey and will host two Family Nights that will feature a parent input opportunity.|Though our staff and faculty have had significant communication with families over the years, they have not received training to improve their capacity to to better partner with them. Our counselors currently do the majority of outreach to families and they devote lots of time to providing information and resources to support success at home and to improving student outcomes. We will seek out opportunities to enable more of our team to have effective partnerships with families.|GCCA's commitment to closely working with students and families can be seen most clearly in the number of counselors who are part of our team. The small caseloads for our counselors allow them to have frequent and significant communication with families. This communication, along with new opportunities to come on to the campus for in-person visits, are strengths we have built on for the past several years. Our area for improvement is to expand the opportunities for families to engage with staff and faculty in person.|4|4|4|4|2|4|4|2|4|3|3|3|2019-11-15|Met|2019 38684783830437|Gateway High|3|At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making. We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.|At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning. One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology. In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.|At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them. In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home. We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents. In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.|4|4|3|5|4|4|5|4|4|4|4|4|2019-10-16|Met|2019 34674470128124|Gateway International|3|GIS maintains a School Site Council and English Learner Advisory Committee that meets on a regular basis to review school goals and progress and give input. Translators are provided to families to support their participation in meetings and conferences. GIS has a goal to support all families and has hired a full time Parent Liaison. Work is still needed to include everyone in designing and evaluating school activities.|GIS has a Director of Family and Community Engagement that supports staff interactions with families. This Director also conducts parent workshops and communicates with families. GIS has two Vice Principals tasked with meeting with families to support learning and student success with academic intervention and behavior supports. Families have access to programs online at home for both English Language Arts and Mathematics. GIS has a structured process in place for teachers to monitor and track student progress. There are specific strategies in place for different learning needs. Teachers report progress to parents at regular intervals and parents have access to grades online daily. GIS schedules parent-teacher conferences twice a year for all students. GIS informs parents of their rights and responsibilities through the Parent and Student Handbook and at all meetings, including Back to School Night, Open House, SSTs, and IEPs.|GIS has strategically built the capacity of staff to develop trusting and respectful relationships with families. All full time staff members are formally trained in a program called Capturing Kids' Hearts and all part-time staff are informally trained on-site. This program consists of practical strategies that build trust and positive communication. GIS is very good at working with the dominant cultures represented at our school, such as Slavic and Latino students. But there is a need to reach out to newer cultures such as the Arabic and Farsi students. GIS, as an IB World School, consistently shows value to all cultures, languages, and values. This acceptance and understanding is taught consistently throughout the curriculum. GIS has multiple avenues for communication with families, including; school website, staff emails, parent portal for secure information, phone app for two-way communication. GIS translates most communication to Russian and Spanish currently. The challenge is to translate more information into other languages and support parent access to English classes|3|4|3|4|4|4|4|4|4|4|3|3|2019-10-22|Met|2019 38684780123265|Gateway Middle|3|At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making. We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress. Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.|At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning. One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology. In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.|At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them. In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home. We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents. In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.|4|4|3|5|4|4|5|4|4|4|4|4|2019-10-16|Met|2019 49402460128157|Gateway to College Academy|3|The average age of a Gateway to College Academy student is 17.2 years, as the school has historically been for emerging adults. Thus, we work with both students and their caregivers to design the school model, bell schedule, and other school infrastructure elements. Surveys and focus groups are the primary source of information gathering.|Gateway to College Academy has traditionally maintained a college model and framework when working with families, as our program goal is to prepare students and caregivers for transition into the college, where caregiver/school relationships are less robust as compared to traditional high school. Even still, we recognize the importance, value, and mandate to implement such relationships especially for our students who are under the age of 18.|During this reporting period, Gateway to College Academy (GtCA) Charter High School held several parent engagement events, such as Friends & Family Day, New Student Orientations, and other community-centered engagement events. During these events, parents/caregivers were encouraged to participate in the School Site Council. This Council met five (5) times during this reporting year and provided the opportunity for parent engagement and shared decision making. This groups is charged with discussing school academic goals, school culture and climate, and budget priorities.|2|5|4|5|3|3|3|3|3|2|3|1|2019-11-12|Met|2019 45752670000000|Gateway Unified|3|The LEA provides a number of opportunities for families to engage in advisory groups and help with decision-making. These opportunities are given at school site levels and district committee levels. The LEA still struggles to get effective family engagement. Quite often the same families are asked to participate in the various advisory groups because of the difficulty in recruiting others to participate. The focus for the LEA is to research and try other effective strategies to increase family engagement and participation.|School sites are continuously reaching out to families to provide information and opportunities to partner in education. Each school site has been directed to establish a Parent Involvement Committee for the purpose of identifying activities and site resources that are currently helping to build a partnership with families. The site committee will monitor parent participation throughout the school year. Each year the committee will determine what the focal areas need to be toward building stronger partnerships, and research other strategies that can be implemented to connect with families that are reluctant to participate in the partnership. Each school site is unique but many similarities exist regarding the obstacles for strengthening partnerships. Family workshop themes will be provided for families to select from topics that are of most concern, i.e. legal rights, higher education funding sources for families, parenting classes, etc..|In recent years, staffs have received training to help understand family concerns and issues that may exist that prevent students from reaching their capacity to learn. The training has been implemented at all school sites. School sites have established high expectations for staff/family trust relationships. The LEA recognizes the need to monitor which staff members have received training, and which staff members are new and have not received training. More training needs to be provided for staffs to help create a welcoming environment for families in the community.|4|3|3|2|2|3|3|2|4|4|3|3|2019-10-23|Met|2019 47703180000000|Gazelle Union Elementary|3|Gazelle Elementary has over 50% new staff and is currently rebuilding.|Gazelle Elementary has over 50% new staff and is currently rebuilding.|Gazelle Elementary has over 50% new staff and is currently rebuilding.|1|1|1|1|1|1|1|1|1|1|1|1|2019-10-14|Met|2019 15634870000000|General Shafter Elementary|3|General Shafter values the input of the community into decision making. Parent advisory teams, and DELAC meetings are avenues for such input. Also, annual LCAP meetings are a venue for input. General Shafter is working to build attendance to the LCAP community meeting.|General Shafter ESD has outsourced professional development for staff to be trained in the area of building a partnership with families. We are in the begining stages of this process and hope to contiinue to grow in this area.|General Shafter ESD has identiifed relationship building with famiiles a priority. We have promoted communication between staff and families thorugh the implimentatoin of class dojo and email system. In some cases, classes have developed their own websites to communicatnd and build relationships between school and families.|3|3|4|2|3|3|3|3|2|3|3|3|2019-10-08|Met|2019 19647336061477|George Ellery Hale Charter Academy|3|At Hale, we provide families with many opportunities to provide input in school site decisions. Los Angeles Unified provides us with the structure and training on how Local Councils should operate and effectively engage families in advisory groups and decision making. At Hale, our HCC and ELAC specifically make decisions about school programs and services and parents and students are active members of the governing bodies. In addition, parents are active members of our standing committees and are welcome to attend all meeting. These meetings are governed by the Robert’s Rule of Order, as well as the Brown and Green Act. 73% of our families state that they were encouraged to participate in organized parent groups. 81% feel like they are included in important decisions about their child’s education. 84% feel welcome to participate at the school. In order to continue reaching out to parents and supporting them as school decision makers, we will continue to publicize Charter Committee meetings announcements, agendas and minutes. Although we have and active ELAC committee and have held many stakeholder meetings to ensure the input of our English Language Development student and Student with Learning Disability parents, this is an area in which we can improve. We hope to expand our participation through Targeted invitations and an expansion of parents’ roles in our committee meetings. In addition, families are invited to regional meetings, where they learn about Title I, English Learners, foster youth policies, programs, and funding that help in this recommendation process. Our parents have the opportunity to participate in the District’s many decision making committees which include; Central Advisory Committee, District English Language Advisory Committee, and the Parent Advisory Committee.|Parents received information about the school and the District as a whole in many different ways. There is a district and school web site, school and teacher LMS pages, and we regularly send messages home via email and voice mail. Of the families surveyed, 91% stated that Hale provides information I can understand. 84% stated that the school informs me about graduation requirements. 77% stated that the school informed them about UC and CSU requirements. Overall, these are a good indicator that our parents feel informed and are active in our school community. Parents are supported in understand District policy, exercising their legal rights and advocating for their own student and all the students, through the Hale Charter Council and the English Language Advisory Committee. We participated in the Los Angeles Unified’s Standing with Immigrant Families campaign. This District-wide campaign empowers families with know your rights information in the areas of immigration, health, housing and education rights.|Hale Charter Academy is part of the Los Angeles Unified School District. The Los Angeles Unified School District is organized to support family engagement through a centralized Office of Parent and Community Services, and six regional Parent and Community Engagement Teams in coordination with the Federal and State Education Programs Office. These Teams support the implementation of school site trainings for staff and families including a volunteer policy to prepare families in their capacity as volunteers. Hale’s Parent Liaison and Parent Representative participated in this training. Hale significantly increased its parent volunteers. We doubled the amount of volunteer opportunities available on our campus. 71% of our survey participating parents stated that the school informs me about volunteering opportunities. That is an increase of 3%. LAUSD also identified 550 Parent and Family Centers of which 279 were modernized with mobile devices, furniture and equipment. We are one of the Parent Centers that were modernized. Our center facilitated workshops on Academic Requirements, Attendance, transitioning into middle school, online safety and other recreational workshops. Welcoming environment indicators are also captured in our School Experience survey. 76% of the parents who participated in our survey feel welcome to participate at our school. Although that is a high mark, we will continue to work to improve in this area. Although we have and active ELAC committee and have held many stakeholder meetings to ensure the input of our English Language Development student and Student with Learning Disability parents, this is an area in which we can improve. We hope to expand our participation through Targeted invitations and an expansion of parents’ roles in our committee meetings. In addition, our teachers have continued to receive professional development on empathy, English Language Learners, Students with Disabilities and being Culturally and Linguistically Responsive.|4|4|3|4|4|4|5|4|4|4|3|4|2019-10-17|Met|2019 34674390101899|George Washington Carver School of Arts and Science|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 33670586031959|George Washington Charter|3|As a Charter School engagement of families in all areas of the school is a given. Our parents staff and the community at large serve on the Governing Board of the school. The Governing Board is the policy setting arm of the school. Washington Charter School has an active and involved Parent Club Foundation. They work hand in hand with staff for enrich our educational program and to offer a variety of activities and events for students. We always strive for diversity on the Governing Board. I feel our underrepresented families have a voice through their board representative.|Our staff spends a significant amount of time outreaching to families. Working in partnership yields positive results. When school and home are working together the results are more favorable for the child. We have long known and focused on collaboration between stakeholder groups. Outreach is key especially to our underrepresented families. We hold meetings and have events onsite to foster and nurture involvement but there is always room for improvement.|Building and sustaining relationships is a cornerstone of our educational program. We want for our stakeholders to be involved in multiple facets of the school. Our school is warm and welcoming. Parents and community members are encouraged to be involved in the classroom and other operations of the school. Parents in collaboration with staff and community members comprise of school's governing board. We value, honor and respect differing thoughts. An area of continued focus is reaching out to our underrepresented families. Some individuals are hesitant to walk in the front door. They want to be involved but sometimes do not know how to covey this. WCS hired a full time person in the front office. One of their job functions is to increase involvement of underrepresented families.|5|5|3|3|4|4|4|3|5|5|5|4|2019-09-12|Met|2019 52715480000000|Gerber Union Elementary|3|Gerber Elementary School administers a local survey to all parents/guardians. This survey asks questions about school climate, culture, and engagement. This local survey was originally presented as a data source necessary for a counseling grant that the district qualified for. Local advisory committees, which include parents/guardians, reviewed the survey and felt that it would be a valuable tool to help measure school climate, culture and engagement. All stakeholders had an opportunity to provide input to the survey through our local advisory committees; School Site Council (SCC) and (District) English Language Acquisition Committee (ELAC/DELAC). Key findings from the survey are reported to SSC, ELAC/DELAC, other staff members, and the board at least once per year. Information is used as one of our multiple measures when making recommendations for LCAP goals and spending priorities.|One of the District priorities for the 2019-2020 school year is to build partnerships with families and the community. During our August staff meeting, all employees brainstormed ideas to increase family engagement and as a result GUESD and the Parents' Club will be hosting 3 family nights during the year. We have increased communication through monthly newsletters, all school notification system, and teachers are using the REMIND app for daily communication. In addition, GUESD has parent-teacher conferences in November and our goal is to communicate with 100% of parents.|Gerber School strives to provide a welcoming environment for families and the community. Our office has two bilingual employees that are available to support our Spanish speaking parents. in addition, we have a full time ELD teacher and several support staff that are bilingual and able to support 2-way communication between parents and community members. A priority focus for the District this year is to build trusting partnerships with families. During our August staff meeting, all staff brainstormed ideas for more family engagement including activities such as family nights. GUESD has worked with the Parents' Club to sponsor 3 family nights during the 2019-2020 school year.|4|4|3|5|2|3|4|3|4|4|4|3|2019-10-21|Met|2019 49707060000000|Geyserville Unified|3|As a school community we are working on seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, and being a small community We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Surveys, , and being a small community Within all the activities above we will seek to improve the engagement of underrepresented families.|As a school community we are working on building partnerships throughout the community for student outcomes. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by providing PD Days. We are providing families with information and resources to support student learning and development in the home through TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Parent Coffee Meetings We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications Within all the activities above we will seek to improve the engagement of underrepresented families.|As a school community we are working on building relationships between school staff and families. We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Classtag App for consistent communication We are creating welcoming environments for all families by providing friendly Office Staff, welcoming facilities, welcoming teachers, Translators, Bilingual Flyers, Posters, and Communication We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by teachers sending All about me pages home. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, 7-12 Parent/Student Schedule Meeting Within all the activities above we will seek to improve the engagement of underrepresented families. We increased parent involvement by providing welcoming family events (Parent Information Night before school starts, Information on New Tech Academy, Information on TK program, Back to School Night, Open House, Parent Site Visits, Cash for College Night, Parenting Workshop on Teens and Marijuana, Toolbox Parent Night), communicating to families (all call system to remind them of upcoming events and Facebook and district website to communicate with families, newsletters), providing community outreach (continuing to host town hall meetings, continuing the Geyserville Education Foundation, and hiring Public Relations/Volunteer coordinator to maintain volunteer database and develop outreach materials).|3|5|3|4|3|4|4|3|3|3|3|3|2019-10-09|Met|2019 43694840123760|Gilroy Prep (a Navigator School)|3|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.|Navigator's focus on culture extends to students and families as well. Parents come to the daily morning message, attend monthly parent coffees (translated into Spanish), receive communication through the Parent Square app, attend parent conferences, and interact with the sites via social media. We also hold School Site Council and ELAC meetings to provide additional support and opportunities for parents to be involved local governance. Navigator has overall organizational health as an area of focus and will be implementing stakeholder summits to talk with parents about areas of interest and / or concern.|5|5|3|5|3|4|4|4|5|4|4|3|2019-06-18|Met|2019 43694840000000|Gilroy Unified|3|The LCAP process for the district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP. The district made a concerted effort to engage a more representational group of families through the survey, and had almost four times more participation than the previous year. In addition to the LCAP survey, meetings were scheduled for a number of groups/committees, in order to ensure additional input, particularly from English Learner and families with Special Needs students--District English Learner Advisory Committee (DELAC), Angeles Sin Fronteras, Superintendent/Parent Advisory Committee (SPAC), School Site Councils, Staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings were designed deliberately to allow families to access and engage in the major points of the LCAP and reflect on the specific actions the district has been taking. There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes|Over the last several years, the district has implemented parent leadership training, such as Project2Inspire, particularly targeted for Spanish-speaking parents. In addition, the district partners with various community agencies to provide direct support to high needs families, including counseling services, food banks, parent workshops, and health resources. All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their student. There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families.|The district SEAL schools and Dual Immersion classrooms, in particular, actively engage families in their child’s instructional program. In addition, the district and schools have made intentional efforts in ELAC and DELAC meetings to engage families in an accessible manner around the key aspects of school and district plans. In addition, the district is training site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families. While the district LCAP survey indicates that 83% of parents feel welcome in the school environment, we continue to focus on this to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program.|3|3|2|3|2|3|3|2|3|3|3|2|2019-10-17|Met|2019 19647330133710|Girls Athletic Leadership School Los Angeles|3|GALS has a School Site Council, a Title I Parent Council, a School Accountability Committee, as well as monthly Coffee with the Principal meetings. All of these Councils and meetings are geared towards improving student outcomes. Parents, teachers, administrators and students all work together in unison to support our students in academic growth. We have received feedback after feedback that our parents feel that their opinions matter here at GALS and that they feel comfortable sharing them. In terms of areas for improvement, GALS can continue to increase the number of parents engaged at the school including the underrepresented families.|GALS has a School Site Council, a Title I Parent Council, a School Accountability Committee, as well as monthly Coffee with the Principal meetings. All of these Councils and meetings are geared towards improving student outcomes. Parents, teachers, administrators and students all work together in unison to support our students in academic growth. We have received feedback after feedback that our parents feel that their opinions matter here at GALS and that they feel comfortable sharing them. In terms of areas for improvement, GALS can continue to increase the number of parents engaged at the school including the underrepresented families.|In the 2018-19 school year, GALS administered the Caring Common Survey to our parents. This survey, developed by Harvard School of Education, helps schools better understand the experiences of students, educators, and parents as they relate to: School values, Safety, Bullying, discrimination, and harassment, student and adult relationships, rules and expectations. The key learnings from the survey were as follows: GALS welcomes parents input (94% agree) and is an inviting place for students to learn (92% agree). Parents also felt that GALS is a safe place for their child (88% agree) and that our school helps their student with social and emotional needs (85%). Our lowest ranking area was providing instructional materials that reflect my child's identity (68% agree) and seeking parents input before making decisions (70%). We are excited that our parents feel that we welcome their input and that we have created a safe and supportive environment for our students. We are excited to see that our lowest ranked item was still a high percentage at 68% of parents agree. That is well over the majority. That being said, we know that if we focus on the items that are lowest ranking, we still have good direction for which grow and improve.|5|5|4|5|5|5|5|4|5|5|5|5|2019-10-23|Met|2019 20764142030237|Glacier High School Charter|3|Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) from Parent Workshops given throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. A focus area for improvement: We are committed to providing training and support for all staff for effective and consistent school program and policy implementation to improve our systems of communication by providing designated trainings on the following: school program policy topics at regularly scheduled staff meetings, on curriculum knowledge at regularly scheduled staff meetings, and by holding administrative meetings devoted to assessing and refining our staff trainings and procedures (LCAP Goal 2).|Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) from Parent Workshops given throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. A focus area for improvement: We are committed to providing training and support for all staff for effective and consistent school program and policy implementation to improve our systems of communication by providing designated trainings on the following: school program policy topics at regularly scheduled staff meetings, on curriculum knowledge at regularly scheduled staff meetings, and by holding administrative meetings devoted to assessing and refining our staff trainings and procedures (LCAP Goal 2).|The following information contains the results of our Parent Survey from the 2018-19 school year. The feedback from this survey contributed to our 2019-20 LCAP goals and actions. 41 parents responded to our local school survey on a variety of topics. The results were as follows: 1) How would you rate your overall home school experience? 58.54% rated EXCELLENT, 24.39% rated ABOVE AVERAGE, 17.07% rated SATISFACTORY, with 0% responding POOR. 2) How well does the school support your needs as a parent teacher? 53.66% rated EXCELLENT, 29.27% rated ABOVE AVERAGE, 17.07% rated SATISFACTORY, with 0% responding POOR. 3) How well do you feel the building and grounds of the school support the safety of our students? 48.78% rated EXCELLENT, 24.39% rated ABOVE AVERAGE, 19.51% rated SATISFACTORY, and 7.32% responding POOR. 4) Do you feel that the buildings and classrooms are in good condition and appropriate for learning? 48.78% rated EXCELLENT, 31.71% rated ABOVE AVERAGE, 17.07% rated SATISFACTORY, and 2.44% rated POOR. 5) Rate how well the school communicates to you about school events and procedures. 56.10% rated EXCELLENT, 19.51% rated ABOVE AVERAGE, 21.95% rated SATISFACTORY, and 2.44% rated POOR. 6) Do you feel all Western Sierra Charter School staff is effective and consistent in school program and policy implementation? 34.15% rated EXCELLENT, 46.34% rated ABOVE AVERAGE, 17.07% rated SATISFACTORY, with 2.44% responding POOR. 7) In the area of mathematics, rate the quality of support you receive in curriculum options. 50% rated EXCELLENT, 25% rated ABOVE AVERAGE, 20% rated SATISFACTORY, and 5% responding POOR. 8) Also in the area of mathematics, rate the level of instructional support you receive for your student (i.e., from teachers, resources, tutoring, online options, remediation, etc.) 50% rated EXCELLENT, 22.50% rated ABOVE AVERAGE, 25% rated SATISFACTORY, and 2.50% rated POOR. 9) How well do you feel supported in your current academic planning for your student? 60.98% rated EXCELLENT, 19.51% rated ABOVE AVERAGE, 19.51% rated SATISFACTORY, and 0% rated POOR. 10) Does our school provide you the knowledge and support you need for future (college/career) academic goals and planning for your student? 46.34% rated EXCELLENT, 26.83% rated ABOVE AVERAGE, 24.39% rated SATISFACTORY, with 2.44% responding POOR. 11) Would you recommend our school to your friends and family? 100% responded YES. 12) It is Glacier’s purpose that all students graduate completing the full A-G (college prep) course requirements. Is your student on track to complete the full A-G course requirements for graduation? 80% responded YES, 7.50% responded NO, and 12.50% responded I DON’T KNOW|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19645680000000|Glendale Unified|3|Glendale Unified offers multiple parent engagement opportunities for staff to seek input and engage parents in decision-making processes regarding program development and implementation through School Site Council (SSC), ELAC, DELAC, Parent Chat, S.H.I.N.E. and B.B. and various other site and district based Parent Workshops/Meetings, and the Local Control Accountability Plan (LCAP) Committee. Parents are encouraged to participate via site and district messaging systems provided in Armenian, English, Korean and Spanish. Multiple meetings are held throughout the year to allow for increased parent participation, feedback regarding school/district based programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities at both the site and district level. Translation and child care services are provided to help solicit parent participation. GUSD is committed to seeking innovative strategies/programs aimed at increasing parent participation/engagement at the district and site level.|Glendale Unified offers professional learning and support for families in understanding and accessing resources for state assessments such as CAASPP and ELPAC. Site-specific performance data is shared with families and specific next steps to address areas of focus are discussed. Resources for support and learning at home are also shared. Teachers meet with families during each report card period to review academic progress and engage them in learning during Reading Night, Math Night, and other events. Families take part in ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings. The district will continue to improve its communication with families, including sharing socioemotional and school climate data and discussing actionable next steps.2018-19 GUSD Culture Survey results indicate that further development of opportunities to improve school and family partnership is needed.|Glendale Unified offers several opportunities for schools to build strong relationships with families. Culture surveys provide insight into school needs in addressing community questions and concerns. Several initiatives are designed to engage staff with families, including Parent Chat, CABE (California Association of Bilingual Education) Project Inspire, and Supporting Hope In New Environments (SHINE). Parent orientations for English learner families at Glendale Unified’s Welcome Center, welcomes families and provides them with information and resources necessary for successful school experiences. GUSD will utilize a multi-pronged, multi-language outreach campaign (phone calls, email, traditional letters, social media, and more) to increase parent attendance and engagement at the various events, as well as implementing programs and workshops based on parent surveys and needs assessments.|4|4|4|4|3|4|4|4|4|4|4|4|2019-10-22|Met|2019 19645760000000|Glendora Unified|3|Parents have been involved in the school sites and district level advisory groups for many years. Parents have been actively involved in determining how funds are being spent through School Site Council and the Local Control Accountability Plan. In addition, the school community inclusive of parents and community members determine all family engagement activities. The challenge continues to be getting engagement of the underrepresented families for larger heterogeneous decision making groups. The parents prefer to meet in smaller groups where there primary language is spoken to give their input in the areas above.|Parent engagement and involvement in schools is strong as represented by the work done by each schools Parent Teacher Associations and the 1000's of hours of volunteering that occurs in each of the schools. As we hold meetings in parents primary languages, the district has found parents of underrepresented students more engaged. We will continue to offer these opportunities at the individual school site, where parents feel more connected.|Glendora continues to work to reach our community group via social media platforms, emails, meetings, and input on surveys related to what our school community feels we are doing well and what they believe we need to improve. Communication continues to be an area identified as a strength overall. However, we continue to be challenged in engaging our underrepresented families at the District level. We have found parents will attend meetings at their individual schools sites. The District is utilizing paraprofessionals to personally reach out to the parents of these underrepresented groups in their primary language to invite them to meetings as well as hosting parent education nights in our three primary languages to support and answer questions. This continues to be an area of need for Glendora.|4|4|3|4|4|4|4|4|4|4|3|4|2019-10-28|Met|2019 11101160000000|Glenn County Office of Education|3|All of the students served through our regionalized programs have an identified disability and qualify for special education services. When creating the individual plan or IEP for students parents participate in a robust process to establish the program for that individual student. Part of this process contains a survey about facilitating the parents’ involvement in the process as well as attaining parent agreement to the program. 100% of our parents have responded to the survey question and more than 95% agreed that we involved them meaningfully in the process. As parent participation is a required component of drafting IEPs, parents have direct and explicit input in decision making around programming for their student. We chose this method because parents are familiar with the IEP process, we get one on one feedback from them, and each parent is given a voice in the process and programming for their child.|In order to support teachers and administrators in learning how to engage with families, we conduct new teacher training where teachers attend mock IEP meetings and practice reporting out and getting feedback from administrators. Staff also have the opportunity to attend professional development around the IEP process and working with families at local workshops hosted by local special education administrators. There are also a number of legal workshops taught by Special Education attorneys that educate staff on the laws, regulations, and policies that govern the special education services. Professional development also includes elements about resolving conflict and how to mediate meetings to prevent and address disagreements quickly. As the laws, policies and regulations change regularly, these training are ongoing. We work so closely with all of our families on a regular basis as required by the IEP process.|In Student Services we strive to engage with all of our parents on a regular basis. Given that every student in our programs has an Individualized Education Plan or IEP we have requirements to meet. Through the IEP process we meet with each family no fewer than once a year to review their child’s program, create goals for the future and to listen to their concerns. Our department works hard to establish strong relationships with the families and reach out more often than the annual meetings because we have a philosophy of preventing problems. The best way to ensure parents are happy with the school program is regular communication. This is especially important in the regional classes for students with significant disabilities because many of them do not have language and cannot tell their families about their days whether it is to share something fun or something they did not like. Our teachers are sure to send pictures or capture videos of students working so parents can see how great their child is doing during the school day. Our programs participate in Back to School Night and Open House at each of the hosting campus’. Our programs have parent nights were parents are invited to visit the program and offered snacks and time to get to know the teacher and other staff. This gives staff a chance to talk with parents in a calm setting as IEP meetings can be stressful for everyone especially parents! At all events and IEP meetings translators are available so all parents can participate regardless of the language they speak.|4|4|5|4|4|4|5|5|3|3|3|3|2019-10-16|Met|2019 19647330114967|Global Education Academy|3|At Global Education Academy, we have our School Site Council (SSC) that is comprised of parents, teachers, staff, and administrators. The SSC's role is to work with all stakeholders to advise and make decisions based on the school's budget and needs. The SSC meets on a monthly basis where various topics such as instruction, events, test scores, and budget are discussed. In the past, the trend for parent participation has been low. This can be attributed to the fact that our parents do not want the responsibility of making such big decisions for the school as well as the parents feeling like they do not really have a say or do not want a say because they are not experts in such topics. However, the administration has been encouraging parents to get involved with the SSC because the more they learn about such topics, the more informed they are about our school, and this way, they can help make informed-decisions when necessary. An area of improvement is involving all stake holders to implement and evaluate family engagement activities at our school. We have various events that families can participate in, but we do not necessarily involve the parents to plan what kind of engagement activities they would like to see at our school nor evaluate how the activities were implemented. Parents have given input about what activities they would like to see implemented at our school in the Coffee with the Principal meetings but a specific avenue for them to plan, design, implement, and evaluate has not been provided.|Global Education Academy works with parents so they can better support their parents at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers are able to communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops once a month to support parents in areas they have identified as being a need. Topics such as mental health, lice removal, supporting students with special needs at home, technology training, and how to help students prepare for the CAASPP test are some examples that we have addressed. We are also strong in informing parents of students with special needs of their rights by explaining it to them at the individualized education plan (IEP) meetings, handing them written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education. An area of improvement is providing families with information and resources to support student learning and development at home. Parents are always asking how they can help their child at home, and teachers are able to provide parents with various resources. However, as a school, we can improve in providing parents with the information and resources to better support their children at home.|At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have put systems in place that ensures teachers, staff, and administrators can communicate with parents. All of the teachers are using an app called Class Dojo where they can connect with parents and message them directly, share students' work, display announcements for the whole class, etc. The principal sends home a weekly newsletter that contains information about the school's events as well as issues or celebrations the school wants to address. The principal also holds several parent meetings throughout each month such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for the parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to or relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of communication go out in English and Spanish so that all of the information is accessible to our parents. Our community speaks English and Spanish, so most of our staff are bilingual in English and Spanish, all communication goes out to our families in English and Spanish, and for our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff. An area of improvement would be for staff to learn about each family's strengths, cultures, and goals for their children. This would mean that the staff needs to proactively engage in communicating with the students' families and really getting to know them on a more personal level.|5|5|4|5|5|4|5|5|3|4|4|3|2019-10-31|Met|2019 19647330129833|Global Education Academy 2|3|Global Education Academy 2 provides a platform to seek input from various stakeholders in school decision making through teacher and administrator participation in meetings related to engaging parents/guardians in decision making. The faculty and staff understands how to refer parents/guardians to the proper school personnel of the organization that permits them to influence the decision-making. Parents have attended the local governing and advisory committee such as School Site Council (SSC), Booster Committee, and the School Handbook Advisory Committee. Parents have been provided with the proper steps of the process of addressing concerns that includes a discussion of the various entities within the organization and the overall structure of the organization. For example, parents understand that for general, budgetary, and academic concerns, they can address these concerns with the SSC committee. For concerns in relation to school events and school traditions, they can direct themselves to the Booster Committee. Concerns about individual students should be addressed with the teacher first and then the principal. Teachers have also provided parents with educational meetings to support the parent engagement and involvement with their child’s education and school participation. For example, teachers and staff have assisted parents with setting up accounts to use technology communication for student behavior, student academic support and overall school communication. A Parent Handbook Committee met for several weeks to update the school Parent Handbook to inform parents of policy updates, address new concerns, and revise outdated policies to meet the actual school community needs. The school focuses in always promoting partnership between stakeholders and school. Meetings are held in both English and Spanish to allow transparency and a full understanding among all stakeholders involved. These services are accessible through “Coffee with the Principal”, Booster meetings, SSC, Parent general meetings, Parent/Student orientations, Informational meetings, IEP meetings, Parent conferences, etc. Furthermore, all written communication is translated in the home language of the families. Global Education Academy also provides Parent Workshops that are linked to student learning and social-emotional need development. The principal’s newsletters include academic educational information for parents to refer and assist their children with educational and emotional needs and growth. Parents were provided with a workshop about Trauma informed practices they learned how to understand about traumatic experiences and how it can be associated with student behavior and learning concerns in school. Global Education Academy emphasizes in keeping a transparent communication between stakeholders and school. The primary purpose is to engage all stakeholders to be active participants of the Global Education Academy 2 school community.|To increase the effectiveness of building partnerships for student outcomes, Global Education Academy 2 rolled out a Student Intervention/Teacher Support Program that concentrates in providing a clear path with specific goals to improve student learning and teaching methodologies. The Principal and staff work to develop individual student goals and monitors progress. Teachers receive support with instructional and student behavior and teacher coaching to address any areas in need that are of a concern in the daily teaching process. The program facilitates the opportunity to increase academic results in the area of student academic success and effective daily instruction. The concentrated goal is that all students will meet their yearly academic goal. Additional to student and teacher support, GEA 2 emphasis is to increase parent academic communication particularly with the underrepresented families in the community. The program fosters more communication between parent and school with the attention to develop a stronger academic understanding for parents so that they too can assist students in academic success.|Global Education Academy 2 is a perfect example of how all people can live together, work, and thrive to build strong relationships where staff, students, parents can all feel safe, happy, and all students are have the potential to succeed. GEA 2 values and cares for every member of this community and it is apparent by the family atmosphere that surrounds the walls of this community. Parents unite to provide the school with donations and a helping hand to make school events successful and fun for the community. We consider ourselves an international school because so many families come from different cultures and places in the world. We live with joy and understanding that we are all different but we are delighted that each one of us offers new experiences and cultural awareness. The positive atmosphere contributes to effective teaching and learning and to genuine communication, both within and outside the school. GEA 2 is developing more opportunities where staff and parents can learn more about each other in an open arena that permeates honest and genuine conversation to learn “About Me”. Once a month a teacher joins the principal in Coffee with the principal and parents have an opportunity to learn about that particular teacher and the teachers learns about them. GEA 2 takes pride in building effective communication within the school and fosters respect for diversity and cultural differences. We believe that providing opportunities to engage in the art of conversation more underrepresented parents will start to initiate the efforts to engage themselves and join the contagious friendly school community.|5|5|4|5|4|4|5|5|4|4|4|4|2019-10-24|Met|2019 54722560135863|Global Learning Charter|3|GLC teachers and support staff understand the importance of engaging families in order to seek input for decision-making. The GLC staff engage in multiple activities to engage families and seek their input for school-wide decision-making. These include, but are not limited to: • Advisory councils – The School Site Council (SSC) and the English Learner Advisory Council (ELAC) are open to parent membership and participation. They exist to provide a forum for feedback and input regarding the school’s programs and activities. • Parent survey – The parent survey is made available at after-school family events, as well as online. Question items provide important feedback and input specific to the school’s four (4) school goals. • Parent Teacher Student Association (PTSA) – The PTSA provides another avenue for parents and families to impact activities on campus. While the PTSA work focuses primarily on enrichment opportunities, the selection and implementation of those activities are critical to our students’ academic outcomes.|GLC teachers and support staff understand the importance of building partnerships with parents and families as a means of increasing student outcomes. The GLC staff engage in multiple activities to build and support partnerships with parents and families. These include, but are not limited to, the following: • Parent-Teacher Conferences – GLC teachers meet annually with all parents to discuss progress towards student outcomes. During these conferences, teachers share academic growth data as well as provide guidance and resources for parents to support their child’s continued development. In addition to annual conferences, teachers schedule additional parent-teacher conferences with students performing below grade-level. • Student Study Teams (SSTs) – Teachers initiate SST meetings for those students who are experiencing some kind of academic, social, or personal challenge or difficulty. SST meetings provide an opportunity for multiple staff members with diverse roles and experiences to meet with the parent, discuss challenges and concerns, and implement a plan for improvement. • Parent communication – Various methods of communication are utilized to provide information and resources that support student learning to parents and families. These include website communication materials, school-to-home notices, and more.|GLC teachers and support staff understand the importance of strong relationships between school and home in the academic, personal, and social development of students. The GLC staff engage in multiple activities to strengthen relationships with students’ families. These include, but are not limited to, the following: • Classroom placement – In almost all cases, students at GLC are assigned to a classroom and/or homeroom teacher for a 2-year period. This practice, called looping, allows teachers to develop stronger and deeper relationships with students as well as families. Furthermore, sibling students are often placed with a teacher who was assigned to an older sibling. This allows teachers to further develop strong bonds with families over many years. • School-to-Home communication – The school uses a variety of approaches and methods to ensure frequent and effective communication with families. These include: weekly Sunday telephone messages; notices home; marquee messages; Twitter announcements; and an up-to-date website. In addition to school-wide efforts, all teachers have a method to message all parents, such as Class Dojo or Remind. • Parent participation and feedback – There are many opportunities for parents to participate in activities on campus, including volunteer opportunities, Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learner Advisory Council (ELAC), and more. The school’s annual Parent Survey and commitment to being accessible to parents are also critical to encouraging and seeking feedback from parents. • Family events – GLC holds several important family events over the course of the year. The purpose of several of these events is to build community between school and home, as well as among GLC families. These events include, but are not limited to: Lunch on the Lawn, Ornaments from Around the world, movie night, the World’s Fair, and Open House.|4|4|3|3|3|3|4|4|3|3|3|4|2019-10-29|Met|2019 30664230131417|GOALS Academy|3|With our model of a co-created school, staff members and parents are empowered to make decisions about GOALS Academy’s present and future. This occurs on a daily basis, with parents having easy access to all staff members, including the director and assistant director. Additionally, in more formalized settings, parent participation is strong during the School Site Council (SSC) and F.A.S.T. (Family and Staff Team) Meetings, as well as the GOALS Academy Governance Committee Meetings. Translation support is readily available for our Spanish-speaking parents. And, support in other languages is arranged on an as needed basis. As part of the renewal process during the 2019-2020 school year, there is a proposed material revision that will permit even greater input by the parents into decisions made about the school. Rather than having a Governance Committee that is a subset of the parent organization’s Board (i.e., GOALS Inc.), the school will be set up as an independent entity that will select its own Board. This is viewed as taking the school to the next level of co-creation. There is a concerted effort to engage all families through social/community events, volunteerism, and leadership. Every school subgroup is represented in the various parental roles in our school community. The greatest challenge is to engage parents who have severe limitations in time. We will continue to offer parent-friendly schedules with early morning and evening meetings. And, with many of our scholars picked up at 6:00 p.m. at the conclusion of our after-school programs, we will capitalize on this time to connect with our working parents. The school’s administration takes the parents’ lead in determining how to promote parent engagement. A needs assessment is conducted toward the end of each school year, and this results in the various events and workshops offered during the school year.|This year, we have had a series of Think Tank sessions with a talented and respected consultant so we can raise our cultural awareness and effectiveness with our diverse scholars and their families. This has resulted in deep conversations about the impact of ethnicity and race on our teaching/learning practices, as well as classroom management systems. The professional development has elevated our partnering practices with our diverse families, as well as our implementation of a strength-based justice system. In partnership with parents, we seek to help our scholars respond to a poor behavioral choice by owning it, fixing it, learning from it, and moving on. We also have created a school climate in which the scholars understand home and school are highly communicative with each other, and the two worlds are connected in support of them. By holding Parent/Teacher Conferences twice per year (end of first and second trimesters) rather than once per year as is the standard practice in the area, there are increased opportunities to discuss with parents each scholar's strengths, as well as areas where additional support is needed. These conferences are perceived as a time to provide individualized guidance to parents on how they can support their scholars' learning at home. It is also a time for parents to share any insights they have regarding their scholars’ strengths, challenges, and effective motivational strategies. Additionally, we have invested in more computer-based learning for school and home use, such as iReady Reading, iReady Math, Prodigy, and Rosetta Stone (Grades 4-6), which permits parents to have greater insights into their scholars' academic progress at home by becoming familiar with these resources. For our sixth grade scholars and parents, we will have Saturday sessions to boost their skills prior to their departure from our school in June. What will make these sessions unique is the involvement of parents in parallel sessions. The majority of our parents are communicative about what they want for their scholars. What is commonly expressed is they want their scholars to be excited about learning, confident about their futures, and happy about life. They do not tend to be overly focused on test scores, although they want their scholars to have the necessary foundational skills to succeed academically. The parents' comfort in communicating their ideas for strong learning outcomes comes, in part, from their initial decision to enroll their scholars in a charter school. They are aware of the benefits of choice and voice when it comes to the education of their scholars. And, they hold their scholars and school to a high standard. The parents’ involvement in decision-making groups such as School Site Council, the GOALS Academy Governance Committee, the GOALS Board, and beyond has made an incredible difference in our school’s future and the academic and social-emotional growth of our scholars.|GOALS Academy strives to be a co-created school in which the scholars, parents, and staff work together in a cycle of continuous improvement. Because the charter school is a choice rather than designated by a residential address, there is a strong effort by all staff members to build positive and productive relationships with all parents. We acknowledge that our parents have the option to "vote with their feet" when it comes to the enrollment of their scholars. Additionally, parents who have been members of our school community for two or more years actively meet, greet, and involve new parents in the spirit of inclusion. The established positive relationships contribute to increased parental volunteerism and leadership. The distinction between home and school has been effectively "blurred" as parents and staff co-create a network of social-emotional, academic, and enrichment support for the scholars. This is augmented by the fact that a number of staff members are also parents of scholars attending our school (i.e., three office staff, one teacher, four instructional assistants, and two specialists). The number of parents volunteering on campus is also consistently high, as well as their participation in a variety of special events. The esprit de corps is strong among staff and parents, which can be observed in various events and meetings where the GOALS Academy community come together. While the bilingual staff members effectively build a bridge with our Spanish-speaking parents, there is a need to refine our outreach to some Latino parents who are not naturally drawn to be an active part of our school community. While the “door is consistently open,” we need to find ways for them to “walk through.” We will offer more events that are specific for our families of English learners, as well as parent workshops and trainings. Additionally, we are involved in professional development to increase our understanding of our diverse families. In particular, we have a growing population of African-American and Asian families, which provides us with the unique opportunity in Anaheim to guide our scholars and families to create a climate of mutual respect and acceptance. In regards to communication, there are a number of approaches used, including communiques through Blackboard Connect (i.e., texts, e-mails, and phone calls), the school’s Facebook Page, the webpage, and each teacher’s Bloomz account. There is also a concerted effort to have personal, face-to-face interactions with a strong staff presence before and after school, as well as frequently scheduled events (e.g., F.A.S.T. Family Fun Nights, SSC Meetings, F.A.S.T. Meetings, Lunch with Loved Ones events, performances, and showcases). Phone calls are also frequently made to create a strong home/school partnership in support of each scholar. While Spanish support is always available, there are times when it should be accessed and is not. The hiring of additional bilingual staff members is a goal.|5|5|4|4|5|4|5|4|5|5|4|4|2019-11-04|Met|2019 19647330117978|Goethe International Charter|3|GICS provides many opportunities for families to participate in advisory groups and provide input for decision-making through the use of various school committees and parent engagement evenings. Our school’s governing board has committees that include: the Governance Committee and the Finance Committee as well as school committees such as School Site Council, Diversity Awareness, Academic Excellence, and Marketing and Outreach. All of these committees include staff and parent members. Parent engagement nights and community universities are also held throughout the year to help keep families informed and provide avenues for input and feedback on a multitude of issues including the development, analysis and annual update of the school’s LCAP. The Goethe Parent Association and school administration host monthly meetings to share updates and information with parents. An area to focus on improvement would be providing more opportunities and avenues for families and staff to evaluate the family engagement activities at GICS. While staff and families work closely together to plan, design, and implement these activities, more focus could be paid to evaluating their effectiveness, especially as it pertains to including underrepresented groups in the school’s community.|GICS currently implements weekly professional development sessions for teachers, in which family partnership is one of the areas of focus. These professional development sessions support family partnership areas such as class website development, Parent Portal (an online portal for parents and teachers to stay informed about students’ progress), parent volunteer opportunities (field trips, in-class support, guest presentations, etc.), and conferences (both Student-led and Parent-Teacher). Teacher websites, Parent Portal, and class newsletters all provide resources for families to support student learning and development in the home. Teachers post links to videos, instructional tools, and other resources to their websites as well as list activities and tips for at-home support in their class newsletters. GICS currently holds two conferences throughout the school year (one Parent-Teacher and one Student-Led) for families and teachers to discuss student progress and support. Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year. In addition, community universities are held throughout the year to help keep parents informed about various aspects of their students’ education and development as well as to provide resources for families. A focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren), including the engagement of underrepresented families.|Goethe International Charter School’s (GICS) educational model, where teachers and students work collaboratively, encourages relationship building in multiple areas due to the necessity of working together in a dual-immersion model. Our staff meets weekly to collaboratively work on identifying areas of strength, areas for growth, and determine the next steps to improve student outcomes. At the beginning of each year, teachers get to know each other during a week-long professional development session. Additionally, GICS staff work closely with the Goethe Parent Association to include activities throughout the year for parents and staff to interact: Back to School night, student conferences, LCAP Stakeholder meetings, and school events (International Flair, Lantern Festival, school dances, etc.). Weekly class meetings, part of the school’s Caring School Community curriculum, provide opportunities for teachers and students to get to know each other and share their experiences and cultures. Student conferences, progress reports, report cards, parent universities, communication folders, teacher websites, emails, school newsletters, and teacher meetings occur regularly throughout the year and enable consistent communication between parents and staff. Our staff engages in 2-way communication between families and teachers that is understandable and accessible to families. A focus area for improvement would be for our staff to learn about each family’s strengths, cultures, languages, and goals for their children. As an International Baccalaureate World School, GICS highly values the backgrounds and experiences of all of our students and families. Teachers would benefit from more structured support in ways to highlight these diverse perspectives even more during instruction (for example: building up classroom libraries and professional development on cultural competence).|4|4|4|4|4|4|4|4|4|4|4|3|2019-10-21|Met|2019 09618790000000|Gold Oak Union Elementary|3|The Gold Oak Union School District is a small district, but it still provides a variety of ways to actively engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council, Parent Teacher Organization, and Budget Advisory groups. In addition, parents are encouraged to be representatives on county level advisory groups such as CAC--Community Advisory Committee. The El Dorado County's Community Advisory Committee consists of parents, teachers, and representatives of community agencies serving students with exceptional needs. In addition to advising the SELPA in the development and review of the local plan, CAC supports a variety of activities on behalf of individuals with exceptional needs and their parents. The district continues to work on finding additional ways to plan and design family engagement activities. Data from parent surveys is evaluated each year to determine areas of need.|Several changes have been made over the last two years to expand on our outreach to parents in terms of student outcomes. The middle school began having a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to parents. While parent conferences were already in place at the elementary school, this is a new change at the middle school. The sites are also communicating how to support student outcomes through newsletters and our Back to School Nights. Parents and staff are also encouraged to call or email when there is a concern over student progress or to request a Student Study Team meeting. While the district feels that communication and engagement with most families has improved, the district wants to continue work in reaching families of our EL students. Data from annual parent surveys help to determine areas in which we can improve engagement.|The Gold Oak Union School District has worked to make changes to ensure that families feel welcome and included. The district encourages parent participation in multiple ways. This includes participation at school/community events, as well as multiple volunteer opportunities. School/community events such as the Ice Cream Social and the Harvest Festival are well attended by families, staff and community. The district is seeing a shift in our demographics and so is in the beginning development of setting up ways to more fully engage families in other languages. Data from annual parent surveys helps determine the success of our engagement and parent relationships.|3|3|2|2|3|3|3|3|3|3|3|2|2019-10-21|Met|2019 55724130112276|Gold Rush Charter|3|Weekly staff meetings Weekly POD meetings Parent Club Monthly trainings Parents Meetings Open House Parent Teacher Conferences Weekly Progress reports|Parent Club was started on K-8 Campus 2018/2019 Parents expressed that the communication with the school is great. Parents feel they have a voice and like that they are allowed on campus and can volunteer in the classroom. Parents like field trip organization and love the open communications GRCS has about grades and school activities. Parents feel that Administration and staff are approachable and understanding. Through our LCAP we added goals that would increase our technology program for students on and off campus. Each grade attends technology twice a week and we have added classes that are more in-depth for Independent Study and High School students. With the training that comes from the teacher, students utilize tablets for ELA and math programs that they can also access at home. Through our LCAP we added in class support by adding new Instructional Aides to the on campus program. These aides assist with lessons, do playground supervision and oversee the new after school reading program Fast ForWord. Fast ForWord is an after school reading program that is offered each day for 30 minutes. Teachers work with parents to determine student needs and then the student is placed in the program for additional support.|* Healthy Family survey * CCSS Parent Nights * A.L.I.C.E Training - November 9, 2017 (All parents, teachers, staff and students) Health Survey Face to Face meeting with teachers April 5, 2019 Survey April 18, 2019 for the 5th grade & April 25, 2019 7th grade. Survey April 24, 2019 grades 9 & 11. Testing Results: Teachers tell you when you do a good job: Grade 5 87 % Yes Grade 7 97% Do You feel close to people at school: Grade 5 Yes 73% Grade 7,9 & 11 Yes 100% Feel treated fair: Grades 5,7,9, & 11 Yes 100% Teachers communicate: Grade 5 Yes 93% Grades 7, 9 & 11 Yes 100% Do you feel safe: Grade 5 Yes 87% Grades 7,9 & 11 100% School in good condition: All grades Yes 100% The results of this survey allowed for students to feel that their input is heard and that they are actively involved in many aspects of the school. Parent Survey School allows input and welcomes parent contributions. Strongly agree 79% Agree 21% School encourages parent to be an active partner Strongly agree 86% Agree 14% School actively seeks parent input in important decisions. Strongly agree/Agree 93% Parents feel welcome to participate at the school Strongly agree/Agree 100% Staff treats parents with respect Strongly agree/Agree 100% California Healthy Survey (Student) Students report that they feel safe at GRCS and that they understand that bullying is not allowed.|5|5|5|5|4|4|5|5|5|4|5|5|2019-10-17|Met|2019 09618870000000|Gold Trail Union Elementary|3|Gold Trail Union School District addresses this priority. We have established a District Advisory Committee (DAC) to review and comment on LCAP development. The district invites input from parents through the school site councils as well as numerous other opportunities to communicate as partners with the school. These decision-making bodies are supplemented with numerous other district and school level forums allowing communication and participation. Parent, family, and community participation is encouraged at all Parent Teacher Organization meetings and events. We schedule meetings with our English Learner parent groups. The district employs staff members who can translate verbal and written communication for our EL population. This staff also acts as an effective liaison promoting and encouraging participation is school functions. In addition to planning and other involvement opportunities, many events allow for meaningful participation with the school. We schedule regular parent conferencing time. We encourage parent participation on field trips and other chaperoning opportunities. Parents are encouraged to participate in enrichment activities and coach athletic teams. We invite parent participation in evening events such as Physical Education Nights as well as informational events designed by and for parents covering topics related to their students. Parents are always encouraged to visit the school and especially, attend Lunch With a Loved One.|Gold Trail Union School District addresses this priority directly. We have established a District Advisory Committee (DAC) to review and comment on LCAP development. The district invites input from parents through the school site councils as well as numerous other opportunities to communicate as partners with the school. These decision-making bodies are supplemented with numerous other district and school level forums allowing communication and participation. Parent, family, and community participation is encouraged at all Parent Teacher Organization meetings and events. We schedule meetings with our English Learner parent groups. The district employs staff members who can translate verbal and written communication for our EL population. This staff also acts as an effective liaison promoting and encouraging participation is school functions. In addition to planning and other involvement opportunities, many events allow for meaningful participation with the school. We schedule regular parent conferencing time. We encourage parent participation on field trips and other chaperoning opportunities. Parents are encouraged to participate in enrichment activities and coach athletic teams. We invite parent participation in evening events such as Physical Education Nights as well as informational events designed by and for parents covering topics related to their students. Parents are always encouraged to visit the school and especially, attend Lunch With a Loved One.|Gold Trail Union School District addresses this priority. We have established a District Advisory Committee (DAC) to review and comment on LCAP development. The district invites input from parents through the school site councils as well as numerous other opportunities to communicate as partners with the school. These decision-making bodies are supplemented with numerous other district and school level forums allowing communication and participation. Parent, family, and community participation is encouraged at all Parent Teacher Organization meetings and events. We schedule meetings with our English Learner parent groups. The district employs staff members who can translate verbal and written communication for our EL population. This staff also acts as an effective liaison promoting and encouraging participation is school functions. In addition to planning and other involvement opportunities, many events allow for meaningful participation with the school. We schedule regular parent conferencing time. We encourage parent participation on field trips and other chaperoning opportunities. Parents are encouraged to participate in enrichment activities and coach athletic teams. We invite parent participation in evening events such as Physical Education Nights as well as informational events designed by and for parents covering topics related to their students. Parents are always encouraged to visit the school and especially, attend Lunch With a Loved One.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-10|Met|2019 47104700117168|Golden Eagle Charter|3|Strengths in this area include a committed and functional staff and administration who collaborate to plan family engagement events and activities. Families have close engagement with the teachers they interact with frequently. Our identified areas of growth include developing positive and constructive ways to involve families in advisory groups and decision-making on a systematic school-wide level. We will improve the engagement of underrepresented families by building systems and parent / family groups to invite family involvement and give opportunities for input and decision-making.|Strengths in this area include our Educational Facilitator staff position and personalized learning model that promotes deep engagement with families and students.Our identified areas of growth include leveraging the strong staff-family relationships to improve academics. We will improve the engagement of underrepresented families by expanding staff training to build articulation between positive staff-family relationships and academic rigor, monitoring progress and adjusting instruction as needed.|Strengths in this area are in fostering and supporting one-on-one relationships and communication. Our identified areas of growth include improving systematic and school-wide communication within the school community and in supporting staff to better identify and support the strengths, language, culture, and goals of families we work with. We intend to improve the engagement of underrepresented families by surveying and identifying underrepresented groups to better understand their learning needs, then allocate resources to improve learning outcomes.|5|4|4|4|3|4|5|4|3|3|3|3|2019-10-10|Met|2019 04614570000000|Golden Feather Union Elementary|3|We are currently contracting services with Butte County Office of Education to support family engagement, decision making, and insuring all groups are represented.|Parent Teacher conferences/progress reports/Online gradebook are being utilized by all staff. Teachers are in the beginning stages of teaching families how to utilize the online student information systems.|Superintendent communicates weekly by text/phone/social media to all students and families. Teachers are currently being trained to improve home to school communication at the classroom level.|4|4|3|4|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 07100740730614|Golden Gate Community|3|- Parents attended every School Site Council Meeting held in 2018-19. At these meetings, we received feedback about priorities for students and also had parents input into both our SPSA and LCAP. Priorities cited by parents include: a) Increasing parent participation at the school b) Continuing to offer parent workshops c) Providing professional development focused on meeting student's social/emotional needs - Developing increased strategies to track and improve attendance - Improved school environment and enhanced student supports were noted by all stakeholders. - We sent out 182 parent surveys in Spring 2019. The survey was also made available digitally. Only 6 were returned. - Quarterly parent meetings were held at all sites.|- Parents attended every School Site Council Meeting held in 2018-19. At these meetings, we received feedback about priorities for students and also had parents input into both our SPSA and LCAP. Priorities cited by parents include: a) Increasing parent participation at the school b) Continuing to offer parent workshops c) Providing professional development focused on meeting student's social/emotional needs - Developing increased strategies to track and improve attendance - Improved school environment and enhanced student supports were noted by all stakeholders. - We sent out 182 parent surveys in Spring 2019. The survey was also made available digitally. Only 6 were returned. - Quarterly parent meetings were held at all sites.|- Parents attended every School Site Council Meeting held in 2018-19. At these meetings, we received feedback about priorities for students and also had parents input into both our SPSA and LCAP. Priorities cited by parents include: a) Increasing parent participation at the school b) Continuing to offer parent workshops c) Providing professional development focused on meeting student's social/emotional needs - Developing increased strategies to track and improve attendance - Improved school environment and enhanced student supports were noted by all stakeholders. - We sent out 182 parent surveys in Spring 2019. The survey was also made available digitally. Only 6 were returned. - Quarterly parent meetings were held at all sites.|3|3|1|1|3|4|2|4|3|3|3|3|2019-10-16|Met|2019 01611920119248|Golden Oak Montessori of Hayward|3|Golden Oak Montessori strives to involve families in as many aspects of school’s decision making as possible. A Campus Climate survey of parents and guardians is conducted each year seeking feedback on a variety of topics which directly informs decision making on school programs, services, financial allocations, and LCAP development. There are additionally several other opportunities for parents to submit feedback specifically on the LCAP as it is developed. Golden Oak Montessori is in a year-long strategic planning process which included a school wide-survey and a 4-hour workshop for a cross-section of our school community to help the Board of Directors identify and refine ideas for future growth and development. At the State of the School presentation, parents had an opportunity to provide direct feedback on the timely topics covered in the discussion. Parents and guardians are invited to join committees including the Safety Committee and Health/Wellness Committee. A monthly parent coffee meeting is held by the Principal for idea sharing and gathering feedback. During the monthly PTO and Familias Unidas meetings, parents have opportunities to provide ideas and give guidance to the school. Parents can also participate in PTO planning and implementation sub-groups. Teachers and the principal are always available to speak with families who have questions or ideas to share, and the Board of Director’s meetings are open to the public with an allocated time for public comment.|Golden Oak Montessori’s Family/Student Handbook outlines in detail the ways in which parents/guardians can support their student’s educational experience through collaboration and communication, in addition to providing detail on how to request support/guidance or express needs/concerns to school staff. In addition to the school-wide newsletter sent to families weekly (in English and Spanish), classroom teachers send monthly newsletters covering topics including how to support students at home academically, and the school has on the website a list of resources including online math and reading support tools. Two parent conferences are provided annually and parents are welcome to reach out to their child’s teacher at any time if there are questions or support is needed. If a student is struggling in a specific area a teacher will proactively reach out to the family and provide an update on the supportive strategies being used in the classrooms with suggestions for similar things that could be implemented at home. If there is still a need for further discussion, a Student Support Team (SST) meeting is held with the teacher, parent, and others as needed to further develop a strategy to ensure the student is successful. Annually, families are provided information about the CAASPP test including what it is, what it measures, and how to help support their student taking this important state-wide test. Scores are provided to families. Teachers are always available to speak directly with parents and guardians about a student’s performance in general or in a specific area. The school’s overall academic performance on the CAASPP is presented annually in a variety of settings where parents can learn more and ask questions. During the year workshops are provided for families covering a variety of topics with recent presentations including Montessori Math, KidPower Student Safety (in person and online), Social-Emotional Student Success, Planning for College, and Drug Awareness for Parents of Teens.|Parent Engagement continues to be a focus for Golden Oak Montessori with an active Parent Teacher Organization (PTO) and a Familias Unidas parent group for Spanish-speaking families. Both of these very active parent groups collaborate on school-wide events, room parent support, and fundraising with school staff. Golden Oak Montessori strives to ensure all families are able to access our programs and information. Spanish translation is provided for written communication, most school-wide events, and as needed for conferences, meetings, etc. American Sign Language interpreters are scheduled when requested. Golden Oak Montessori’s Family/Student Handbook outlines in detail the ways in which parents/guardians can support their student’s educational experience through collaboration, communication, and volunteerism - if able. The handbook is distributed in English and Spanish at the start of the year and the parent engagement section is reviewed with the PTO and revised as needed. A variety of community building events are hosted annually like the Welcome Back Picnic, Acorn Festival, Fall Fiesta Trunk-or-Treat, Parent Work Days, and our holiday Festival of Lights – all of which bring families together in a fun and collaborative atmosphere. In addition to gathering community feedback annually with the Campus Climate Survey which is used to directly address identified gaps and needs, Golden Oak Montessori continues to look inward a number of other ways including a school-wide strategic planning process and most recently an equity analysis provided by Safir and Associates which will identify and address equity challenges, build our equity fluency and capacity, and continue to build a caring, trusting, culturally responsive, inclusive, and collaborative school community.|4|4|3|4|4|4|4|4|4|3|3|3|2019-10-10|Met|2019 10752340000000|Golden Plains Unified|3|GPUSD has made great progress in its efforts in improving the level of communication and involvement between our underrepresented families, teachers, principals and district administrators and take pride in sharing the identified focus of area of improvement around parent engagement. At the district-level, a full time, bilingual Parent/Adult Coordinator has been hired. Working closely with site administrators, teachers and families, an all-out targeted approached consisted of the following since its onsite. Project 2Inspire has been implemented for three year now, producing 72 parents who graduated from Level 3 which focused on building capacity in the area of leadership. These parents attended a 3 hour class for 28 weeks. Of the 72 parents that completed the course 42 of these parents went on to complete a Parent Leadership Cohort training which consisted of another 10 weeks of class. During this training, parents learned to survey their communities to assess what type of workshops were of greater need, reached out to presenters, created flyers for the presentations, and were responsible for introducing the presenters and evaluating the feedback of the workshops, along with all the other details in orchestrating a workshop. The cohort of parents organized and implemented all aspects of 12 parent workshops, district-wide, of which 265 parents attended the workshops. More recently, 36 of these graduates, enrolled and completed a Career ladder class. The intent of this class was to grow our own pool of candidates to serve as volunteers in our District, while gaining job experience and career readiness skills, qualifying for future entry-level positions within our district or community. Possible opportunities would include but not be limited to; cafeteria, maintenance, yard duties, office support and/or paraprofessional support staff. The Career Readiness Course aims to help individuals become economically self-sufficient. The focus will be to provide them opportunities to learn about various jobs and to learn job skills, empowering them to care for themselves and their families. From the same graduates, most are now seated at one or more of the following committees at their respective sites and district level: SSC, ELAC, DELAC, and DAC. Serving on these various advisory boards, put our parents at the table in the decision-making around policies and programs at both the site and district-level. It also, provides the ideal platform for site administrators and staff to communicate and work alongside of each other for the improved of student achievement. Some of our parents have starting serving on a sub-committee with the City of San Joaquin in preparation of their Centennial celebration while others are serving on a Water Initiative for their community and have on numerous occasions attended public hears at the State Capital.|GPUSD understand the value of communication between its staff and parents and the valuable role our parents play as partners in the success of all students. It is for this reason that GPUSD offers throughout the year continuous professional development for all staff on how to further build a teacher/parent relationships, techniques on how to have effective parent/teacher conferences, tools for the translation of materials going home, and workshops on how to manage difficult conversations around behavioral issues, to name a few. GPUSD is also committed to providing families with information in their respective language along with a host of workshops on how to actively participate in parent/teacher conferences, School Readiness, Benefits of Early Childhood Education, Building Bridges, focusing on building family awareness and competence in improving their children’s educational outcomes, etc. Many of these workshops were embedded in the Project 2Inspire Project which has been implemented for three years, now, and from which 72 parents have graduated. GPUSD continues to have parent/teacher conferences, Open House, Morning Coffee with site administrators, Gallery walks which are done quarterly be the various grades implementing the Sobrato Early Academic Language (SEAL Program) Tk-4th grade, district-wide. In addition, GPUSD offers College Nights, and GEAR UP, a program with UC Merced to provide students with support around math and get them excited about college career opportunities, to name a few.Around the issue of ensuring support for our families and ensuring they understand and exercise their legal rights, capable of advocating for their child, parents are provided with informational handouts in their respective language, outlining their rights. More specifically, during the various SSC, ELAC, DELAC and DAC meeting, discussions are had going into details on the “how to”. Parents are further assured that GPUSD has an open-door policy at both the school sites and district level, should a parent have any concern around their legal rights.|GPUSD has made great strides in developing the capacity of staff and parents to continue to work on building trust and a mutual respect for each other. Professional development topics have revolved around such topics as Building Culture, Building Relationships, examining our own Mindset and moving away from the deficit thinking model. The results of the WE survey administered over the course of three years, of all stakeholders, has proven that as a district, we are moving in the right direction. Along the same lines, with the number of parents that participated in the Project 2Inspire’s full year of training, our parents have gained insight into recognizing the valuable contributions that they themselves bring to the table. Our parents, too, have been provided with books such as The “Alchemist” and Og Mandino “The Greatest Salesman in the World” which also speaks to the strength and wealth of knowledge that they possess from the onset. In the course of over 3 years, more than 450 parents have registered for one or more of our Adult Educational classes such as ELD, Civics, GED, Computer and Project 2Inspire, which demonstrates their own commitment to their own personal development. It has been this learning process for all involved that has created a shared commitment for student achievement impacting the whole community.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 56724705630363|Golden Valley Charter|3|GVCS was developed in response to parent and teacher request, and family engagement is a cornerstone of our program. All staff members and families engage in decision-making processes and provide input on policies and program development. GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.|As mentioned above, by the nature of the school’s design our most significant collaboration is with our parents. GVCS teachers are trained to partner with families in order to support student learning in the home. GVCS requires that parents have a strong stake in the education of their children. GVCS offers parents and students the opportunity and flexibility to design a standards-based, individualized learning plan. GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.|GVCS's most significant collaboration, by the very nature of the school’s design, is with our parents. Parents partner with us to be fully involved in their children’s education. GVCS offers parents the support and options necessary to teach their children in the ways their children learn best, and in doing so, our teachers develop deep and trusting relationships with the families with whom they work. A focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.|5|5|5|3|5|5|5|5|5|5|5|5|2019-09-09|Met|2019 34674470132399|Golden Valley Orchard|3|GVCS has many groups of parents to engage in around governance and community goals. Parents also fill out surveys and participate in Town Hall meetings.|While GVCS focuses on parent teacher conferences and regular communications, more can be done to bring support into the home to improve learning. The LEA can focus more on using the strong connections of staff and families to help specific learning goals for each child.|GVCS has strong relationships with families, built over years of town halls, parent surveys, parent-teacher conferences, and class meetings. However, the schools can do a better of job of using that cultural connection to reach out within other communities and create a stronger sense of understanding between home and school. While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into under represented families.|4|4|4|3|3|3|4|3|3|3|4|4|2019-11-13|Met|2019 34674470114983|Golden Valley River|3|GVCS has many groups of parents to engage in around governance and community goals. Parents also fill out surveys and participate in Town Hall meetings.|While GVCS focuses on parent teacher conferences and regular communications, more can be done to bring support into the home to improve learning. The LEA can focus more on using the strong connections of staff and families to help specific learning goals for each child.|GVCS administers an annual survey that includes school climate questions. The data reflects that parents feel secure in the community and the students feel safe in the learning environment. The school compares this data with suspension and discipline referral numbers. Furthermore, data sets are developed which collate the answers with similar questions asked asked of parents, students, and staff. An area of growth identified the need to put bullying prevention plan into place.|4|4|3|4|3|3|4|3|3|3|4|4|2019-11-13|Met|2019 31668520138008|Golden Valley Tahoe|3|GVCS has many groups of parents to engage in around governance and community goals. Parents also fill out surveys and participate in Town Hall meetings.|While GVCS focuses on parent teacher conferences and regular communications, more can be done to bring support into the home to improve learning. The LEA can focus more on using the strong connections of staff and families to help specific learning goals for each child.|GVCS has strong relationships with families, built over years of town halls, parent surveys, parent-teacher conferences, and class meetings. However, the schools can do a better of job of using that cultural connection to reach out within other communities and create a stronger sense of understanding between home and school. While we work with each student closely over many years, we have yet to expand our diversity by creating ambassadors into under represented families.|4|4|4|3|3|3|4|3|3|3|4|4|2019-11-13|Met|2019 20755800000000|Golden Valley Unified|3|Various Parent Advisory meetings and parent conference opportunites, along with constant communication through Parent Square allows parents to provide input on school policies and activities. Engagement from all stakeholders in valued and encouraged. Parent participation at these meetings, while overall strong, is not where we would like it to be for our underrepresented groups. GVUSD will continue to encourage and recruit underrepresented groups to attend school planning meetings through multiple communication strategies (phone, text, person to person, social media, email and website).|Strengths: Our schools work to build great relationships with our families. Schools hold regular meetings with parents and offer translation services where needed. Parents have realtime access to student grades, attendance and upcoming assignments. Improvements: Increase the participation of our parents in school meetings. Conduct parent trainings on how they can better support their child at home.|Strengths: Use of bilingual translators at meetings and for document translation ensures parents have access to information and feel comfortable with what the school is doing. The use of Parent Square to communicate with families has helped to build relationships as parents can respond to teacher posts through direct messaging. The District encourages participation of families regularly. Focus for Improvement: Continue to expand the list of translated documents for our families. Clarify ways parents and community can participate in improving our school sites.|3|3|3|3|2|3|3|2|3|3|3|3|2019-10-22|Met|2019 42691950000000|Goleta Union Elementary|3|GUSD continues to support a variety of parent advisory groups, including the District Advisory Committee, the District English Language Advisory Committee, a gifted services parent advisory committee, a wellness committee, a safety committee, an education specifications committee, a master planning committee, as well as site-based committees such as English Language Advisory Committee, Parent-Teacher Associations, and School Site Councils. Pertinent information about student achievement and growth, along with identified plans to support school improvement are presented at the various committees in order to inform and seek input. Efforts are made to ensure all schools are represented on all committees, and that the representation mirrors the student and family population. Continued efforts are needed to identify barriers for both participation and leadership amongst our underrepresented families.|Goleta Union School District is proud of our partnerships in the community to support our students and families. Teachers and parents have time built into the schedule twice per year for parent-teacher conferences. School sites and the district host a variety of parent education opportunities based on parent interest and need. Interpretation is provided, as well as childcare as appropriate. Community partnerships support opportunities for parents to learn about resources in the community, parent education on topics of child development both at home and at school, as well as support for other home needs such as housing, medical, or other family needs. Schools support parents in learning how to navigate the school system by providing detailed support and information about school supports from a school-based community liaison. Although family engagement in school events and parent-teacher conferences is strong, we continue to focus our efforts to build leadership opportunities for our families of underrepresented families to provide input on how to better support students and families in our community.|Goleta Union School District welcomes all families to participate in schools. Office staff, teachers, and leadership are friendly and welcoming. Bilingual staff is readily available for support. Community liaisons support all sites with additional help for families with navigating school or connecting them with partnership resources. School sites and the district office have increased communication to families through phone messages and texts to families through the use of advanced technology. Hard copy communication and personal support continue to be available. Interpretation and translation have become more standardized across the district and prioritized for all parent meetings and parent-teacher conferences. GUSD continues to strive to improve increased communication with families to better understand their needs within our schools.|3|4|3|3|3|3|4|3|4|3|3|3|2019-10-16|Met|2019 37683380119610|Gompers Preparatory Academy|3|Informal meetings are encouraged by adopting the “Open Door” Policy for school Director and Leadership Team, which encourages feedback from parents, with timely follow-up and implementation, as needed. The school ensures the parents and school community understand student achievement of the academic standards/ Student Learning Objectives through the curricular/ co-curricular program. As a school that serves many students whose parents/ guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including but not limited to: autodialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receives numerous informal and formal trainings on effective parents/ guarding engagement as part of our ongoing professional development. Involvement opportunities include: monthly Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC),School Site Council (SSC), academic events: open house, reading nights, STEM fairs, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations, WASC surveys, development of WASC Student Learning Objectives, and many fundraising events throughout the school year.|Parent Involvement has been at the core of the decision making for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is comprised of several members of each of the following stakeholder groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets every other month, with active subcommittees (Finance, Development, Education) meeting as needed to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/ learning process.|Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement and performed over 400 hours of volunteer activities during the 2018-2019 school year, including: attending various classes provided by the school’s Family Support Center; accepting multiple opportunities to volunteer both in and out of the classroom, to enhance school performance. Involvement opportunities include: monthly Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC),School Site Council (SSC), academic events: open house, reading nights, STEM fairs, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations, WASC surveys, development of WASC Student Learning Objectives, and many fundraising events throughout the school year.|4|4|4|4|3|4|4|4|4|4|5|4|2019-11-12|Met|2019 27754730000000|Gonzales Unified|3|The Gonzales Unified School District has a Parent Involvement Policy. The policy has been developed jointly with, and agreed on with, parents, family members, teachers, administration, and community stakeholders. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, parent organizations, and in classrooms). A focus area for improvement is that GUSD would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community.|Gonzales Unified School District will include voices representing students who are more difficult to reach, including those with unique needs, students in low-income families, students with disabilities, English learners, migrant students, students who are homeless, foster youth, and students with trauma histories. Student engagement opportunities will be available in school for students through youth groups, leadership opportunities, and use social media when appropriate A focus area for improvement for GUSD is to build positive relationships with students and parents. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|GUSD is continuously working on building parent and family relationships. We will continue to invite parents to participate in the development of the education plans, family workshops, trainings, and empowerment activities. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. Invitations are extended for school site council, english language advisory committee, coffee klatch, PTCA, field trips, and other school site events.|3|3|3|4|3|3|4|2|3|3|3|3|2019-10-29|Met|2019 19645840000000|Gorman Joint|3|The District continues to host Gorman Parent Advisory Meetings for the LCAP development and revision. The District continues to support Gorman Elementary School to support to develop and implement parent training opportunities. The parents serving on-site committees and parent training increased during the 2018-19 school year by adding two additional parents to DELAC/ELAC and parent training. PTSO added two additional parents serving during the 2018-19 school year.|Opportunities for collaboration was provided to increase vertical articulation district-wide to focus on the needs of students (including targeted groups, special education, English Language Learners) in specific subjects and for district leadership. This typically took place after school. Banked time was provided for five Wednesdays to better address teacher collaboration, vertical articulation district-wide to focus on the needs of students (including targeted groups, special education) in specific subjects for better student outcomes. Parent/Teacher conferences are scheduled twice a year to inform parents how the school works in partnership to support student learning. Grades are posted weekly on Aeries for parents and students to view. According to the annual stakeholder survey, 77% of parents agree that Gorman provides opportunities for parent involvement in school decision-making. This share of respondents has held steady since last year's survey, indicating that the efforts made by Gorman to improve in this area have yet to impact the perception of stakeholders. Encouragingly, 79% of parents agree that Gorman listens to parents and changes procedures as a result. The key strength of the program is the use of Aeries for parent communication.. To improve the engagement of underrepresented families, the school is formalizing its ELAC and scheduling parent workshop events to best support the needs of working and low-income families|The District continues to actively communicate with stakeholders (i.e. letters, memos, newsletters, website, and Aeries Communications). The District Advisory held two meetings this year to support Gorman Elementary School to support to develop and implement parent training opportunities. Parents of unduplicated students were invited to a beginning of the year to an informational conference and entered into a Home-School Compact between parent, student, and teacher to help the students meet success. The District continues to host Gorman Parent Advisory Meetings for the LCAP development and revision. The District provided resources needed to encourage parents to become involved in site and district decision making such as P.T.S.O, District Advisory Committee, District Wellness, and DELAC. The parents were informed on a regular basis of their students’ academic progress through a variety of means including parent-teacher conferences, progress report, student’s planners, and Aeries.|4|4|4|4|4|4|4|4|4|4|4|3|2019-11-12|Met|2019 19645841996305|Gorman Learning Center|3|According to the annual stakeholder survey, 77% of parents agree that GLC provides opportunities for parent involvement in school decision-making. This share of respondents has held steady since last year's survey, indicating that the efforts made by GLC to improve in this area have yet to impact the perception of stakeholders. Encouragingly, 79% of parents agree that GLC listens to parents and changes procedures as a result. The key strength of the program is the use of Parent Square for parent communication. The focus area for improvement is the effort to transform multiple ad hoc advisory groups into consistent and formally constituted councils to regularly advise and guide decision-making. To improve the engagement of underrepresented families, the school is formalizing its ELAC and scheduling parent workshop events to best support the needs of working and low-income families.|According to the annual stakeholder survey, 83% of parents agree that GLC helps parents make the home a good place for learning. 74% of parents agree that GLC teaches parents how to help their children learn. The key strength of the program is the establishment of parent workshops on a regular basis which are led by a panel of independent study and curriculum experts. The focus area for improvement is supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery.|According to the annual stakeholder survey, communication with parents is a strength. 82% of parents agree that resource center staff communicate with parents, and 88% of parents agree that administrative/office staff communicate with parents. 94% of parents agree that PLTs, facilitators, and staff show respect for all cultures and backgrounds. The focus area for improvement is building upon the success in improving communication and creating additional forums for parents to provide feedback to teachers, staff, and administrators on their experience with the school.|4|4|4|4|3|5|4|4|3|3|3|3|2019-10-17|Met|2019 36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|3|According to the annual stakeholder survey, 77% of parents agree that GLC SB/SC provides opportunities for parent involvement in school decision-making. This share of respondents has held steady since last year's survey, indicating that the efforts made by GLC SB/SC to improve in this area have yet to impact the perception of stakeholders. Encouragingly, 79% of parents agree that GLC SB/SC listens to parents and changes procedures as a result. The key strength of the program is the use of Parent Square for parent communication. The focus area for improvement is the effort to transform multiple ad hoc advisory groups into consistent and formally constituted councils to regularly advise and guide decision-making. To improve the engagement of underrepresented families, the school is formalizing its ELAC and scheduling parent workshop events to best support the needs of working and low-income families.|According to the annual stakeholder survey, 83% of parents agree that GLC SBSC helps parents make the home a good place for learning. 74% of parents agree that GLC SBSC teaches parents how to help their children learn. The key strength of the program is the establishment of parent workshops on a regular basis which are led by a panel of independent study and curriculum experts. The focus area for improvement is supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery.|According to the annual stakeholder survey, communication with parents is a strength. 82% of parents agree that resource center staff communicate with parents, and 88% of parents agree that administrative/office staff communicate with parents. 94% of parents agree that PLTs, facilitators, and staff show respect for all cultures and backgrounds. The focus area for improvement is building upon the success in improving communication and creating additional forums for parents to provide feedback to teachers, staff, and administrators on their experience with the school.|4|4|4|4|3|5|4|4|3|3|3|3|2019-10-17|Met|2019 19646340128991|Grace Hopper STEM Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19647331933746|Granada Hills Charter|3|Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops The Stakeholder Survey is implemented every year and facilitated by Columbia University. Trends are identified for intervention around school climate, school safety, academics, communication and instruction. The results are communicated throughout standing committees and is a focus in the School Site Council. Results are also distributed to staff and posted on the website. Parents suggestions and feedback are brought forward to standing committees for integration into the LCAP as well as policies and procedures. Through the implementation of the annual stakeholder survey and the surveys given to all stakeholders who come to the meetings/workshops/intervention opportunities, we encourage our parents to provide their thoughts. As we cultivate an open and engaging environment, parents feel comfortable to participate and request individual meetings with staff as well as attend scheduled meetings. We will also evaluate the effectiveness of our new two-way communication with parents through the POSSIP platform. GHC recognizes the need to increase two-way communication between school and families and is engaging in this effort for the 2019-20 year and beyond in order to address concerns, needs and recommendations provided by our families in order to meed the needs of all of our students, especially those underrepresented.|Granada Hills Charter implements the Common Core and State Standards for all disciplines Academic Assessments used to Measure Student Progress: • College Readiness and Academic Performance Metrics • A-G Course Completion and Access to Advanced Courses • Graduation Rates by Student Group • College Enrollment and Persistence Rates • Final Grade Distribution by Student Group • State Assessment Results by Student Group • Internal Assessment Results by Student Group • English Learner Reclassification Parents receive notification around intervention services through emails, student announcements, individual phone calls and emails to identified families, flyers, calendar updates through the mobile application as well as push notifications, one-to-one conversations with parents and students. Intervention services are listed below: • Writing Center • Math Center • Parent Workshops • Academic Mentor Program for tutoring during the instructional day • After school and before school tutoring • Tutoring services at home Targeted training around how to implement intervention services as well as how to analyze data and identify need and present information to stakeholder groups, happens throughout the summer and within weekly professional development meetings with all staff throughout the academic year. Consistent dialogue around the data occurs within professional development. At mid-year, all of the assessment data is presented to the Governing Board under the heading “Accountability Metrics.” The minutes are published for all stakeholders to access. GHC will provide the following necessary coordination, technical assistance, and other support in planning and implementing effective parental involvement activities, information about Title I and access to student academic achievement and school performance: • Parent communication through home mailings, report cards, school and student assessment results, student communication, parent-teacher-counselor communication, email, school website, eSchool Home Access Center, the School Accountability Report Card, the College Office, the Intervention Office, the Counseling Office, parent groups such as PTSA and ELAC, SSC, GHC Application for notifications, “pushed” communications and announcements to students through the chromebooks and other means possible. GHC will, with the assistance of parents, educate its teachers, pupil services personnel, administration, and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and GHC, by: • Providing professional development on Professional Learning Days to school staff using school and community resources, professional resources, and parent speakers; • Encouraging and fiscally supporting school staff in the attendance of workshops and conferences that focus on parents as equal partners.|The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: • Operations Standing Committee • Curriculum and Instruction Standing Committee • Student Services Standing Committee • School Site Council (SSC) • English Learner Advisory Council (ELAC) • Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following meetings: • Parent Advisory Meetings • Parent Ambassador Meetings • Athletics Parent Meeting • PTSA • Parent Workshops • Dashboard Parent Meetings The Intervention Coordinator utilizes phone calling, translation services, the School App (which is translated for all languages identified at the school), email and updates during standing committees as well as the SSC, to inform parents and students of services provided to meet the needs of identified subgroups throughout the instructional day as well as after school and before school. Parent Outreach: Charter school will host a minimum of three parent informational/activities/events per semester to seek encourage parent participation and seek parent/guardian input for decision-making. The implementation of the POSSIP platform for two - way communication between school and families was introduced in 2019-20. Parents are surveyed biweekly and can choose to have the communication in their identified home language. In addition to multiple choice questions, each survey has one open ended question for targeted feedback opportunities. For EL and RFEP pupils: Outreach and ELAC Parent Meetings will be held at least twice annually, services will be extended to provide for English translation and expansion of parent meetings to address the needs of the EL/RFEP parents (ELAC, parent workshops) and continue to encourage participation, parent education, empowerment and leadership.|5|5|5|4|5|5|5|5|5|5|5|5|2019-10-07|Met|2019 45700030000000|Grant Elementary|3|Staff constantly communicate the opportunities for family and community members to participate in the variety of support groups affiliated with the school. Advertisements as well as personal invitations are given to parents to attend, participate or become an elected official for the multiple groups. Though we are successful in filling most elected positions, there are some unfilled positions which with increased invitations could be met earlier in the school year. The staff continually seeks to identify families that may be willing to participate with an individual invitation that may not have a full understanding of the opportunity.|Parents are encouraged to communicate with staff when a concern arises or to express their gratitude. Parents can set up a meeting at any time with the variety of staff that support their child in learning. Staff reach out to parents with annual parent conferences. They also initiate communication, including conferences, when concerns of a student's academic progress arises.|A vast majority of families frequently express their satisfaction with the relationships between staff and students as well as staff and parents. Parent involvement is very high at the school based on evidence of the amount of hours parents spend volunteering in the classroom. There are a few incidents of parents expressing concerns. These concerns are addressed through parent conferences where the concerns are heard and acted on appropriately.|5|4|4|5|4|5|5|5|5|5|4|4|2019-10-17|Met|2019 29663326111140|Grass Valley Charter|3|GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision making processes. The decision making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.|GVCS has committed calendar time and budgetary resources to ongoing professional development for classified and certificated staff. Classified staff receives monthly training from the school counselor in advocating, supporting, and improving student behavior and engagement. Certificated staff receives professional development two times a month in increasing student engagement through utilizing protocols in the classroom as well as best practices on instructional strategies. Moving forward the GVCS school counselor is offering parent classes in the evenings for free to families.|1.Rate the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. GVCS has a mantra, “We Are Crew, Not Passengers.” This Mantra is fully exercised by staff through modeling to students and families. The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride. We also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. 2. Rate the LEA’s progress in creating welcoming environments for all families in the community. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts monthly meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In addition, there is a Math Night scheduled annually, a fall family festival, volunteer center on campus, and regular communication that goes out to all families. 3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as child’s strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student kindergarten through 8th grade hosts a student led conference explaining to their parent and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. 4. Rate the LEA’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings. An all parent meeting is held each year to seek parent input.|5|5|5|5|4|4|5|4|5|5|5|4|2019-10-08|Met|2019 29663320000000|Grass Valley Elementary|3|Current Strengths and Progress GVSD has well-established systems for providing opportunities for families to give feedback on our policies and programs. We also employ consistent outreach efforts to ensure that parents have equal access to information about ways they can participate in a decision-making capacity in schools and at the district level. With guidance provided by the Director of Family Engagement, all administrative leadership regularly discuss and learn about best practices for engaging all parents. Further, each of our advisory and decision-making groups hold an orientation to increase parents’ knowledge of the scope of the work for each group and how the individuals in that group can participate effectively. Each year, the Superintendent holds 3-session District Advisory Committee Meetings that include stakeholders from all groups in our district. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year. Focus Area for Improvement An ongoing need for improvement is to find ways to include and welcome parents from all groups within our schools with proportional representation. Though we have made good progress in this area through outreach and bilingual staffing, representation on the decision-making groups in our schools does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds. How GVSD will improve the engagement of underrepresented families Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents.|Current Strengths and Progress The Grass Valley School District has fully implemented policies and practices that make learning connections between school and home. In the teacher survey from April 2019, 89% of teachers reported implementing strong family engagement practices that help families stay connected to classroom learning. As a general rule, teachers send materials home for parents to work with students on basic skills in reading and math. Often, these materials include a way for teachers to communicate expectations to parents and, conversely, a space for parents to respond and ask questions of teachers. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. All of our schools hold events that help build connections for learning. We have an annual Family Literacy Night and a Science Night as well as Back to School Nights and Open House Events. All of these celebrate literacy, hard work, the importance of having a Growth Mindset, and being a learning community. Teachers and parents meet formally each year in the fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting at anytime if they have concerns about their child that would benefit from a team approach. Finally, there are many opportunities for partnering with families in informal ways through phone calls, check in meetings, and text messages. Focus Area for Improvement One focus area for improvement is offering more support for families to understand their legal rights as well as their right to advocate for the needs of students and families. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Next steps will be to do further outreach through newsletters, conferences and other meetings to ensure that parents are fully informed of their rights. How GVSD will improve the engagement of underrepresented families Another area for improvement is making sure that when materials and homework are sent home as a way to make parents aware of the learning that is going on in the classroom, we need to ensure that those materials are accessible to all parents. For students who are not in the Dual Immersion Program, parents with limited English skills may not be able to support their students in the way that native English-speaking parents can when all explanations and work are in English. Teachers need to remain vigilant about finding ways to communicate through translators or meeting in person with parents so that they can learn what the teacher expects of students regarding skills practice and homework. Accommodations can be made so that all parents can support their children’s academic growth at all levels of schooling.|Current Strengths and Progress The importance of building strong, trusting relationships between families and schools is a core value of the Grass Valley School District. Over the past three years, we have made significant growth in this area by appointing a Director of Family Engagement who provides professional development for staff and facilitates a district-wide committee with representation from all schools and programs. All sites and programs in our district have fully implemented a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, committees and an annual survey. The parent survey is the primary tool our district uses each year to analyze and make changes to our family engagement practices. Further, all district-wide and school-wide communications are sent out in both English and Spanish. Focus Area for Improvement GVSD has identified two priorities for improvement in this area. First of all, our Family Engagement Director is working with both certificated and classified staff to ensure that our campuses are friendly, welcoming places for students, families and community members. Secondly, though we have thriving Global Studies and Dual Immersion programs that recognize and honor the strengths and languages of the students in their classes, other sites and programs in our district do not have a systematic means of learning about and celebrating the funds of knowledge students bring with them. We will use the self-evaluation tools based on current research of best practices in family engagement and parent surveys to determine next steps. How GVSD will improve the engagement of underrepresented families Our district conducts ongoing outreach to the families of English Learners through our ELAC and DELAC meetings which are held in Spanish. We also provide translation and interpretation services for meetings and parent-teacher conferences.|3|3|3|4|2|4|4|4|4|4|4|4|2019-10-08|Met|2019 50710840120089|Gratton Charter|3|Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the district to encourage participation in decision making by seeking input to give a rating of service and include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.7. All comments are presented to the staff, Site Council and Board through the Local Control Accountability Plan process. In addition, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.|Gratton School District places a high priority on building partnerships for students outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments are posted within the one week deadline to allow access to parents regarding student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to view daily homework assignments and current classroom academic strategies and resources, related to the assignments.|The administrators, teachers, and classified staff at Gratton School District are committed to building trusting and respectful relationships with families. We do this by creating welcoming environments for all families in the community, as well as taking the time to learn about each family’s strengths, cultures, and languages. We provide many opportunities to engage in 2-way communication between families and educators through Class Dojo, email correspondence, staff accessibility by phone and opportunities for parents to meet face to face before and after school. Gratton will continue to seek out additional ways to make communication more accessible for underrepresented families by continuing to send home paper copies of correspondence for families who may not have internet access.|5|5|4|4|4|4|4|4|4|4|4|3|2019-10-14|Met|2019 50710840000000|Gratton Elementary|3|Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the district to encourage participation in decision making by seeking input to give a rating of service and include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.7. All comments are presented to the staff, Site Council and Board through the Local Control Accountability Plan process. In addition, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.|Gratton School District places a high priority on building partnerships for students outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments are posted within the one week deadline to allow access to parents regarding student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to view daily homework assignments and current classroom academic strategies and resources, related to the assignments.|The administrators, teachers, and classified staff at Gratton School District are committed to building trusting and respectful relationships with families. We do this by creating welcoming environments for all families in the community, as well as taking the time to learn about each family’s strengths, cultures, and languages. We provide many opportunities to engage in 2-way communication between families and educators through Class Dojo, email correspondence, staff accessibility by phone and opportunities for parents to meet face to face before and after school. Gratton will continue to seek out additional ways to make communication more accessible for underrepresented families by continuing to send home paper copies of correspondence for families who may not have internet access.|5|5|4|4|4|4|4|4|4|4|4|3|2019-10-14|Met|2019 49707146051742|Gravenstein Elementary|3|GUSD will engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff. The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise. All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed. As we begin our first year of a common program for all students, we have the opportunity to build systems and implement protocols that will allow us to engage our stakeholders in decision making processes. We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.|GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress. The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.|GUSD promotes parent, family, and community engagement in the education of our students. We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff. As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours. We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families. Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level. GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.|5|5|3|4|4|4|5|3|5|5|3|5|2019-11-14|Met|2019 49707140000000|Gravenstein Union Elementary|3|GUSD will engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff. The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise. All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed. As we begin our first year of a common program for all students, we have the opportunity to build systems and implement protocols that will allow us to engage our stakeholders in decision making processes. We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.|GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress. The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.|GUSD promotes parent, family, and community engagement in the education of our students. We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff. As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours. We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families. Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level. GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.|5|4|3|4|4|4|5|3|5|5|3|5|2019-11-14|Met|2019 27660270000000|Graves Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 50105040117457|Great Valley Academy|3|GVA provides support for staff to engage with families via regularly occurring onsite culminating events, family events, and parent meetings. We invite all parents and see many at our regular morning and evening meetings, which are designed to share information and solicit feedback. Additionally, we facilitate an annual survey soliciting input and concerns. GVA will continue to make strides toward improvement of receiving input from families.|One of GVA’s foundational pillars is hiring and retaining Highly Qualified and Dedicated staff. To this end, we provide annual training (before the school year begins), weekly local professional development/team collaboration time, and access to offsite training. This training time (also) supports the opportunity for teachers to expand capacity to partner with families. Additionally, we provide access to parent conferences multiple times per year. GVA teachers and staff use a regular communication tool via email (school app) on regular basis to communicate with their parent groups as well as individual parents. This email tool has translation abilities which we use as well. GVA will make strides toward improvement of family support in better understanding their rights and the importance of student advocacy.|One of GVA’s strengths is building relationships that allow students, staff and families to be part of a safe and loved community. This is one of the foundations of our charter schools, and is modeled and experienced on a daily basis. Our staff engages in regularly occurring conversations with our families, and we provide multiple opportunities for parents to gather with staff to share input, concerns and ideas for growth. We will continue the practice of offering parent meetings at various times to expand the opportunity for all families to attend. GVA will make strides toward improvement of staff support in deepening learning around our student’s cultures, and languages.|4|4|2|3|3|3|3|2|2|2|2|2|2019-10-28|Met|2019 50712660124768|Great Valley Academy - Salida|3|GVA provides support for staff to engage with families via regularly occurring onsite culminating events, family events, and parent meetings. We invite all parents and see many at our regular morning and evening meetings, which are designed to share information and solicit feedback. Additionally, we facilitate an annual survey soliciting input and concerns. GVA will continue to make strides toward improvement of receiving input from families.|One of GVA’s foundational pillars is hiring and retaining Highly Qualified and Dedicated staff. To this end, we provide annual training (before the school year begins), weekly local professional development/team collaboration time, and access to offsite training. This training time (also) supports the opportunity for teachers to expand capacity to partner with families. Additionally, we provide access to parent conferences multiple times per year. GVA teachers and staff use a regular communication tool via email (school app) on regular basis to communicate with their parent groups as well as individual parents. This email tool has translation abilities which we use as well. GVA will make strides toward improvement of family support in better understanding their rights and the importance of student advocacy.|One of GVA’s strengths is building relationships that allow students, staff and families to be part of a safe and loved community. This is one of the foundations of our charter schools, and is modeled and experienced on a daily basis. Our staff engages in regularly occurring conversations with our families, and we provide multiple opportunities for parents to gather with staff to share input, concerns and ideas for growth. We will continue the practice of offering parent meetings at various times to expand the opportunity for all families to attend. GVA will make strides toward improvement of staff support in deepening learning around our student’s cultures, and languages.|4|4|1|3|3|3|3|1|2|2|2|2|2019-10-28|Met|2019 37681556117303|Greater San Diego Academy|3|GSDA provides opportunities for families to provide input on policies and programs and to engage in advisory groups and decision-making. Parents can attend parent workshops, serve on Charter Council, and provide input on annual surveys. Parents may also provide input via monthly consultations. Participation in on-campus events such as workshops and Charter Council has been inconsistent over the years. This continues to be an area for improvement as we seek new ways to connect with more families. Areas that we continue to explore are video conferencing and alternating dates/times for meetings.|Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student progress and provide information and resources to support student learning and development at home. As a school of choice, the majority of parents that enroll their students at GSDA understand their legal rights to advocate for their own students. Based on the 2018-19 parent survey, an area for improvement is better communicating with parents the various ways to give input to school leadership regarding individual student concerns and overall program.|As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support. GSDA administers a parent survey for students in grades K-12 annually. Based on feedback on the 2018-19 survey, 100% of parents surveyed felt that GSDA staff demonstrates caring and concern for all students and 99% felt that GSDA provides a safe, clean, and orderly environment. . As part of our school mission, we seek to provide a safe and supportive learning environment for all students. The annual parent survey along with an annual survey for students in grades 7-12 helps to ensure that we are succeeding in providing that environment. In addition to our school mission, Goal 3 of our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys. GSDA recognizes that an area for improvement is in parent involvement for English Learners. The population of English Learners is extremely small at GSDA. While the parents are highly engaged in their child's education due to the nature of our program, more work needs to be done on the overall involvement of parents of English Learners in the school community. GSDA seeks to include representatives from this population through invitations to participate on Charter Council and attend schoolwide events.|5|5|5|4|5|5|5|5|3|3|3|3|2019-10-15|Met|2019 12628510000000|Green Point Elementary|3|The district will continue to encourage parents to volunteer in the classrooms, at school events, and on field trips. The teacher survey was completed by 3 of the 3 teachers. 100% of those responding felt connected to all staff and regularly collaborated with other teachers. 100% of the teachers responding felt connected. Based upon the teacher survey, and subsequent discussions, the district determined that continued collaboration time needed to be provided for the teachers. This additional collaboration time will be incorporated into daily morning meetings.|The goal for the coming year is to increase the return of parent surveys to 100% of the total number of parents. The district will also increase its efforts to encourage parents to attend and participate in study sessions and workshops concerned with analyzing goals and actions as outlined in the LCAP, and working together with the district to plan revisions and needed changes to reach our goals. Efforts will include parent newsletters, calendars, field trip chaperones, telephone calls, text and email messages, and a community potluck/camping trip in the early spring. The district will continue to encourage parents to volunteer in the classrooms, at school events, and on field trips|Green Point School administers student and parent surveys to all in every grade level every spring. Student return on the surveys was 100% Parent return was 75%. In the area of school climate 95% of the students felt close to people at school; 5% did not. 84% of the students indicated they were happy at school; 16% were not. 84% of the students felt like part of the school; 16% did not. 100% of the students indicated that the teachers treated them fairly.82% of students felt safe at school; 4% did not, and 14% were undecided. From the results of the student surveys the district will provide staff with appropriate professional development to help foster a more positive feeling in students about their connectivity and their safety. We will continue to pursue working with the County Office of Education to facilitate counseling services.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-02|Met|2019 15635030000000|Greenfield Union|3|Strengths: GFUSD seeks parent and guardian input into school and district decision-making throughout the year, including the development of the LCAP in the following ways: Parent and Community LCAP input meetings District English Learner Advisory Committee (DELAC) District Advisory Committee(DAC) School Site Councils meetings English Learner Advisory Committee( ELAC) Coffee Convos (site parent meetings) Parent Needs Assessment Surveys Focus Area: GFUSD has many opportunities for parents to provide input in decision making. One struggle the district and sites have is low attendance of parents at decision making meetings. To address this need GFUSD plans to improve the engagement of underrepresented families by providing an incentive for families to attend these meetings. Starting in 2019-2020, students will receive extra Positive Behavioral Interventions and Supports(PBIS) tickets when parents attend decision making meetings. The district foresees this incentive will help to increase the number of parents participating in district and site decision making meetings. Criteria Met|Strengths: Building partnerships with parents improves the confidence and trust between school staff and families. School sites conduct meetings to train parents and outreach to family members by implementing programs, activities, and procedures in consultation with parents of enrolled children. This is accomplished through parent-teacher conferences, School Site Council (SSC), English Language Advisory Committee(ELAC), District Advisory Committee(DAC), District English Language Advisory Committee (DELAC), coffee and convos, parent surveys, and stakeholder meetings throughout the year. The district also offers classes to build capacity with parents by offering Parent Institute for Quality Education (PIQE), which is a nine week program that provides families with the knowledge and skills to partner with schools and communities to ensure their children achieve their full potential. Focus Area: GFUSD plans to improve the engagement of underrepresented families by providing trainings for new teachers about the district resources to available to families. The district recognizes the need for all staff to understand the resources the district can offer to parents and implemented additional training. In August 2019, all new teachers were trained on the resources available to families through the Greenfield Family Resource Center(GFRC) to help improve family stability and provide parenting skills that foster early childhood education. GFUSD plans to continue educating staff on resources available to build partnerships with parents and to better meet the needs of the families in our community. Criteria Met|Strengths: GFUSD uses a parent portal to provide ongoing 2- way communication, which allows parents/guardians to view assignments, student grades, and communicate with teachers. School sites hold annual parent-teacher conferences during the first week of October. Translators are provided at parent-teacher conferences for non-English speaking parents. In addition, parents are invited to numerous events celebrating students’ success such as awards assemblies, sporting events, performing arts and concerts. Focus Area: GFUSD plans to improve the engagement of underrepresented families by providing professional development to staff to learn about diverse cultures. The district will train staff to use culturally-competent strategies to support families who are from diverse cultures to pave the way for meaningful family engagement, and better outcomes for students. During the 2019-2020 school year, each site will conduct staff professional development on diverse cultures. Criteria Met|4|4|3|4|3|4|4|4|4|4|4|4|2019-10-09|Met|2019 27660350000000|Greenfield Union Elementary|3|Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to created individualized training opportunities in the areas that best fit the need of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 80-100 participants at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2019 and most recently on October 10, 2019. We will keep all stakeholders informed of progress on a quarterly basis.|Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to created individualized training opportunities in the areas that best fit the need of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 80-100 participants at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2019 and most recently on October 10, 2019. We will keep all stakeholders informed of progress on a quarterly basis.|Parent Engagement is measured locally through the collection of surveys from our PreK-8 parent community. The created surveys allow for parents to inquire about topics related to our school climate, academics, parent engagement, curricula, frameworks, arts integration, college and career readiness, all common core standards (Next Generation Science Standards, English/Language Arts and math standards, and the History/Social Science Framework), STEM education, Multi-Tiered Systems of Support, English Learner programs, supports and resources, and social emotional learning. Survey results have allowed for our school sites to created individualized training opportunities in the areas that best fit the need of our parent community at the respective site. Site-based workshops have been developed by professional consultants and districtwide staff, and have engaged our parent community in understanding how to best prepare their child for college and career readiness. Administrators, Teachers, and Classified staff recruit parents on an individual basis and advertise routinely through social media apps, newsletters, personal phone calls, and regularly scheduled school events. At these events, attendance sheets are collected and evaluation forms are completed to ensure we are meeting the needs our parents. To ensure inclusion of all parents, each site provides translation in English, Spanish, and Triqui. This practice has increased our parent participation by site. On average, 50-75 parents attend each of our parent workshops per site throughout the school year. For district-wide events, parent participation has increased to 80-100 participants at each workshop over the past year. This priority three local indicator data and narrative was presented to our local school board and community in June 2019 and most recently on October 10, 2019. We will keep all stakeholders informed of progress on a quarterly basis.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 47703260000000|Grenada Elementary|3|This area consists of some of the lowest scores we have identified. While we do reach out to families and many events are well attended, we need to purposefully engage underrep[resented families more successfully. We began our Family Involvement Committee and our Parent Liaison position as an avenue to bring more families into the decision making process and to improve engagement: increasing the number of on-giong parenting classes, Family Game Night, Harvest Festival, and Talent Show; all of which are free events to attend. While we are effectively communicating our policies and procedures with our stakeholders and we are successful in some information gathering formats (ie. Surveys), we need to improve our efforts at obtaining input from underrepresented groups to ensure that we can continue to make progress in areas of concern. We have an excellent return on our parent and student surveys, and special school events, however, we do not have the parent participation in school committees that we would like to see. We plan to create parent focus groups to engage families on the progress and direction of our site.|GESD has received generous scores surrounding providing information and resources to support our families with both academics and social emotional needs. We have a part time School Counselor (.86 FTE), Primary Intervention Specialist (1 FTE), and Parent Liaison (.5 FTE) who work with staff, students and families surrounding academics by developing strategic plans to support student success. They also work to support the whole student and provide additional social emotional, conflict resolutions, social skills classes and counseling support when necessary. A growth area for GES is ensuring more students have the opportunity to meet with one of our support staff by increasing staff and modifying the Master Schedule to accommodate identified student needs. We increased time for our Primary Interventions Specialist for more social skills classes and increased opportunity for social emotional support, who will help our students with goal setting, conflict resolution, social skills, and other academic supports. GESD is restructuring its Student Success Team meetings and working with its teachers to identify key data points as flags for students of need, which leads to clearer and concise communication with families. We are working as a school site and our TEAM-UP MTSS team to find more dynamic ways to engage our stakeholders.|Our strength lies in communication. We utilize multiple platforms and methods to communicate with families ie. Facebook, Remind, Email, Text, conferences, phone). According to a survey for all stakeholders, 94.6% of our families agree that the school communicates well with families, and 92.8% of families agree that our teachers communicate well with families. Our focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. The main vehicle for this push will be through continued professional development and our Parent Liaison position, where our liaison has the opportunity to get to know families on a more personal level, and can coordinate with outside support services and families to provide the needed support. These relationships are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|4|5|4|5|4|5|4|4|3|3|4|5|2019-10-17|Met|2019 04755070000000|Gridley Unified|3|Several of these areas were not specifically assessed objectively in the previous school year other than the providing of opportunities for input, to which 73% of staff and 57% of parents reported feeling strongly that there were opportunities provided. Despite the disparity in assessed data, the district did provide several opportunities, such as monthly LCAP parent meetings, each school's site council, the the district EL committee. With regard to the other areas, anecdotally, systematic training of administrators was absent around advisory groups in the past year, though administrators had previously attended workshops in this area in previous years. Similarly, little time was spent in actively training parents who did participate in advisory groups other than perhaps one meeting of each groups dedicated to orientation. To seek input from underrepresented groups, the district did engage in providing translation services at its districtwide meetings, and the called out invitations were provided in English and Spanish as were the materials used at the meetings. No current family engagement committee exists in which there is co-planning of engagement activities - the present model is school-driven. Clearly, this is another area of growth for the district. A goal for future planning is to implement increased opportunities for parental participation in their children’s education and increase their awareness of their rights and responsibilities in education as well as provide them with tools to do these things. This is already underway through: The continued building of the School Attendance Review process begun in the second half of 2018-19 Hiring of a bilingual parent and family support specialist in September of 2019 Implementation of a promising outreach tool in Catapult Connect begun in August 2019 that will expand outreach opportunities through a variety of media.|Several of these items were not specifically assessed in parent and staff surveys in the previous school year. This, coupled with the anecdotally available evidence of past practice, suggest that this is a clear area of growth for the district both in documenting what is happening and then using that baseline to increase outreach to families. Various schools in the district do engage in parent-teacher conferencing, back to school nights, and weekly take-home folders to parents. The one area that was rated highly above was based on a Healthy Kids Survey question that DID address the topic, to which 73% of staff and 70% of parents reported that they provided/received resources to support student learning in the home. A key factor in learning more about parental needs and best methods of contact is the hiring of the new parent and family support position in the district. Aside from that, district administration has been gathering resources and making contacts with outside content providers to bring programs to the district to further support and educate families more proactively.|Data collected from the Healthy Kids Survey in spring of 2019 (staff and parent versions) were compared and used to generate the above ratings. Generally, parents and staff agreed at 86 and 87% agreement that staff build trusting relations with families. In other areas, there was disparity, with staff consistently rating the performance of the district above that of the parents, with generally a 9 percentage point place difference in staff reports of strongly agree or agree versus parents. In the area of supporting staff to learn about each family's cultures, staff again reported feeling very well informed, but only 27% of parents felt that staff understood and embraced cultural diversity. Parents also reported 54% agreement with the number of opportunities to engage in two way communication. Recognizing the disparate responses between staff and parent perceptions, the district has hired a new position for this year specifically targeted to raise the possible number of interactions with the community through bilingual parent and family meetings, outreach about increasing parental participation with their children's education, and increasing communication in general.|4|3|1|2|1|3|1|1|1|1|3|1|2019-10-16|Met|2019 15101570124040|Grimmway Academy|3|Grimmway Academy has multiple means of collecting input from all stakeholder groups including a School Site Council, English Learner Advisory Committee, Parent Advisory Group (POGA), as well as through weekly coffee and conversation meetings and annual parent surveys.|Grimmway Academy incorporates cultural and socioemotional training into all professional development days. Through these training, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. Through communication tools mentioned above, the school regularly shares information with parents on the numerous ways they can support their child's education and how they can become more involved in advocating for their child.|Parent and Community involvement is a top priority for all staff at Grimmway Academy. The school engages parents in the following ways: 1. Beginning of the year home visits to every household 2. Weekly Coffee and Conversation with administrators 3. Quarterly Parent Teacher Team Meetings 4. Weekly Newsletter sent through email and text 5. Facebook Page with daily updates 6 Remind messaging app that allows 2-way communication between teacher and parent 7. Weekly folder home with important information 8. Parent Portal to see student grades, attendance, and behavior.|4|4|4|5|4|4|5|4|4|4|4|4|2019-10-28|Met|2019 15635780135186|Grimmway Academy Shafter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 40104050101725|Grizzly ChalleNGe Charter|3|Key findings from parent meetings and parent surveys were centered around the mission of our program which is more comprehensive than education. Our purpose is to intervene in the lives of at risk youth and as such our parents are largely concerned with a change of attitude, behavior and mindset in their sons and daughters. The key findings from their input is that they are very pleased with the changes their sons and daughters made. Parents are very pleased with the teaching and learning, the facilities, and the overall climate/culture of the school. Parents report that the school is responsive, safe, and welcoming to students and parents. Overall they are very pleased with education and had additional input on those academic goals of our program. Specifically they are impressed with the change of attitude and increased engagement and importance of school in their lives. Parents commented that because we are a residential program they would like to have more frequent opportunities to talk with their sons/daughters, and more prompt replies from our National Guard partners. The survey used was created to specifically relate to our intervention program yet specifically related to the goals of the LCFF and LCAP. We engage our parents and guardians in numerous ways and times. We routinely give opportunities for parents/guardians to provide us feedback and input into school policies and programs through face to face meetings and written surveys in their primary language. One area for improvement is to increase the numbers of parents participating in meetings with staff.|The LEA works very well with families and the National Guard to support student learning and development within the school and in the home. We communicate meaningfully with the guardians of our students on academic and SEL strengths and concerns on a routine basis. As partners, together with our students' guardians we develop and implement strategies to improve student outcomes.|The LEA builds trusting relationships with our families. Being a residential school, with parents and families separated from the work of the student, communication can be infrequent at times but several times a year we meet with parents/families. We learn about the strengths and goals of families through both student reports as well as direct parent communication. An area of focus and improvement is to offer parenting workshops for all families during events that require families to attend the Academy, such as Family Day or Home Pass.|5|5|5|4|5|5|5|4|5|5|4|4|2019-06-10|Met|2019 37770990136077|Grossmont Secondary|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds several Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 200 stakeholders and used the results in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 10 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 98% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98% of parents and 99% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 98% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 37681300000000|Grossmont Union High|3|The District maintains a number of avenues for parents to get involved in decision making. These include: school site councils, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. As well, each school site offers a number of opportunities for parents to get involved. Based on our survey data, the District has more broadly advertised the availability of parent-involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) wherein parent engagement is a high priority.|The District maintains multiple methods of initiating and training staff to develop student partnerships. This includes online options of communication facilitated by our student information system (e.g., Parent Portal). However, reaching out to historically underrepresented groups remains a challenge. To respond, the District and school sites continue to promote the Parent Portal by reaching out to students and parents by email, by phone, and in person.|The District maintains a variety of ways to build productive relationships with students and their families. District initiatives aimed at cultural competence have been implemented in 2019-20 and will address weaknesses in connecting with underrepresented families.|3|3|2|2|3|4|4|4|4|3|3|3|2019-10-10|Met|2019 36678433630928|Grove|3|The Parent Teacher Group (PTG) and Grove administration work closely together to plan community events, discuss programs and provide parent education nights throughout the year. Grove leadership at both the school and board level are working with PTG to implement strategies to gather input from underrepresented groups. This includes holding meetings and events on a variety of days and times, refining our communication techniques and increasing our outbound communication through our students' assigned mentors. In 2019-20 Grove has an Interim Head of School, and the leadership of the PTG has also changed. Grove will be maintaining the level of engagement opportunities and support in 2019-20 as in previous years, with an eye towards improvement when a new permanent Head of School has been selected.|Twice a year students participate in Student Led Conferences (SLCs) at which they present their academic progress and personal goals. SLCs are part of The Grove School's mentoring program, in which each student is assigned a mentor teacher. This mentor serves as a connection to the school for families, and provides a direct contact for questions or requests. This year Grove updated their web page, making it easier for families to access information and resources. Grove hosts a variety of parent education nights on topics including mental health, college preparedness, and the programs of The Grove School. The school counselor sends out a regular newsletter with information on college and career opportunities and a weekly email is sent out with school events and information. The school counselor is also available in person, by email, and phone to provide families with information and resources. There is also printed literature available in the office which is updated regularly, and is available in both English and Spanish.|The Grove community has always encouraged a high level of familial involvement. We hold several parent education nights per year, covering a wide range of subjects (for example, online safety, Montessori education, college readiness), and host community events such as the Back to School Barbecue, Key Experience Presentation Day, and Coffee with the Head of School and/or PTG representatives. Grove created a Social Justice and Diversity Committee in 2018-19 and the committee has begun work to educate the staff about social justice and equality, and identify ways Grove can increase its diversity and increase acceptance and understanding among students, families, and other stakeholders. Grove holds Student-Led Conferences twice yearly. The conference attendees include the student, the student's family, the student's mentor teacher, and a member or members of the community, and provides an opportunity for the family to see what their student is doing in school. Families are also encouraged to contact teachers and staff members via email if they have questions or comments. Most of our documents are available in English and in Spanish. In 2019-20 Grove has an Interim Head of School, and the leadership of the PTG has also changed. Grove will be maintaining its current level of communication 2019-20, with an eye towards improvement when a new permanent Head of School has been selected.|5|4|3|4|3|5|5|4|4|4|3|5|2019-11-04|Met|2019 19647331931864|Grover Cleveland Charter High|3|Cleveland’s two decision-making committees, the School Site Council (the mandated Title I committee) and Cleveland Governance Council (the school’s governing board) have parent and student representation in addition to teacher and administrator members. Both of these organizations have 50% of the membership filled by parents, community members and students. The English Learner Advisory Committee advises the School Site Council on issues of importance to English Learners and their families. Each of the stakeholder groups - students, parents, and teachers - elects their own representatives on an annual basis.|Most of what was included in previous section, Building Relationships, applies to this section as well. The presentations in the Parent Center invariably apply to building positive student outcome; as do the monthly “Coffee with the Administrators” and “Cocoa with the Counselors” meetings, Back-to-School Night and Open House, college nights, Individualized Graduation Plan (IGP), PHBAO conferencing sessions, the college office newsletter, face-to-face individual conferences with parents and personal emails, and automated and personal phone calls home. Most teachers use Schoology, an online system to provide families with real-time information about academic progress and current attendance data. The Parent School Experience Survey has eight questions regarding “customer service” between families and Cleveland received an overall positive rating 73% (people who agreed or strongly agreed). In the “parent engagement” section, the school received a 70% favorable rating. Concerning “parent involvement,” the overall parents rating was 67%. This section has the lowest rating of 44% when responding to the question “I regularly communicate with my child’s teacher(s) and/or other school personnel.” Is it as low as it is because the question “This school provides me with information (verbal and written) I can understand” received a 91% favorable rating, and the parent do not need to communicate further? Also the 91% rating is the highest of any parent response and the 44% is the lowest. We will not know how to proceed until we can ask parents more questions.|One of Cleveland's chief strength in building relationships between the school and families, in particular with underrepresented families, is our Parent Center and our Parent Center Director who stand. The Parent Center schedules weekly workshops of interest to, in particular, the school’s Spanish-speaking parents (translation services are available for either monolingual Spanish and/or English speakers); in addition the school holds monthly “Coffee with the Administrators” and “Cocoa with the Counselors” meetings where guest speakers discuss topics of mutual interest to the school and families; Back-to-School Night and Open House allow time for families to learn about the academic programs their students are enrolled in; five college nights, conducted in both English and Spanish, help families plan for college; Individualized Graduation Plan (IGP) nights to meet with counselors and discuss students’ progress toward graduation; two Predominantly Hispanic, Black, Asian and Other Non-Anglo (PHBAO) conferencing sessions, held during school hours; the college office newsletter; individual conferences with parents in person and via email; and, automated and personal phone calls home. Most teachers use Schoology, an online system to provide families with real-time information about the students’ academic progress and attendance information. There are also monthly parent advisory committee meetings including, the English Learner Advisory Committee (ELAC), School for Advanced Studies Parent Association, Magnet Parent Association, Global Media Studies Parent Association, Academy of Art and Technology Advisory Board, and Korean Parent Association that are all building stronger relationships with the school and families. Inasmuch as there is never too much communication with the school’s students’ parents, Cleveland will continue to explore ways to increase build positive relationships with students’ families.|4|4|4|4|3|5|4|4|5|4|5|4|2019-10-29|Met|2019 34674390135343|Growth Public|3|As a small school, we have a strong pulse of what the community wants to see improve and what they want to stay the same. We administer a twice yearly survey to ask how parents feel about their decision making power. The responses are positive as we are constantly checking in with them and holding meetings to discuss what is on their mind. Based on the strong relationships we have with our families, we are hearing anecdotal evidence and feedback for improvement or changes. One area for improvement is as we grow, we will need to create more formalized systems outside of the survey and our GIFT parent organization to ensure parents have more input around decision making. A positive is that our underrepresented families have a lot of input in this more informal system since we are regularly checking in with them and asking for feedback. There is not a barrier of a system that will take them extra time.|Our parent teacher conferences are very successful in building partnerships around student outcomes. We have 97% of all parents show up for these meetings. We have also had a series of meetings to help families navigate their progress reports and their report cards. In these meetings, we not only inform families of how their children are doing, but we also work to ensure they know how they can help their students achieve strong outcomes. Our teachers also communicate regularly with families, since we are a small school. We have conversations about how the child is doing through text messages, in-person conversations, and through more formal meetings outside of the parent teacher conference. Our strength is that we see the family as an integral partner. An area of improvement is to ensure the underrepresented families have the tools to support their children outside of school.|GPS families have a strong relationship with their school. As a small school, we are able to interact regularly with our families. We strive to build strong and positive relationships with all of our families. We have our GIFT group that serves as our parent organization. We also have different groups for underrepresented groups such as the Black Friends and Families, the Spanish speaking families, and and a group for dads. We have worked hard to create strong relationships with our families by being very present at the school and available. Our teachers are also very responsive to parent needs and strive to work in partnership with families to provide the best education for their children. Our parent affinity groups have been very successful, but an area of improvement would be to continue to find ways to increase participation from underrepresented families.|3|3|3|3|3|3|3|3|1|1|2|2|2019-10-15|Met|2019 42692030000000|Guadalupe Union Elementary|3|Continual efforts to engage family input in decision-making occur through participation in advisory groups and planning committees, such as School Site Council, English Learner Advisory Councils, Migrant Parent Advisory Council, Local Control and Accountability Plan committee. Through parent workshops and classes, families are encouraged to increase their participation and input on policies and programs.|With a strong focus on staff development in the area of student learning, measuring academic progress, and standards-based instructional practices, we have become better prepared to partner with our families and work together to support improved student outcomes. Special events, such as Family Literacy and Family Math Nights, have provided parents with information and resources to support student learning and development. Improvements to the format and information shared during parent-teacher conferences have been made to best serve and partner with families for student success. Continued improvements and participation in Student Study Teams, School Site Councils, and other collaborative family/school groups help improve understanding, the ability to exercise rights and advocate for students, and strong partnerships for student outcomes.|Guadalupe Union School District has initiated increased opportunities to engage with families through a variety of strategies: parent classes on a wide range of topics, outreach efforts to elicit additional parent participation in committees, special events, and advisory groups, as well as ongoing use of personnel (Community Liaisons, Teachers on Special Assignment, etc.) to improve verbal, written, and digital communication with families and the community. Ongoing staff development, site and district discussions, and analysis of progress will be used to reflect on and engage in continuous improvement efforts to build and strengthen relationships with families.|3|3|1|3|2|3|3|1|3|2|2|2|2019-10-09|Met|2019 37684520124917|Guajome Learning Center|3|GLC is a small school with a variety of levels of engagement from families. As we continue to build relationships with our families, in Fall of 2019 we administered a survey of interest for guardians to express ways in which they would like to participate in the school. This survey also focused on areas of support that families would like to see to help their students in this unique learning environment. From these results, we will be offering a greater range of parent interest driven activities to help build a more robust guardian stakeholder community.|Communication is key to the success of any relationship. GLC provides a variety of ways to communicate with families regarding their students’ progress in coursework, additional extracurricular opportunities and parent education nights. To help improve communication with our families, Parent Square (an online communication application) has been employed to deliver pertinent information to the school. Staff regularly communicates with students and families through APEX messaging, email, phone calls, and face to face meetings. A meeting, to review a variety of interventions offered at GLC, is held when a student is struggling to ensure that they get all of the support they need to improve student outcomes. As measured by our family survey families generally feel that they can communicate with their teacher as needed. We are focused on the area of providing education to families to support their independent learner at home. We will continue to build a collection of opportunities for families to access information in a variety of ways.|Relationships are at the core of what we do as educators and GLC is no different except that we are afforded the opportunity to have one on one interactions on a regular basis with not only the student, but families as well. Relationship building is the number one strength in GLC that affects student outcomes. GLC actively engages with students and families for input on the program through projects, surveys, and daily interactions. Two large areas of focused improvement have been: how to help support families to support their learner in an independent/home study format and how the guardian wishes to interact more with the school in hopes of building a better array of opportunities that our families want to engage in. Through this process we are being intentional in building a community that encourages the voice of all stakeholders for all students to succeed in our school.|4|4|3|4|3|4|4|4|2|3|3|3|2019-10-15|Met|2019 37684523730942|Guajome Park Academy Charter|3|We continue to grow in our focus in engaging the parents of Guajome Park Academy both in the offerings of programs that are available to them as well as the decision making processes within the school. Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program. Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. ?They review the budget and programs provided to students. After implementation, they look at student achievement to determine if the programs are effective. They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness. In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance. The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.|Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.|Guajome Schools has made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, weekly newsletter, automated calls, flyers, website, social media (facebook, twitter, instagram), and the school marquee. All notifications are available in English and Spanish. Parents are also invited to attend monthly Coffee Talks on campus where we present and discuss different topics to help support families and students. Topics for the 1st semester include: How to have a successful school year, Navigating the Guajome Website, Healthy eating, Tips to help students improve academically, Keeping kids busy over winter break. Beginning September 2018, parents will be able to view Coffee Talk on Facebook Live Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.|4|5|4|5|3|5|5|4|4|4|5|5|2019-10-03|Met|2019 49707220000000|Guerneville Elementary|3|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building relationships between school staff and families. We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|4|4|5|5|4|5|3|4|4|4|4|2019-10-14|Met|2019 49707226051767|Guerneville Elementary (Charter)|3|We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts Within all the activities above we will seek to improve the engagement of underrepresented families.|We are doing very well building relationships between school staff and families. We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|4|4|5|5|4|5|3|4|4|4|4|2019-10-14|Met|2019 24736190000000|Gustine Unified|3|The LEA works with site leaders to include members from English Learner Advisory Committees and School Site Councils to be part of the District English Learner Advisory Committee (DELAC) and District Advisory Committee (DAC). All sites have representation and those parents are taking on a more active role in the committees. An area of improvement is to increase the number of parents who serve on the committees and to have the parents take on a more active role in decision making within the school and district. Another area of improvement is to have parents coordinate with district and site leaders to plan and evaluate parent engagement activities.|The district is continually seeking out ways to better engage all of our district families. The district is partnering with a parent leadership institute that will be conducted over 20 weeks. This institute will teach parents the legal rights and understanding of government systems and also allow them to learn ways of engaging with the school and community. This will in turn empower the parents to better advocate for their students and all students.|The district and sites have worked to build trusting relationships with district families. All sites have informal monthly meetings to communicate with parents and build relationships through informal meetings where parents can ask questions and get clarification on school related topics. Many family and parent activities have been added to the sites in order to build a more welcoming environment. Counselors are conducting meetings with parents to set academic goals for students and build relationships to get to know the families. We have a communication system that allows for two-way communication between district and families, site and families, and teacher and families. This communication system translates so that language is not a barrier in communication. A focus for improvement will be to find additional ways to engage with all families.|3|3|2|3|1|1|2|2|2|2|2|2|2019-10-24|Met|2019 19734450000000|Hacienda la Puente Unified|3|The following are examples of strengths and progress identified within LCAP Survey responses: 69% of respondents feel parents have a say in the decision-making process in their school 46% of parents feel they have a say in the decision-making process in the district Focus area for improvement within the LCAP: Continue to build parent capacity and participation in school and district decision making processes, including school site and district parent advisory groups, and the LCAP stakeholder engagement process|The following are examples of strengths and progress identified within LCAP Survey responses: 75% of respondents feel the school encourages involvement from community organizations Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (40%) to very involved (29%), to extremely involved (7%) Focus area for improvement within the LCAP: Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their Pre-K through 12th grad students’ education and college and career readiness|The following are examples of strengths and progress identified within LCAP Survey responses: 96% of parents feel they are able to communicate with teachers and staff when they need to 84% of respondents feel the school encourages parental involvement 77% of respondents feel comfortable in participating in school activities for parents Focus areas for improvement within the LCAP: Further increase meaningful and active parent and family engagement in school and districtwide through providing multiple access points Continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient meeting times, utilizing email and phone communication, and supporting parents to utilize Aeries Parent portal|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 10624141030766|Hallmark Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. This is an area according to our stakeholders that is in Initial Implementation and has the opportunity for continued growth. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of current practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships, we had two areas in initial implementation and two areas in full implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established two years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we have gathered input from families through large and small group forums, individual interviews and surveys. We have had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children, in which we were rated a 3, initial implementation. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated two years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community.|4|4|3|4|3|4|4|3|3|3|4|4|2019-10-22|Met|2019 11765620000000|Hamilton Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647336017438|Hamlin Charter Academy|3|The 2018-19 School Experience Survey was analyzed to offer more opportunities for all stakeholders to offer input and make decisions to increase student outcomes. The data on the School Experience Survey suggests that 92% of parents feel included in important decisions about their child's education. Parents are encouraged to attend and participate in parent groups and committees such as ELAC, SSC, and PTA.|The 2018-19 School Experience Survey was analyzed to determine ways to increase students by improving the partnership between school and home. Hamlin Charter Academy will focus on improved communication with families. Hamlin has initiated action steps in building relationships with families such reporting classroom assignments and test scores into Schoology.|The 2018-19 School Experience Survey was analyzed to determine Hamlin Charter Academy's overall level of parent engagement. The data from the School Experience Survey indicated that 90% of families felt welcome to participate in school activities. Hamlin Charter demonstrates that it has met the standards for the performance indicator concerning parent engagement due to 85% to 99% of positive responses provided by parents within the School Experience Survey.|4|4|4|5|4|4|4|4|4|5|4|4|2019-09-25|Met|2019 16639170000000|Hanford Elementary|3|The LEA meets all of the requirements in seeking stakeholder input in decision making. The LEA and individual school sites provide multiple opportunities for shared decision making. The district will continue to develop parents and committee members’ knowledge and understanding of the programs and services for students and their associated plans.|LEA leadership provides professional development and support to school sites to continue to expand their capacity to partner with families. School site leadership provides professional development and support to teachers to continue to expand their capacity to partner with families. The districts parent conference attendance rate is above 96% each year. The district has substantial resources available in-person and online to help parents understand their students’ progress and to support student learning and development in the home. The district will continue to build its online resources for parents.|Schools within the LEA provide multiple opportunities for parent engagement. These opportunities encompass academic, extracurricular, and social activities. The districts parent conference attendance rate is above 98% each year. The district operates a Parent Outreach center that supports parents of EL students. A goal is to expand the services provided to include additional groups of parents and families.|4|4|4|4|4|4|5|4|4|4|4|4|2019-10-09|Met|2019 16639250000000|Hanford Joint Union High|3|More committees and opportunities for parent engagement are being utilized. A focus area, and as part of our improved outreach, should be seeking the input of those underrepresented families. Our School Site Council is an active group of members that are parents, students, teachers, and other staff. They have developed some great ideas last year that will become traditions for our site, where both families and staff are connecting with one another. HJUHSD's strengths in this area lie in opportunities provided for parent involvement through booster clubs, ELAC, and School Site Council. HJUHSD seeks input for decision making from all groups through advisory committees. The level of engagement is always the issue.|Parent information being disseminated through newsletters/online. We are starting to give our teachers the professional development they need to connect with at-risk students. We have a plan that focuses on social/emotional, technology, and best first instruction. An area for improvement is to educate our families. We are going to hold Parent Ed. Meetings quarterly to focus on topics such as graduation requirements, credits, transcripts, etc. The next meeting will be driven by the needs/desires of the parents. Staff at the Hanford Community Day school encourage and support families in the areas of advocating for their children's learning and development. Teachers are encouraged to contact parents when students demonstrate weakness or growth in academic areas. Send out mailers to inform parents of school news Invite parents to meeting held at school. Currently our district is working to support the school home connections with all students through multiple forms of electronic sources (social media and illuminate) as well as face to face contact through teacher interactions. We continue to strengthen these connections with face to face contact such as ELAC, School Site Council and special events like "What's Your +" Nights and Back to School Night. HJUHSD supports families in being connected and knowing their legal rights by providing individualized meetings with them regarding their child. these meetings can be with teachers, counselors, social workers, psychologists, and administration.|has a structure to provide support for underrepresented families. increase outreach to families on how to be involved and access the supports. increase efforts in communicating with our families, including those that are in underrepresented groups.|4|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 16639250137901|Hanford Online Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 47703340000000|Happy Camp Union Elementary|3|The District is actively working with Site Council, Indian Education Committee and the LCAP Committee as set by the Board of Education to increase advisory groups and decision making for the school through strategic planning and setting District goals.|The District has responded to the request of the Karuk Education Department to provide resources to underrepresented families. The District will continue to reach out to underrepresented families who meet the low Socio-economic status and provide additional resources through homework club, after school program and intervention support to make a year's worth of growth and close the achievement gap.|The School Site Council and the Indian Education Committee are currently reviewing and updating the Parent Involvement Policy and seek to identify additional ways to connect with parents. Examples are by Text, robocall, parent nights and school events.|3|3|3|3|3|3|3|3|3|3|3|3|2019-08-22|Met|2019 44697570000000|Happy Valley Elementary|3|95% of Happy Valley Families believe that their children are provided equal access to Math, Writing and Reading. 82% report that the school addresses any questions or concerns about the curriculum, 90% feel the teacher supports the unique academic strengths and or needs of their child, 95% reports the benchmarks and report cards clearly communicate student performance, and 95% report that they feel positive about the education their child is receiving at HVS. 100% of our EL families report feeling supported and given many opportunities to become involved in school. 88% of parents report they are very familiar with our social and emotional program, and 94.87% feel that the school treats their child with respect. 92% of parents feel welcome at school and are empowered to participate in activities.|One of the most important and valuable asset to Happy Valley is the partnership the school has with the families. Not only does the classroom teacher communicate each day with the parents through Class Dojo, the classroom teachers send home resources for use in the home for academics, use lessons learned in the classroom for social emotional learning at home, and makes sure the parents know their rights when parent conferences, SST's 504 meetings or IEP meeting are conducted. The school sends home weekly newsletters, newsblast from the Principal and each Thursday, the teachers send home the child's workin the Thursday folder with information for the parents and children to share and communicate what has occurred in the school week.|At Happy Valley School District, parents and the school have a very close and tight bond. The school encourages parent participation in every day activities. The parents actively fundraise to ensure the school has instructional aides in each class, art and music, life lab and library. Each morning, 20 to 30 parents are on the campus with their children or helping at recess. During our "Where you came from " week, each student gets to talk about their ancestors, their cultures and customs and how they ended up in Santa Cruz, and more specifically, Happy Valley. Two way communication in the native language is a priority and is provided if needed in all areas of communication, both written and oral.|5|5|5|5|4|4|4|4|5|5|5|5|2019-10-09|Met|2019 45700110000000|Happy Valley Union Elementary|3|We continue to struggle with getting input from our community stakeholders. We hold meetings where the same few families show up. Our District Site Council Committee provides for input from stakeholders during our meetings. Other committees that have parent involvement are the 8th Grade Graduation committee-that helps plan and raise funds for the 8th grade activities, and the Harvest Festival committee which organizes the community-wide Harvest Festival. We are beginning to hold smaller more informal meetings in an attempt to engage more families in the conversation concerning the Happy Valley Union Elementary School District. We are exploring ways to engage families in specific advisory groups and elicit direct conversations regarding our LCAP goals: (1) literacy across content areas, (2) social and emotional learning, and (3) a sense of belonging and safety. As we begin to hold advisory group conversations, we will build capacity to engage in meaningful conversation, establish norms, expectations, and a positive environment for families to participate in advisory groups.|Strengths: We work with all families to connect them with community and school resources. We also utilize our family liaison and EL interpreter to reach out and communicate with those parents who are reluctant to come to the school site. We have a system for early intervention regarding student progress and supports. Our outreach is systematic and personalized. Once identified, we offer families access to multiple resources in our community and nearby regional services. We make preventative calls regarding attendance, health, and other family needs. We have established relationships with outside agencies who help families when it is outside the purview of our School District. Teachers and staff have the ability to call for family meetings regarding social & emotional learning and academic learning needs. We have an electronic shared document system that allows our staff to identify student progress, needs, and access to prescribe interventions that will support students at their current levels. Teachers meet with students and parents/guardians within the first six weeks of school through parent/student conferences. These are student led conferences at the elementary site. This conferences give parents the opportunity to hear first hand about the academic progress of their student. It also provides an opportunity to talk about the social/emotional maturity of the individual student with their parent/guardian. Progress reports are sent home every six weeks. If a student is falling behind academically or needs extra behavior support, the staff and/or parent-guardian can request a Student Study Team meeting. After school tutoring is offered to every student twice a week and followed by bus transportation home, if needed. We hold SARB meetings in order to be preventative and helpful in improving attendance and sense of belonging, as well as provide resources to our school families. Legal rights and avocation of students are identified in the students rights handbook that is issued to evey family yearly. If there are individual situations, we communicate legal rights and advocacy tools that parent might need. there are family advocates that are listed in our family resources. When working within the Special Education realm, legal rights and advocacy are outlined and communicated specifically for individual needs. The parent rights are offered at the beginning of every IEP meeting. Area for Improvement: The District continues to seek professional development on parent engagement for certificated and classified staff to attend. We are seeking ways to strengthen our outreach to parents/guardians/families by developing a universal screener and improved culture survey. We need to strengthen our communication home so that staff is consistently contacting families when a child is struggling academically, behaviorally, and/or on a social/emotional level.|Strengths: Many of the certificated and most of the classified staff in the Happy Valley Union Elementary School District either attended our schools, live in the Happy Valley Community, and/or have worked for the district for more than ten years. These experiences are a strength that have given our school a great connection to our community and parents. Our family liaison reaches out to and meets with our Foster Youth and Homeless students and families, students and families in trauma, and those students and families who need support. Our staff focuses on the needs of students and seek parent input for increased student learning and sense of belonging. We engage with students and families to seek a deeper understanding of their academic, social, and emotional needs. We further build relationships with our families and the community by holding several events during the school year such as the Ice Cream Social, Coffee with the Principal, 0-5 classes (including parents and siblings), Family Literacy Night, field trips, Triple P training, Harvest Festival, Back-to-School Night, Open House. We use a variety of communication tools to interact with parents: monthly newsletters, REMIND app, School Messenger, Facebook, Website, personal phone calls. We have a Spanish interpreter who makes phone calls to families to communicate in their native language and the REMIND app will translate our messages into the native language of our families. By working with other school districts we provide interpreters at SARB, IEP's, SST's, and other meetings in a parents native language. Areas for Improvement: We continue to seek a deeper understanding of how to support families. During meetings, we tend to concentrate on the strengths and weakness of the student. We need to extend that conversation to include the family as a whole so that we can direct them to community resources for help. Our Attendance, Family Engagement, and Social & Emotional Data Story Teams are designing a culture survey that will include questions concerning a families strengths, culture, language, and goals for their children. We print some flyers in native languages and have met with many of our EL parents. We need to expand this process to all of our EL families.|5|4|2|2|2|3|4|3|3|2|2|2|2019-11-12|Met|2019 37681630128421|Harbor Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2019-12-12|Met|2019 36678760122317|Hardy Brown College Prep|3|Hardy Brown College Prep regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. At these sessions, parents provide leadership with excellent feedback and assist the administration in planning. Additionally, Hardy Brown College Prep conducts an annual survey of parents to allow parents to anonymously submit feedback to school leadership.|Hardy Brown College Prep regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. Additionally, Hardy Brown College Prep conducts an annual Parent Academy where parents are trained on Common Core State Standards and provided with training on how to access technological tools to improve their scholars academic performance. Hardy Brown College Prep has committed to ensuring that these parent education opportunities continue on campus through regularly scheduled parent involvement opportunities.|Hardy Brown College Prep regularly engages with parents and gather feedback through the school site council and LCAP feedback sessions. Additionally, Hardy Brown College Prep conducts an annual Parent Academy, where all parents are invited to learn how to support their scholars and how to engage with the school. Hardy Brown College Prep will continue to gather feedback from parents to ensure adequate parental involvement opportunities are available.|5|5|5|5|5|5|5|5|5|5|5|5|2019-06-13|Met|2019 54755230116590|Harmony Magnet Academy|3|Currently HMA has a SSC, ELAC, advisory boards and a parent foundation. All of these provide parents with opportunities to participate in developing and implementing the school plan. As an example, our parent foundation has contributed greatly to providing additional guidance counseling, PIQE, college applications, scholarship workshops, college tours, Naviance, LCAP process, engineering pathway projects and internships, and performing arts pathway programs / performances. HMA needs to find ways to get more parents involved representing all student groups.|HMA is committed to building capacity in our parents in providing resources and education to spark awareness about the educational process and how they can contribute to their students' success. This includes but not limited to: Back to school night, parent college workshops, PIQE, ELAC, SSC, Advisory boards, Parent Foundation, SST meetings and the distribution of resources located in the front office and the HMA website. There is a need to bring the classroom closer to the parents. We are currently working on informational quick fact sheets for parents throughout the curriculum and brainstorming on new ways to increase parent participation.|HMA has provided multiple opportunities for parents to become engaged in their students education. Parents may attend PIQE, advisory and parent meetings. All of our scheduled parent / community events provide Spanish translation. HMA has additional meetings for parents to become engaged in the transition process to post secondary focusing on FAFSA, application and scholarship workshops. Marketing of these opportunities to improve participation is an area of improvement.|5|5|4|5|4|4|4|3|4|5|4|5|2019-10-24|Met|2019 49707300000000|Harmony Union Elementary|3|Harmony USD has been successful at engaging parents in decision making processes through its many committees. This structure is under review for 19/20 to improve communication and collaboration between the committees.|Harmony USD is employing a circles approach for community meetings about important topics, from school policy issues, to parent skill building courses. The parent courses are a relatively new component, which have seen strong attendance, and plans are made to expand this offering. Translation services are available for families and have been utilized with great success for parent meetings, both planned and ad hoc. Legal notification occurs with the annual notices, as well as at important moment in student support, from academic to personal health and wellness.|Harmony has an established system of committees that engage parent participation in key decisions. From LCAP development, Wellness and Curriculum planning, Site Council, Bond Committee, and a school board composed of parents for this small 240 student district, Harmony has established pathways to engender trust and respect in the community. In addition to district sponsored committees, the Foundation is another path for planning and district cultural development. Parent-Teacher conferences, SST's, and ad hoc meetings to discuss issues of concern are used throughout the school year to ensure parent participation and advice during student centered planning. Special events throughout the year, school assemblies and weekend community gatherings sponsored by the Foundation, are also points of contact to develop reciprocity and understanding in the community.|4|4|4|4|4|3|4|4|3|4|3|4|2019-11-05|Met|2019 37683386040018|Harriet Tubman Village Charter|3|Tubman conducts an annual survey of all stakeholders in the spring. Families are provided multiple avenues for completing the survey, either on paper or online. Parent Teacher Committee meetings are held once per month and provide parents an opportunity to voice opinions and concerns about what is happening at the school. Participation in PTC meetings has increased over 100% in the last year, which parents starting to take on more leadership roles in planning school events. Tubman currently has two parent members on the school governance board (out of five total members), and four parent members serving on School Site Council.|Tubman conducts Parent-Teacher Conferences two times per year, in the fall and spring. Through the Leader in Me initiative, we are providing professional development to teachers to implement Student-Led Conferences. By incorporating more student voice, parents are more engaged in the conference process. We have also expanded the number of days and time slots that conferences are offered so that more families can work around their schedules. All 6th through 8th graders and their families have online access to our student information system, PowerSchool, to track attendance, work completion, and grades. All 3rd through 8th grade students are provided a planner at the beginning of the year to document assignments and communicate with parents.|Harriet Tubman Village Charter School (Tubman) has made several improvements recently to increase the involvement of our families and our communication from school to home and vice versa. We have recently adopted and implemented a program entitled, Leader in Me. This program makes it easier to have important information online, but it also streamlines the process of sending messages home through email, voice, and text message. School-wide, we utilize Class Dojo and School messenger for home-school communication, as well as various social media platforms. All classroom teachers are required to make a positive phone call home within the first two weeks of school, helping to lay the foundation for a positive climate for the year. Teachers continue with positive reinforcement throughout the year. We have an abundance of opportunities for parent and family engagement at the school with events including, but not limited to, Back to School BBQ (prior to the start of school), Back to School Night, College and Career Night, Harvest Festival, High School Parent Information Night, Family Literacy Night, Family Math Night, Student Achievement Assemblies, and Tubman Leadership Day.|3|3|2|3|3|2|3|2|3|3|2|3|2019-10-21|Met|2019 50710926112965|Hart-Ransom Academic Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 50710920000000|Hart-Ransom Union Elementary|3|There are several school advisory committees on which there are family representatives: the Safety Committee, the PBIS Committee, the School Site Council/ELAC/LCAP Parent Advisory Committee. Each of these committees meets monthly or bi-monthly and parents are an active and vital part of all decisions made. The results are the safety plan, plans and programs regarding behavior support for all students. The Site/ELAC/Advisory gives specific input into the LCAP each year and is noted in that document. Each year a family survey goes out to families in the spring to get feedback on academic, program and safety issues on the campus. Results from this is considered and implemented within the Goals and Actions of the LCAP. Additionally, the District sets up Ad-hoc committees regarding specific issues which includes parents for their input on policy and decisions. For example: Facilities improvement, District-wide Safety. Bi-annually students participate in the California Healthy Kids Survey. The results of this are analyzed and are reflected int the goals in the school Safety plan. The area that needs more focus is getting input from underrepresented groups in the school community. Although their input is sought out and representatives from this group are invited and encouraged to participate in advisory groups, there is very little participation from these families in advisory groups. The district needs to continue to work on ways to involve these families in participation and giving input regarding decision making. Another area that could improve is the area of opportunities for all stakeholders to plan, design, implement and evaluate family engagement activities at school. This can be done through the Site Council/ELAC/Parent Advisory Committee by adding meetings, or extending meeting times to focus on family engagement activities at school. PRIORITY 3-SEEKING INPUT FOR DECISION MAKING - MET|There have been several professional development opportunities for staff in regard to building partnerships with families regarding student outcomes. The Intervention team has developed a comprehensive protocol for teachers to implement regarding student progress including the Student Study Team, working with parents to help them understand their child’s progress and what the school is doing to support that progress, as well as giving input to parents regarding support they offer students. Parent Teacher conferences, documented parent contact, student at-risk meetings each trimester, and Intervention/SST meetings, 504 meetings and IEP meetings all promote school/parent partnership in supporting student learning. The school can definitely improve in providing families with information and resources to support student learning at home. At this time a monthly flyer regarding resources and ideas goes home to families. The school leadership will look at expanding in this area to better support parents and students in this area. BUILDING PARTNERSHIPS FOR STUDENT OUTCOMES - MET|The school hosts many events such as Family Learning Nights, which involve families in collaborative/hands-on activities in the ares of arts, science, math and reading. The School also hosts Ag Day, International Day and Career Days for which parents/community members present to and participate with students. The school office welcomes parents to campus and is inviting - displaying student work and information regarding school life. Teachers provide opportunities for parents to visit the classrooms for special student events such as Pioneer Day, Mission Building, Ice Castle creations or ancient mask making. Communication from the school to parents is accomplished through a current, frequently updated website, robocalls, a monthly newsletter and classroom weekly "Red Folder," through which parents can ask questions and respond to teachers. The Dojo app is used in several lower grade classrooms for 2-way communication with parents. All teachers have an email through which families communicate with them, a teacher website and Google school, which offers communication. The Student Information System also provides opportunities for both teachers and parents. An area that is not formalized is the process in supporting staff in learning about families' strength, cultures, languages and goals for their children. Although teachers get to know their students very well, and many of their families well, there are always some families that staff does not get to know as well. Professional development regarding building relationships with underrepresented families is needed. BUILDING RELATIONSHIPS - MET|4|5|3|5|4|3|5|4|4|5|4|3|2019-10-10|Met|2019 31668520121608|Harvest Ridge Cooperative Charter|3|Harvest Ridge Cooperative Charter has made great efforts to seek input from multiple stakeholder groups, including parents. Parent involvement in school programs is important to the fluid operation of the school, but to participate in the local governing board and advisory committees is key for providing critical feedback to the school and programs. Parents are welcomed and encouraged to be members of as well as attend board meetings, PTO meetings, Town Hall meetings, and to also be a part of advisory committees for the school. Parents/guardians have also had opportunities to attend workshops that are linked to both student learning and development and growth. Throughout the school year, parents were provided weekly updates on school events, educational programs, parent meetings, student activities, school policies and procedures, and important announcements. Parents served in different capacities including volunteering in the classroom, Board of Directors, Finance Committee, Safety Committee, Parent Teacher Organization, and also a variety of other school committees.|Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's progress and with supporting student outcomes. Staff participate in professional learning to support communication and collaboration with parents to create a team environment with school and family. Regular use of Schoology gives a forum for parents to monitor daily classroom assignments and assessments, and provides students with a platform to organize classroom expectations and communicate with their teacher regarding their current progress. Staff works closely through the Student Intervention Team committee and with the Special Education team to support families with their legal rights and advocating for their own students.|Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and students. As a small school, staff has the ability to connect with families on a personal level. In addition to fall and spring conferences, parents meet an additional three times per year on campus with teachers for Learning Conferences. Teachers send out monthly newsletters, and all staff use Schoology to communicate with students and parents on a daily and weekly basis. Parents are encouraged to volunteer in classrooms and be part of committees, where collaboration is fostered and community built.|5|5|5|5|4|4|4|4|4|4|4|4|2019-10-03|Met|2019 37684110126086|Hawking S.T.E.A.M. Charter|3|Hawking STEAM Charter School seeks input from families for decision-making through its School Site Council (SSC), English Language Advisory Committee (ELAC), DELAC, a parent serving on the Governing Board, Coffee with the Principal, annual parent survey, and input in the annual update and development of the school’s LCAP. These decision-making bodies provide families with opportunities to provide input on policies and programs, as well as seek input from underrepresented groups in the school community. A focus area for improvement is to continue to build the capacity of and supporting family members to effectively engage in advisory groups to provide input in decision-making.|Hawking STEAM Charter School strives to build partnerships with families, which positively impacts student outcomes as outlined in the school’s LCAP Goal #3. Our staff provides families with information and resources to support their child’s learning and development in the home. Our school hosts Student-led conferences where students identify their academic progress, goals and identified areas for growth. Additionally, our teachers communicate and inform parents of their child’s NWEA MAP results, which include their child’s progress and projected growth. For students who are struggling, we have an SST process in place designed to address student needs and discuss the resources available to them at the school. A focus area for improvement is to continue to support families in understanding and exercising their legal rights to advocate for their child’s education. We have partnered with PIQE to assist our parents with this important goal. Currently, our school has partnered with the Parent Institute for Quality Education, PIQE whose mission is to achieve economic and social equality for all through education. PIQE workshops provide our families with the tools, knowledge, and skills to partner with schools and communities to ensure their child(ren) achieve their full potential.|Hawking STEAM Charter School staff are deeply committed to building positive relationships with parents/families through regular and ongoing communication and providing a welcoming environment for all families in the community. Our school hosts multiple schoolwide events to engage families and welcome them to our school to learn about our program, and available resources that support them and their child. We continue to develop the capacity of our staff to build trust and respectful relationships with families. Our school continues to develop multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Interpreter services are available at all schoolwide events, upon request and many of our staff are bilingual. A focus area for improvement is to support staff to learn about each family’s strengths, cultures, languages, and goals for their children.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-17|Met|2019 19645920000000|Hawthorne|3|While the actions and services outlined above speak to the many ways in which parents and guardians were invited into the schools and provided with support that was needed, it should also be mentioned that the District takes seriously its responsibility to inform parents of their right and ability to participate in the school and district decision-making processes. The District continues to promote participation in school-based bodies, such as the School Site Council and English Learner Advisory Committee, as well as the district-level entities, such as the District Advisory Council and District English Learner Advisory Committee. While the District is confident that genuine efforts are made to engage parents and guardians in decision-making processes, it was affirming to see that 92% of parents and guardians who responded on the District's 2018-19 LCAP survey to the associated item pertaining to parents sharing input for decision making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. This represents a 2% increase from the responses in the prior year. The findings are directly related to the District's goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP). They also relate to the various goals established in connection with the other Local Control Funding Formula priorities, as increased family participation and involvement in decision making are seen to have had a positive effect on academic performance, disciplinary outcomes, attendance, and overall school climate. All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council, the District English Learner Advisory Committee and consistent monthly parent workshops to continue to support decision making that will directly affect positive student outcomes. With these positive outcomes being associated with the actions and services related to it are deemed to be effective. However, Parent Needs Assessments are also completed at the end of each school year to assist in refining the parent engagement opportunities for the following year. For example, last year, an emphasis was placed on increasing the number of student performances at all schools, as these types of events were requested by the parents per the needs assessments.|Building relationships and opportunities for families to engage in activities between school staff and families is essential for academic success in student outcomes. At the middle schools the District brought a program called, Parent Institute for Quality Education (PIQE), as a strategy to more closely and effectively inform and involve families in the education of their children. This partnership required professional development for staff in the area of forging and maintaining effective relationships with families, as well as a nine-week training for parents/guardians focused on successfully navigating the school system and accessing available resources to support your child’s education. As a result of parent input from the PIQE workshops, the Family Outreach TOSA obtained data from parent evaluations that demonstrated that 8th-grade parent needs are more derived towards high school and college orientated and thus are requesting a continuing series of workshops that are better aligned to their needs. The Family Outreach TOSA is in the planning phase of addressing this need through the implementation of 8th-grade-specific parent workshops in the 2019-20 school year. The Family Outreach TOSA also implemented and directed the Parent Arts Docent initiative in the Hawthorne School District. The Parent Arts Docent initiative is a program that allows for parents/guardians to receive training and professional development sessions particular to an art lesson that they then implement in classrooms and facilitate with students. Building relationships and opportunities for families to engage in activities between school staff and families is essential for student academic success in learning and thriving. Family Outreach TOSA and support staff at each school site also implemented math nights, literacy nights, parent workshops focused on providing families with information and resources to support student learning and development at home. Parent evaluations were completed after each parent workshop and the results are utilized to refine the parent engagement opportunities for the following year.|The District employs a full-time Family Outreach Teacher on Special Assignment (TOSA) to build capacity and to effectively support school sites on how to engage and empower parents and guardians to be active participants in the education of their children. This individual conducted numerous workshops on topics such as: developing early literacy skills, understanding the CAASPP student score reports, the importance of student’s daily attendance, How to Prepare your child for summative State Assessment, preparing for Kindergarten Enrollment. This year, the Family Outreach TOSA also designed and facilitated a set of workshops for parents and guardians of 5th-grade students that introduced them to the programs offered at the middle school levels and the choices that they can make for their child. Elementary and middle school staff assisted with these workshops. The Family Outreach TOSA provided direction and guidance for the Hawthorne Parent Academy (HPA) committees at every school. The HPA is a targeted support group for parents/ guardians of students in entry level grades such as kindergarten, 6th grade, and 9th grade that includes a series of strategic monthly workshops focusing on age-appropriate academic, social-emotional, and behavioral issues relevant to the school and home settings. Recognition ceremonies are held at all school sites to celebrate those who complete their passport through their regular HPA participation. Beyond the work of the Family Outreach TOSA, the District builds relationships between school staff and families by ensuring that adequate translation services are available school and district levels, maintains comprehensive Parent Centers at each school site that provide academic and social-emotional resources, teacher communication flyers, access to technology, and information related to community services. Numerous school-specific events were offered at every school, with a wide range of topics being covered. Teachers at each school site implemented math nights, literacy nights, parent workshops and many more family events. Evidence in building these relationships is obtained through the results from the District's 2018-19 the District’s internal system of tracking called “Family Event Attendance Tracking Form” reflected 52,472 documented instances of family visits to schools for activities and events. This significant increase is attributed to a combination of the offering of additional workshops and events at school sites, a consistent message regarding the importance of parent and guardian visibility on campus, and family-friendly practices such as the utilization of Family Friendly Walkthrough rubrics are being employed at schools throughout the District. Parent evaluations were completed after each school workshop. These evaluations and the completion of a Parent Needs Assessment at the end of each year are utilized to refine the parent engagement opportunities for the following year.|5|5|5|5|5|5|5|4|5|5|5|5|2019-09-11|Met|2019 19645920100354|Hawthorne Math and Science Academy|3|For the 2018-2019 school year, 27 parent events focused on Seeking Input for Decision Making with a total attendance of 644. The event attendance average was 23.8 parents. Data analysis concluded that this category had the most events, but the lowest overall attendance average. However, when SSC and ELAC meetings are not considered, this category average increases to 50.5 parents. We will survey parents to see how we can better meet their needs. We also noticed that we are documenting our individual parent conferences in this category. HMSA will focus on developing a system to document individual parent conferences. Currently, our TOSA is working to build leadership within the HMSA Parent Booster Club so that we can develop more parent created and led events to improve school climate.|For the 2018-2019 school year, 11 parent events focused on Building Partnerships for Student Outcomes with total attendance of 490. The event attendance average was 44.5 parents. Events in this category ranged from academic counseling grade level specific parent meetings to Advanced Placement (AP) Course Enrollment parent meetings. Data analysis shows that about a third of the targeted population attend the meetings. The 12th grade Financial Aid student/parent meeting night had close to 50% of the target population in attendance. Efforts to survey parents to determine needs will continue. HMSA parents that are not available to attend meetings can access presentations and handouts through the school website. During our analysis of the data, we noticed that currently, we are not documenting our individual parent conferences, which would support this initiative. HMSA will focus on developing a system to document individual parent conferences.|HMSA’s current model to build capacity and to effectively support the school site is focused on how to both engage and empower parents and guardians to be active participants in the education of their children. This effort is led by the HMSA academic support team. The support team consists of two Teachers on Special Assignment (TOSA), two counselors, and two administrators. The team delivers a variety of parent workshops and activities. The Transition Specialist TOSA facilitates Hawthorne Parent Academy (HPA) workshops that are designed to support parents through their child’s transition from middle school to high school students. Topics include graduation requirements, social media, health and wellness, and college preparation. The HMSA counseling team provides grade level workshops that are designed to support parents as they navigate the college application and admission process. In addition, the Projects and Activities TOSA coordinates the Parents Booster Club, School Site Council and English Learner Advisory Committee. Results from HMSA’S 2018-19 Family Event Attendance Tracking Form reflect 3,355 documented instances of family visits to schools for activities and events. This represents a decrease compared to the 3,718 documented instances in the prior year. HMSA will continue to survey parents to determine the factors for lack of attendance, such as scheduling and event promotion, to address them. Of the 58 documented parent activities, 20 were identified as opportunities to build relationships between school staff and families. These 20 events had 2201 parents in attendance. Events ranged from Awards ceremonies to a Multicultural Performing Arts Celebration.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-11|Met|2019 19647336017529|Haynes Charter For Enriched Studies|3|Haynes Charter for Enriched Studies invites parents to participate in the school's decision-making process through the school's charter governance council. The council meets monthly to discuss and determine the school's programs. These meetings are public and are provided to the parents and community through the following methods: monthly calendars, e-mails updates, voicemails, transcripts of the voicemail sent by text, flyers, and newsletters. The administrator also attends the monthly PTO meetings to provide updates on the school's work, review the progress of the Charter Governance Council, and invite all parents to attend the next month's meeting. An area of growth is the use of communication tools such as Streaming on Facebook and Connect Ed to provide a review of the progress of the council's work for those unable to attend neither the council nor the PTO meeting. School Experience Survey: I actively participate in my child's education with this school. - 97%|Haynes Charter for Enriched Studies builds partnerships for student outcomes through the parent community of the school through the School Volunteer Program, School Site Council, ELAC, the Charter Governance Council, and the Haynes PTO. Many of the 100 processed volunteers worked in classrooms to provide academic support in reading and math. Monthly sessions with parents included topics to support academic and behavioral success in school. The school funded certificated staff to provide targeted instruction in ELA and math and provide regular communication with the parents/guardians of the student receiving the intervention services. An area of growth is to provide teachers, administrators, and staff with opportunities to expand short term intervention to students of underrepresented families. School Experience Survey: 1. I attend events at my child's school, parent-teacher conferences and school performances.- 99% 2. I regularly communicate with my child's teacher(s) and/or other school personnel.- 94%|Haynes Charter for Enriched Studies builds relationships with the parent community of the school through the School Volunteer Program, School Site Council, ELAC, the Charter Governance Council, and the Haynes PTO. In 2018-2019, 100 volunteers were processed to work with the school in programs. The school administration works closely with the Haynes PTO to plan and hold events to build community relationships. School Site Council, ELAC, and the Charter Governance Council meet regularly to engage the community on Federal and State policies and requirements. An area of growth is to provide teachers, administrators, and staff with opportunities to expand two-way communication and engagement of underrepresented families through the use of communication tools to allow access and knowledge of events to working parents. School Experience Survey: 1, The school provides me with information (verbal and written) I can understand. - 97% 2. The school informs me about school activities in different ways. - 96%|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-22|Met|2019 01100170138867|Hayward Collegiate Charter|3|Parents volunteer at the school and engage with their child’s academic learning outside of the school. The school will encourage all parents to participate meaningfully in school and classroom activities. The school will create an Advisory program to improve communication between parents and staff. 80% of parents will indicate they are happy with opportunities for parent involvement offered by the school through annual family surveys. We will also Increase parent participation in school decision-making. The school will lead a campaign encouraging parents to fill out the Annual Family Survey. The school will lead a campaign ensuring that families are attending the Report Card Pick Up and Monthly Collegiate Coffee’s.|Currently, Hayward Collegiate has only been in operations for 8 weeks. We have provided professional learning on best practices for parent communication and engagement to our staff and teachers during our summer professional development. Additionally, we send out daily logs that contain behavior updates and homework completion that all parents are required to sign and return the next day. In Mid-November, we will have our first parent-conferences and have been up to date on all of our compliance regarding Special Education. Hayward Collegiate has not had our first cycle of parent-teacher conferences but we will have those in Mid-November. We have been highly engaged with family members through various events and parents have full access to teacher-communication through text and phone and email.|Hayward Collegiate Strengths: At Hayward Collegiate we have monthly Coffee's with the Principal, a monthly family event such as a Fall Festival, invitations sent out for each board meeting, and an open-door policy for parents to come and observe classes and speak with staff as often as they would like. During this time, we have a full-time translator so that there is 2-way communication between families and educators. Hayward Collegiate Progress: We are continuing to find avenues of open dialogue with families so we can improve our stakeholder engagement and communication. We will continue to translate all papers and materials that are sent out to families and monitor how our scholars that are underrepresented are doing.|4|5|5|5|4|4|3|5|3|3|3|3|2019-11-13|Met|2019 01611920000000|Hayward Unified|3|We are strong in this area. As a district, we value parent voice. As previously mentioned, we have strong ELAC, DELAC, SSC and AASAI parent groups. We have powerful parent ambassadors. At this time, we have increased ambassadors since our start by almost 100%. Parents are involved in committees such as the District Strategic Planning group. We have a Family Engagement Committee which has guided us in the development of our engagement mission and vision and this group was comprised of approximately 50% parents. Special Education has recently started a parent group to support children with IEPs. According to our recent CSPS survey, we have a number of strengths. Eighty four percent of parents strongly agree or agree that schools allow input and welcome parent contributions. Eighty six percent say that schools encourage them to be active partners with the school. Sixty nine percent of parents surveyed say that the school actively seeks input of parents before making important decisions. This year, we want to focus on providing newcomers and unaccompanied minors with information on leadership opportunities and participatory decision making. We will continue to provide workshops and outreach to our students and families on issues such as immigration, know your rights, understanding report cards, graduation requirements, and IEPs and 504s, which will allow them to have a more powerful and informed voice.|In HUSD, we provide parents with the opportunity to talk about their child's progress and to become a true partner in various ways. They can attend traditional events such as parent conferences, Back to School Night and Open House. They can also schedule meetings individually with teachers and administrators. Part of the Family Engagement Specialists' role is to make sure that parents know what is happening at the school and what intervention opportunities are available. This year, we rolled out electronic reporting and hope to increase use of the portal for sharing progress with parents. Family Engagement Specialists have worked on increasing access to the portal. Within parent meetings, we share data presentations on tests such as ELPAC and CAASPP. High school counselors conduct meetings on A-G requirements and on college readiness in general. This information is also starting to be shared at Middle Schools. Recently, we offered a Bridge to College program for middle school parents. We hold meetings with incoming TK/K parents to talk about school readiness. We are currently exploring a grant for moving towards learner centered instruction and parents have been very involved in that process as well. In our recent CSPS survey, 64% (previously 25%) indicated that they participated in fund raising events, which benefit student programs. More than 50% of parents mentioned that they have served as a volunteer in their child's school. This year, we want to make sure that all parent groups are focused on improving student outcomes as one thread of their work. This can involve sharing data; talking about curriculum, instruction and assessment; signing folks up for the parent portal; understanding report card sessions; navigating the school system; and being able to access opportunities (ex: YEP)|Currently, HUSD provides parents with numerous opportunities to connect to school. We have formal groups such as SSC, DELAC and AASAI. We have Parent Ambassadors who reach out to other parents. We recently hired Family Engagement Specialists for each school site. In addition, we have brought on board a Coordinator for Homeless and Unaccompanied Minors. We value collaborations, including, for example, La Familia, who builds connections with underrepresented families. We have a strong afterschool program, called YEP (Youth Enrichment Program), which also has a very inclusive approach to families. HPN (Hayward Promise Neighborhoods), a grant which focuses on a number of elementary, middle and high schools, also reaches out to families, striving to provide them with services they need. Coffee with the Superintendent allows us to gather information first hand from parents and creates approachability to the Superintendent. When we worked on our District Strategic Plan, with a group that represented both staff and parents, we participated in a fish bowl where students, parents and staff shared their human to human interactions in the district, which in turn strongly guided our plan. The pre-schools are also very focused on inclusion and making sure parents know what their children need to be successful now and in the future. We have the R3 Fatherhood Program (classes for dads), Cafe Dads and the Million Father March. In the recent CSPS survey, 87% of respondents say that they feel staff members are helpful to parents, 89% say parents are treated with respect and 86% say parents feel welcome to participate at school. This year, we hope to deepen our relationship with AASAI and DELAC, increase Fatherhood Program participation and train Family Engagement Specialists on equity and culturally responsive outreach strategies.|3|4|3|3|2|4|3|4|3|5|5|3|2019-10-23|Met|2019 49753900124230|Healdsburg Charter|3|Healdsburg Charter School's strength in this area is building the capacity of and supporting the principals and staff to effectively engage families in advisory groups and with decision-making. HUSD has made it a priority over the last few years to provide professional development, support and hold principals accountable for ensuring all stakeholders, including underrepresented families, have input on policies and programs. Examples of this include, working hard to get diverse parent representation on our Governing Councils (Site Councils), ELAC and other working groups including the Equity Task Force. HUSD provides all families with opportunities to provide input on policies and programs, and seeks input from underrepresented groups in the school community through bilingual surveys, our increasingly robust English Language Advisory Committees, Coffee with the Principal events, the Equity Task Force and two new Working Groups, one related to Building Community and the other related to the Design of our Elementary program. HUSD will improve in this area by increasing the amount of and more focused professional development on how to engage families to plan design, implement and evaluate family engagement activities at school and district levels.|Healdsburg Charter School's current strengths in this area are supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is accomplished through Student Study Team (SST) meetings, Individualized Education Plan (IEP) meetings, annual notifications and school handbooks among other actions. HUSD hosts a plethora of evening events that help to develop a partnership between schools and families, such as Family Math Night, Literacy Night, and hosting training for parents on social-emotional learning that are focused on the tools, language and resources teachers use during the day and hope parents can find useful at home to bridge social emotional strategies and supports throughout the children's day. HCS will improve the engagement of underrepresented families through the newly hired for 2019-20 full-time Parent Outreach and Education Coordinators, one serving families with children in Transitional Kindergarten through 5th grade and the other focused on families with children in 6th - 12th grade. HUSD now hosts a series of TK/K Information events and a TK/K Orientation event prior to the first day of school in addition to the Welcome Back and Kick-Off Days that provide a venue to engage families with information and resources to support student learning and development in the home. Teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes both informally and formally through phone calls, emails, parent-teacher conferences, Student Study Teams and now have the assistance of the Bilingual Parent Outreach and Education Coordinators. HUSD will improve the engagement of underrepresent families by providing professional development on topics such as unconscious bias and trauma in addition to strengthen the actions and services described above.|Healdsburg Charter School's current strengths in this area lie in a focused effort to deepen and improve the capacity of all staff to build trusting and respectful relationships with families and to create welcoming environments for all families. For example, Healdsburg Unified School District, of which HCS is a part, conducted a year-long listening campaign as part of an Equity Task Force led by the Superintendent that resulted in increased dialogue with families. HUSD has begun a multi-year professional learning program focused on unconscious bias and how to be a trauma-informed school district. HUSD now has two full-time Parent Outreach and Education Coordinators, one for families of TK – grade 6 students and the other for our grade 6-12 families. HUSD has improved Spanish interpretation services by contracting with a professional interpreter for some events and by conducting training for HUSD staff provide translation. All HUSD schools have a Bilingual Office Assistant. All evening events, parent-teacher conferences and meetings have a Spanish language interpreter present. HUSD has changed for format of the Welcome Back Fair for TK – grade 5, the Kick Off Days and Back-to-School Nights at the Junior High School to improve the engagement of underrepresented families. HUSD has invested in improved technology that enables text, email and phone calls to be presented in the family’s language of choice. HUSD will improve in this area by providing more and focused professional development for staff particularly on the topic of engaging in 2-way communication between families.|3|3|2|3|3|3|3|4|3|3|3|3|2019-10-16|Met|2019 49753900000000|Healdsburg Unified|3|HUSD strength in this area is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. HUSD has made it a priority over the last few years to provide professional development, support and hold principals accountable for ensuring all stakeholders, including underrepresented families, have input on policies and programs. Examples of this include, working hard to get diverse parent representation on our Governing Councils (Site Councils), ELAC and other working groups including the Equity Task Force. HUSD provides all families with opportunities to provide input on policies and programs, and seeks input from underrepresented groups in the school community through bilingual surveys, our increasingly robust English Language Advisory Committees, Coffee with the Principal events, the Equity Task Force and two new Working Groups, one related to Building Community and the other related to the Design of our Elementary program. HUSD will improve in this area by increasing the amount of and more focused professional development on how to engage families to plan design, implement and evaluate family engagement activities at school and district levels.|Healdsburg Unified School District's current strengths in this area are supporting families to understand and exercise their legal rights and advocate for their own students and all students. This is accomplished through Student Study Team (SST) meetings, Individualized Education Plan (IEP) meetings, annual notifications and school handbooks. HUSD hosts a plethora of evening events that help to develop a partnership between schools and families, such as Family Math Night, Literacy Night, and hosting training for parents on social-emotional learning that are focused on the tools, language and resources teachers use during the day and hope parents can find useful at home to bridge social emotional strategies and supports throughout the children's day. HUSD will improved the engagement of underrepresented families through the two newly hired for 2019-20 full-time Parent Outreach and Education Coordinators, one serving families with children in Transitional Kindergarten through 5th grade and the other focused on families with children in 6th - 12th grade. HUSD will also improve in this area by increasing the amount of and more focused professional development on topics such as unconscious bias and trauma.|Healdsburg Unified School District's current strengths in this area lie in a focused effort to deepen and improve the capacity of all staff to build trusting and respectful relationships with families and to create welcoming environments for all families. HUSD will improve in this area by providing more and focused professional development for staff.|3|3|2|3|3|3|3|4|3|3|3|3|2019-10-16|Met|2019 39686760123802|Health Careers Academy|3|HCA provides opportunities for parents to take part in the planning and improvement of the school through School Site Council, Parent Coffee Hour, and Surveys.|HCA continues to utilize parents conferences, and parent coffee hour and information nights (which include 8th grade recruitment, College application, FAFSA and Scholarship information) to improve engagement of underrepresented families. HCA works with its Community Partners Advisory Committee to create opportunities for our students to engage, learn and improve the community. These opportunities allow students to apply what they are learning in the classroom, and improve students’ “professional soft skills”.|HCA continues to utilize parents conferences, and parent coffee hour, and information nights (which include 8th grade recruitment, College application, FAFSA and Scholarship information) to improve engagement of underrepresented families.|4|5|3|4|5|5|5|5|4|4|4|4|2019-10-22|Met|2019 37683380114462|Health Sciences High|3|HSHMC chose to measure parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities. With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.|5|5|4|5|4|5|4|5|5|5|5|5|2019-09-05|Met|2019 37683380128066|Health Sciences Middle|3|HSMS chose to measure parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSMS governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSMS has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSMS is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities. With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language.|To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, Health Sciences Middle School is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.|5|5|4|5|4|5|4|5|5|5|5|5|2019-09-05|Met|2019 04100410430090|Hearthstone School|3|The LEA supports with site council training, including making training accessible to parents serving on the council. In addition, the LEA supports principals with identifying ways to further engage stakeholders in authentic decision-making that supports student achievement and overall well-being. BCOE schools are small learning communities. Administrators, teachers and support staff at each site reach out to parents to invite them to be a part of training and the decision making process, including SSC and LCAP. Because BCOE schools serve high-risk youth, staff also reach out to community partners to seek their participation. Underrepresented families are personally invited to participate in the local decision-making process, either by survey, or by serving on a school site council. LEA administration reviews policy requirements and drafts the required language of these documents for site administrators. Site administrators work with stakeholder groups to add site specific language and the Site Council provides feedback and approves the documents for distribution. Policy is distributed as an Appendix to the Site Handbook each fall. The LEA ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand, by utilizing bilingual staff to translate documents and/or meetings. The LEA also supports sites with identifying two-way communication systems to ensure parents have access to school communications and can reply, as needed. All buildings are ADA compliant and the LEA is working on 508 compliance for websites. The LEA provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members. As requested, special accommodations are made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.|Butte COE schools use a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. Butte COE schools follow BCOE Superintendent Policy for parent and family engagement. Parent and family engagement policy is reviewed, and stakeholder feedback received, at school site council meetings to identify roadblocks and develop strategies/solutions for implementation in non-traditional school programs. LEA strategies include: Invitation of underrepresented families to participate in Parenting Partners modules (some sites) LEA Policy Distribution to Parents and Family Members of Participating Children Materials and Training to Help Parents to Work with Their Children to Improve Achievement|Butte COE schools uses a Family and Community Engagement Metric to measure family engagement. The metric uses a 5 point scale rubric. All BCOE schools have two LCAP goals: 1) All student be college and career ready and 2) All schools will provide a safe, consistent and nurturing environment. The metric directly measures the family engagement and growth towards supporting the two LCAP goals. The LEA supports staff with access to and training for Aeries Parent Portal. This allows staff to engage parents so they are able to work with their children to improve achievement. The LEA supports with stakeholder review of state and local data during site council meetings. Stakeholder feedback is elicited. The LEA employs a .1 FTE Coordinator to provide direct parent engagement technical assistance and training to staff. The coordinator supports with strategies and topics for parent engagement events. With LEA technical assistance, BCOE schools implement site level family engagement plans. Plans are designed to guide parents in supporting student success and improve communication with families, which in turn reduces barriers, and increase participation by parents in school planning and improvement.|4|3|4|4|4|4|4|3|4|4|4|3|2019-10-14|Met|2019 15636280138131|Heartland Charter|3|Our staff has created a strong foundation for a positive, transformational school culture by regularly meeting with families to support students with their academic achievement. Since our inception, our goal has been to involve parents in a manner that provides them with opportunities to participate in decision making authentically. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. An example, parents indicated in the survey they enjoy regular communication with staff/teachers, including monthly online meetings called Live with Parents, the parent portal, and emails. A few parents recommended consolidating the number of hyperlinks on the school website, making it easier for parents to access information. We will embed parent suggestions regarding hyperlinks. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children. In addition, we consistently invite parents to join governance and advisory committees. All members of our governance and advisory groups share decision making authority as allowed by law. We will continue to improve strategies to increase parent participation and strategically reach out to seek input from all underrepresented groups in the school community.|We provide regular professional development to our staff focused on building authentic partnerships parents and guardians. Teachers meet with families at least once a month if not more. The focus of the meetings is to build trusting relationships and form a partnership to support student academic learning goals. In addition, since our main curricular option is independent study, we believe that we excel in providing families with information and resources to support student learning and development in the home. We have developed a number of supports for families that help provide clarity regarding all grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides. We have protocols for staff when meeting with families and students to discuss academic progress and the best options for support. For example, upon enrollment, Home School Teachers (HST) meet with families to select a course delivery system that best supports the way they want their children to learn and to create academic plans, including individual graduation plans (IGP). The HST meets regularly to monitor student academic progress. If a student is enrolled in high school, our high school success coordinator (HSSC) and/or counselor review the IGP and complete a final graduation check during the student’s senior year. Further, we consistently provide parents information to support them in understanding and exercising their legal rights and to advocate for their students. Most communication with parents and families is in their primary language. However, we are working diligently to make sure all forms and communications are transcribed.|We are a TK-12 public school offering families/students a variety of curriculum options, including an independent study option. Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. We provide regular professional development to our staff focused on building trusting and meaningful relationships with parents. Together, we do our best to foster a welcoming environment for all families and encourage their participation in the formal education of their children as well as providing us feedback regarding all aspects of our school. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plan, student work, and determine next steps for student achievement. Parents have ample opportunities to participate in school programs through surveys, parent workshops, monthly meetings with teachers, serving on governance committees, attending special events, engaging in fundraising events, joining parent organizations, and advisory committees.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 49707970139568|Heartwood Charter|3|Opportunities to engage our community in discussions regarding school programs and activities will begin to take much more form when we have been in operation more than a few months. We are developing programs to help engage and support our community in providing input into decision making. For this purpose we are developing a parent survey, in conjunction with parents. We are hopeful that this survey will provide us with some clear direction as to how to best proceed. At this moment, as a new school, we are forming our parent community, building the foundation of our relationship as partners. We look forward to creating opportunities for this new community to effectively engage in advisory groups and help provide valuable input into the activities of the school.|We are a new school but have already implemented multiple policies and programs that support regular engagement between teachers and families, as well as professional support to foster productive engagement. Teachers are in regular contact with families and actively working to build strong partnerships. We have fall and spring parent conferences which provide an opportunity for a direct and prolonged discussion of how to work in partnership to support student learning. Where appropriate additional staff join these conferences, such as our educational specialist, to ensure that underrepresented families are fully engaged in the process.|We are a new school in our first year of operation. We have conducted a number of community meetings to introduce school administration and teachers, and to outline school direction and academic goals. We are pursuing development of community events and parent focus meetings to include more members of the parent community. We are also developing a parent survey that will be sent to all the families in the Spring. We are hopeful that this survey will help us identify a focus area for improvement for the 20/21 school year, as well as give us a better understanding of our engagement with underrepresented families.|3|3|3|3|3|3|3|2|2|2|2|2|2019-12-04|Met|2019 41690216044754|Heather Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 13631310000000|Heber Elementary|3|The District through its different parent groups (Migrant, DELAC/ELAC, SSC, PTO) engage, seek and utilize the input for decision-making activites presented each parent group. The District needs to provide more opportunities for group planning and evaluating activities.|The District current strengths are to provide information and resources to support student learning. The District encourages the use of online academic programs to support students with math and language arts. Students and parents have access to these resources and are always informed of meetings and school events through different media types. The District's area of improvement is to provide more professional learning and support to improve the capacity to partner with families as the district feels professional development increases knowledge and cooperation.|The District has many activities involving parents as part of the school calendar throughout the year to build partnerships and relationships. Back to School Night, Parent conferences meetings, Migrant Parent Meetings, DELAC/ ELAC Meetings, School Site Council meetings, LCAP parent input meetings, Title I Parent meetings, PTO meetings, GATE parent meetings, SPED Parent Meetings, Lunch on the Lawn, Pasteries with Parents, Student of the month, Student/Parent promotion meetings. The District adopted the Capturing Kids Heart Program. The teachers and staff received training that promotes building relationships with students and parents. The District will continue to engage parents in all school activities. The District's area of improvement is to provide more professional learning and support to improve the capacity to partner with families as the district feels professional development increases knowledge and cooperation.|4|4|3|4|3|4|3|4|4|4|4|3|2019-10-08|Met|2019 36677360000000|Helendale Elementary|3|The LEA holds annual strategic planning meetings since 2012 that engages all leadership fully through the facilitation of the discussions areound data and other school outcomes. School Site Councils and ELAC Meetings are held on a regular basis in order to inform parents of what is happening in educational programs and allow them to have Local Control on the education of their students by proving participation and input opportunities. All meetings are open and encourage participation from the public. A principal forum that encourages Questions and ANswers is held at the middle school in order to promote parent input from any subgroup. SIte Councils are heavily involved in giving input on planning and supporting family based activities such as Camp Read, Dr. Seuss Night, and Harvest Festival.|From the first day of the staff calendar, professional development is focused upon to help student learning. Culture and academic instruction are the main focuses for staff development in order to assist students to achieve. The District is currently focused on Blended Learning and Multi-Tier Support Systems as a means to meet all student's academic and social needs. Opportunities for parent participation abound as many parents are able to come on campus and assist students or attend training such as Math Night where over 150 people participated. Parent-Teacher conferences are held at multiple points throughout the school year. Additionally, regular visits and opportunities for communication through online tools are also used to enhance student learning. Parent rights are provided to every parent at the beginning of each school year as well as during IEP's to ensure that parents are informed and able to support their child legally and fully.|The District Staff and parents have formed a cohesive bond that works toward assisting students. Regular activities are scheduled and held that promote parent engagement. Staff members have daily periods of time when they are able to reach out to parents about concerns. Beginning on the day before the first day of the school year, parents are invited on to campus to promote a welcoming yet safe feel to the campuses. Activities include curriculum nights that focus on what and how students learn at school and how they can be supported at home. Resources such as online gradebooks and communication tools are used to ensure high levels of communication.|4|4|4|4|4|4|4|4|5|4|4|4|2019-10-09|Met|2019 37681303732732|Helix High|3|Helix continues to work to improve parent involvement in decision-making, we have several opportunities for parents to be involved on committees, attend open forums or share their thoughts on current topics with staff. Based on the 2018-19 California Parent School Survey (CSPS): --47% of parents either strongly agreed or agreed when asked if they felt the school actively sought the input of parents before making important decisions, 36% neither agreed or disagreed --87% of parents either strongly agreed or agreed when asked if they felt welcomed to participate at this school We will continue to work on including all of our stakeholders in our activities with advanced notice for meeting attendance, open lines of communication and seeking survey information from all stakeholders.|In the last two years, Helix implemented multiple schoolwide professional learning opportunities and support to all staff to improve a school’s capacity to partner with families. We have made a commitment to continue to work on improving our two-way communication with Helix Families. We chose to include the following measures, because they represent our best efforts in engaging parents. The feedback we gather at these events, illuminates our goals, actions and services: Family First monthly-- a Thursday evening informational, which are educational and college designed family based presentations; Summer Registration-- requires parents to attend educational counseling meetings annually; Helix Community Forums-- community circle/forums, held twice annually, to discuss educational programs and school safety and climate. Based on the 2018-19 California Parent School Survey (CSPS): --88% of parents either strongly agreed or agreed when asked if they felt the school encouraged them to be an active partner with the school in educating their child. --87% of parents either strongly agreed or agreed when asked if they felt the school took parent concerns seriously We will continue to work on including all of our subgroups in our activities with explicit outreach and personal invitations.|Helix Charter High School provides many opportunities for parents to participate and to provide input towards creating school policies. Ongoing committees include: Charter Board, Restructuring Committee, WASC, PTSA, School Site Councils, English Learner Advisory Committee (ELAC). We chose to include the following measures, because they represent our best efforts in engaging parents. The feedback we gather at these events, illuminates our goals, actions and services: Family First monthly-- a Thursday evening informational, which are educational and college designed family based presentations; Summer Registration-- requires parents to attend educational counseling meetings annually; Helix Community Forums-- community circle/forums, held twice annually, to discuss educational programs and school safety and climate. Based on the 2018-19 California Parent School Survey (CSPS): --93% of parents either strongly agreed or agreed when asked if they felt the school staff treated parents with respect --80% of parents either strongly agreed or agreed when asked if the school allowed input and welcomed parents’ contributions We have made a commitment to improve communications with all Helix families via our monthly newsletters. Informing parents of the various opportunities available to participate in our programs. Additionally, publishing and promoting Charter Board Agendas and Meeting Schedules on the Helix Charter website. We are also working to expand our ELAC involvement.|5|5|3|4|5|4|5|5|4|5|3|3|2019-10-21|Met|2019 33670820000000|Hemet Unified|3|Collective stakeholder input indicates Hemet Unified School District is in state of developing towards full implementation with respect to the criteria of Seeking Input for Decision Making. Areas of strength include the existence of numerous advisory groups and the perception that parental input and questioning is valued by representatives of the District. Areas of growth include opportunities to increase the variety of communication strategies, increasing opportunities to engage parents, as well as using resources to reduce barriers for parents and students to engage the educational system.|Collective stakeholder input indicates Hemet Unified School District is in a state of full implementation with respect to the criteria of Building Partnerships for Student Outcomes. Areas of strength include the support provided by the site-based Parent Liaisons, the Parent Resource Center, welcoming district and site staff, as well as the current strategies for communication with parents. Areas of growth include increasing the services in direct support of families, increased community-based support to decrease barriers to accessing school, as well as continuing to develop diverse modes of communications with families.|Collective stakeholder input indicates Hemet Unified School District is in a state of developing towards full implementation with respect to the criteria of Building Relationships. Areas of strength include the current patterns and methods of school to home communication (with an emphasis on Parent Liaison support), and the access to a diversity of services provided to students and families. Areas of growth include increased family access to necessary digital resources (i.e. computers and the internet), increasing the targeted outreach to families in need, as well as increasing the access of learning materials in the home by families.|3|4|3|3|3|4|4|3|3|4|3|3|2019-10-15|Met|2019 37680980101535|Heritage K-8 Charter|3|Heritage K-8 Charter School engages families through various advisory bodies and through parent representation on the school’s Governing Board. The Parent Volunteer Organization also interacts with the school’s administration to provide input on activities and projects. During the development of the Local Control Accountability Plan (LCAP) parents serve on a committee to review the draft document and make recommendations. The draft LCAP is made available to all of our families for review online and in print by request. Parents are encouraged to send in comments prior to the noticed public hearing, but they can also provide input directly to the Board at the hearing. The school is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. Heritage K-8 Charter School is using online parent surveys to provide information and seek feedback on issues throughout the year. The newly formed communications team plans to utilize social media to reach all families, included underrepresented groups in the school community. At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors. At Heritage K-8 Charter School, we work together to plan, implement, evaluate, and improve our family engagement activities. We are always seeking input from parents on how we can improve our current activities, increase the variety of activities, and ensure that we are inclusive of our underrepresented population. As we move forward, we will focus our efforts on how to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.|At Heritage K-8 Charter School, we believe that parents are ultimately responsible for the education of their students, and we partner with them to provide quality teachers, materials, and resources, so they can feel confident helping their students learn and grow in mind and heart. The school is always looking for ways to strengthen partnerships with families, and to help them match their students with the ideal learning option for them. We offer a full range of educational options from the Traditional Learning Option at Heritage Elementary and Heritage Junior High to the Flex Learning Option at Heritage Flex Academy. Through a range of policies and programs, the school is providing families with information and resources to support student learning and development in the home. At the beginning of each school year, new planners are issued to each student. All homework assignments are posted online and updated daily so parents and students can all know when assignments are due. At Heritage Junior High School, students who need extra help getting work done can attend academic tutorials for an hour after school with their regular classroom teachers. An additional math aide was recently hired to assist in the math labs and during tutorials. At Heritage Flex Academy, Academic Advisers work with student services, students, and parents to outline and implement an educational plan that both satisfies state requirements and meets the family’s goals. All Independent Study curriculum is delivered online, making it accessible to people even at a distance. Heritage K-8 Charter School provides several opportunities for teachers to meet with families and students to discuss student progress and to find ways to work together to improve student learning. At the broad level, we hold New Parent Orientation meetings to let parents know what to expect academically, to bring them up to speed on our current policies, and to field any questions they might have. At Heritage Elementary and Heritage Junior High School, parents come in regularly for parent/teacher conferences. Although not mandatory, the conferences are highly attended. At Heritage Flex Academy, parent/teacher conferences are mandatory to ensure that parents are aware of their responsibilities and can partner with teachers in helping their students grow. In addition to face-to-face communications, parents can access the school’s online grade book system to receive real time data on student performance. There are three grading periods in the semester to help parents gauge student progress and catch any potential issues early. As Heritage K-8 Charter School seeks to improve our partnerships with parents and improve student outcomes, we plan to communicate more clearly, using interpreting services, as needed, for parent/school communications. We are also planning to host several community events for parents on topics that might be of interest to the school’s underrepresented population.|Heritage K-8 Charter School has worked hard through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through Heritage Notes, the Heritage Junior High Newsletter and the Heritage Flex Academy Newsletter, families are informed of upcoming events, important activities, and important messages related to their students experience at school. For those instances where special or timely communications are necessary, the school reaches out via email to all parents through Constant Contact. In addition to one-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year. Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the Parent Volunteer Organization to find ways for parents to help move the mission of the school forward. Heritage K-8 Charter School seeks to create a welcoming environment for our students. We keep our class sizes at a minimum (no more than 26 students), and our rooms are clean and inviting. We offer campus tours to prospective parents who might want to consider enrolling their students in our school. We also provide fun activities for our students like Family Fun Day at Heritage Elementary and dances for students at Heritage Junior High and Heritage Flex Academy. At Heritage K-8 Charter School, we seek to engage our families in ways that are clear and user-friendly to them. We provide Parent Education Seminars to help our parents understand how they can take part in their student’s education. We hold informal Coffee Chats, where parents can meet with educators and ask questions in an informal and friendly environment. This year, the school added some new programs to help our families. We added a safety text messaging system that will allow us to reach all families through their cell phones within minutes of a safety issue on campus. We have already tested our system once and are making improvements to ensure that all families can be reached. We have also added some safety-related presentations to our seminar lineup, including a meeting for parents on the hazards of vaping. As we move forward, it is the intention of Heritage K-8 Charter School to learn more about our families, including their strengths, cultures, and goals for their students.|5|4|3|5|4|4|5|3|3|3|4|3|2019-10-30|Met|2019 34765050108415|Heritage Peak Charter|3|The Director of Heritage Peak Charter School facilitates multiple School Site Council meetings with stakeholders throughout the year. At these meetings, school leadership addresses the description of the school strategic agility goals, school/program goals, Title 1 funding process, and progress toward meeting these goals. School leadership solicits input from parents/guardians in school- and district decision making. Annually, Heritage Peak Charter School surveys all its stakeholders. We continue to make great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholder meetings are reviewed and discussed. High priority status pertaining to student performance, attendance, school facilities, and school climate and course offerings are taken regarding the school’s needs and areas for growth. This information is compiled and the district LCAP is written based from these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June. Parent survey results are reviewed by school leadership, whose focus is to provide a continually improved educational outcome for students.|Teachers and administrator at Heritage Peak Charter School work to provide support and partnerships for all families, in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. Twice annually, all students in grades 3-11 are assessed using norm-referenced tools such as NWEA/MAP. Additionally, three times annually, DIBELS benchmark data are collected on all K-2 students to identify early literacy indicators. Results from both assessment methods are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|Heritage Peak Charter School considers the feedback of all shareholders as opportunities to improve. Teachers meet weekly, bi-monthly, or monthly with families establishing trusting, respectful relationships beginning the first day of school. Families are invited and encouraged to attend Back to School events, and STEM showcase events. During individual student and family meetings, teachers engage with families learning about the unique culture as well as academic and social/emotional goals for every student. Notes are kept by each teacher in a family communication log for reference and review. Heritage Peak maintains an engaging website, Facebook Pages and newsletters that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone. Regardless whether families choose the direct instruction, independent study or home-school models of education practiced by HPCS, all student/family meetings occur face to face in an equal and fair manner. Student computers are issued, and internet access provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 19646000000000|Hermosa Beach City Elementary|3|HBCSD is a small K-8 district with 1350 students enrolled and 143 employees. The advantage of a small district is our ability to include and gather input through shared decision making opportunities. Another advantage is that the district’s message is clearly shared throughout all channels within and outside of the district. Although our underrepresented groups of students may be statistically small, our goals for all students to achieve and thrive are the same and our efforts of continuous improvement does not alter because of it. The district initiates a wide variety of stakeholder groups: District English Learner Advisory Committee (DELAC), Local Control Accountability Plan Advisory Team (LCAP), School Site Council (SSC), Parent Teacher Organization (HVPTO), Hermosa Beach Education Foundation (HBEF), Safety Committee, Wellness Committee, District Transformation Team, BCHD Youth Advisory Council, Families Connected Parent Advisory Group, Social Emotional School Advisory Board, Student Mental Health Task Force, Social Emotional Wellness group (SEW)and Superintendent's Advisory Council. Principals and staff attend and participate in these shared decision making groups so that HBCSD can make decisions based on data objectively district wide and school site specific as appropriate. The district utilizes annual parent, staff, and student surveys to gather feedback, gauge progress, and adjust targets as reported and measured through the Local Control Accountability Plan.|HBCSD continues the work of building partnerships for student outcomes. HBCSD builds partnerships with local community organizations in order to support students and increase outcomes. Partnerships include but are not limited to: Beach Cities Health District, Sandy Hook Promise, Chevron, Northrop Grumman, Kiwanis, Rotary, Grades of Green, SouthBay Families Connected, and more. Beach Cities Health District (BCHD) partners with HBCSD to offer programs to increase physical activity, improve nutrition, provide substance use prevention support, and promote social-emotional well-being. Principals and teachers are supported by BCHD staff who ensure the garden programs, research based mindfulness curriculum, bullying prevention, physical activity initiatives, and stress reduction measures are implemented to fidelity. HBCSD partners with a parent group for Social Emotional Wellness (SEW) called The Empathy Project. Last year, the SEW group held book study sessions and welcomed families and community members to attend. The book, Unselfie by Michelle Borba, was the anchor for the group and work of the district. The work was also shared at the site level through a professional learning with staff. HBCSD also partners with SouthBay Families Connected https://www.southbayfamiliesconnected.org/hbcsd. This resource was created for our community to provide the resources, videos and educational material to support our parents, teachers, and staff as we work together in our shared vision of empowering all students to achieve and thrive. Additionally, this project aligns with our District mission of creating a culture of inclusion, and helps us expand that intention beyond our school as a community-wide South Bay effort. The ultimate goal is for us to work together to help our youth thrive and stay on a healthy path to maturity. HBCSD also launched a strengths-based assessment tool in grades 4-8. This tool allows for teachers, students, and parents to develop the whole child through personalized learning experiences and activities tailored to a student’s unique interests and passions based on a strengths assessment that allows students to learn about their individual strengths, interests, and aspirations. Students explore and develop knowledge of career pathways to build a vision for their futures. Students develop social and emotional skills that support both their strengths and school priorities. HBCSD communicates through annual notifications and training of staff members rights and responsibilities so that parents can exercise their legal rights and advocate for their child as well as all students. HBCSD believes that parents, students, staff, and the community are a team working towards improved student outcomes. The district will continue their efforts through efforts of making sure all students and families are represented.|HBCSD continues the work of building relationships between school and families. HBCSD is committed to ensuring that every student and family in the district is connected to school and feels a connection to a caring adult on campus. The district strives towards creating an environment and school community that is physically and emotionally safe, well disciplined, and conducive to learning. Building staff capacity ( administrators, teachers, and classified) and building toward sustainability is a priority. District leadership works towards creating welcoming and inviting schools, classrooms, and spaces on campus. During the 2018-2019 school year, staff spent time focusing on cultural competencies and understanding bias. The district and school sites use a variety of means to communicate openly with families and gather feedback. The district and school site doors are always open. Families are encouraged to gain access and provide input to school through newsletters, social media, conferencing, face to face meetings, back to school night events, speaker series, book clubs, open house, online reporting systems, and stakeholder group meetings. An area of continued focus is to have representation from all stakeholder groups including underrepresented families with the following opportunities: District English Learner Advisory Committee (DELAC), Local Control Accountability Plan Advisory Team (LCAP), School Site Council (SSC), Parent Teacher Organization (HVPTO), Hermosa Beach Education Foundation (HBEF), Safety Committee, Wellness Committee, District Transformation Team, BCHD Youth Advisory Council, Families Connected Parent Advisory Group, Social Emotional School Advisory Board, Student Mental Health Task Force, Social Emotional Wellness group (SEW)and Superintendent's Advisory Council.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 19647330112060|Hesby Oaks Leadership Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 36750440000000|Hesperia Unified|3|Translation and interpretation services are available for all school site and district meetings to try and encourage parents to participate in advisory groups. Many events are provided in Spanish, along with English, such as College Awareness Night to help encourage underrepresented families to attend. The participation rates for the LCAP surveys increased this year as did attendance at site activities. Sites feel they still need to continue to find ways to encourage greater parent engagement. The district advisory committee and superintendent meetings with parents continue to be offered to all parents to attend and give input.|A strength of the LEA is the district Family Resource Center provides opportunities for parents to collaborate with staff on academic support, technology, and positive parenting strategies. There was a total of 23 classes with a monthly average of 480 parents involved (increase from 440 the prior year) with over 4,800 visitors signed in to the center. Schools offered Parenting Partners workshops to help parents feel prepared to support their children. Many site also have a Family Liaison and parents centers to provide resources to parents. An area for improvement would be to provide more professional development for staff to help them better engage parents in the school.|One of the strengths of the LEA is the utilization of a district and schoolwide communication tool. The Hesperia Unified School District mobile app is designed to provide up-to-date and helpful information about the school district and schools right in the palm of parents' hands. From news updates and announcements to a calendar of events, from documents and forms to staff directories, from breakfast and lunch menus to athletic schedules, the app provides essential information at the touch of a button. The app allows parents to “subscribe” to schools, too, and receive announcements and events right on their device. The app features: - A Live Feed containing short announcements and photos published by staff and students. - A News section for long announcements by staff. - An Events listing for all district and school events throughout the year. - A Staff Directory to contact our administrators, Board members, offices and schools. - A Dining feature that shows the breakfast and lunch menus for all of our schools. - A Documents section for School Calendars, Accountability Documents, Athletic Forms, etc. Parents also have access to the Infinite Campus student information system to access their child's grades and attendance to keep them informed of their child's progress. An area for improvement would be ensuring that all parents are able to access the app or find other ways to communicate to families to ensure all are knowledgeable about the district events.|4|4|4|4|3|3|4|4|3|3|3|2|2019-10-21|Met|2019 50711006112627|Hickman Charter|3|Hickman Charter School's LCAP Advisory Committee consists of admin, teachers, parents and other stakeholders. The group meets four times per year. This group analyzes school data and provides provide input for decision making. All school stakeholders provide input through a yearly survey with results reported to the LCAPAC and the school board. An area of focus this year will be to expand this group to include more parents.|Hickman Charter School's 25 model of homeschooling independent study was built on close partnerships with families. We have over 25 years experience in working with parents to develop effective instruction for their children. Every family meets with their Education Coordinators at minimum every 4-6 weeks to monitor progress and collaborate with their Education Coordinators to improve instruction. One area in which we are continually working to improve is training our parents to be effective home educators.|Hickman Charter School's model of homeschooling independent study was built on close partnerships with families. We have built our 25 years experience in working with parents to develop effective instruction for their students. One area in which we have embarked on improving is early identification and assistance to those parents whose children struggle with reading early.|5|5|5|5|5|5|5|4|5|5|5|5|2019-11-12|Met|2019 50711000000000|Hickman Community Charter|3|While we are encouraged with our parent engagement, it is sometimes difficult to get people involved in decision making groups such as DELAC and LCAP PAC. There are normally a small group that continue to take part. We continue to promote this at all events.|In the Spring of 2019 the district received 228 responses from parents/guardians of roughly 1035 students. Over 90% of HCCD parents agreed or strongly agreed that HCCD encouraged parental involvement and participation.|Two way communication has been enhanced with the implementation of ParentSquare (parent communication portal). Teachers communicate with classes, grade level, or custom groups through posts and directly with parents through messaging. Admin created weekly newsletters and superintendent publishes a monthly newsletter. We have over 97% reach and the program includes translation into native language. Those who are not reachable through ParentSquare receive paper forms of these messages. In the Spring of every year, the Hickman Community Charter District conducts an online survey to gather parent input. The survey was chosen and adapted in order to gather input on the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. In the Spring of 2019 the district received 228 responses from parents/guardians of roughly 1035 students. Over 90% of HCCD parents agreed or strongly agreed that HCCD encouraged parental involvement and participation.|4|4|4|4|4|5|5|4|4|4|4|4|2019-11-12|Met|2019 50711006052559|Hickman Elementary|3|LCAP and ELAC groups are a very important and engaged group of families. We would like to expand this group of stakeholders to include more families.|Families are very engaged at school. However, there is a small group of families that struggle to engage with the school. This is an area in which we would like to improve.|According to the Hickman Elementary School parent survey, 97% of parents agree that HES encourages parent involvement. Parents can easily stay in touch with their children's classrooms, as well as the entire school, by activating their HES account on Parent Square, our school communication app. Classroom teachers encourage and appreciate communication with parents--two-way communication can be done easily through Parent Square, email or a phone call. Parents of fourth and fifth graders can easily access students grades through PowerSchool anytime they want. Staff continues to focus on understanding each families strengths cultures and goals for their children.|5|5|1|5|5|5|5|4|4|4|4|4|2019-11-12|Met|2019 50711006116388|Hickman Middle|3|Our systems for gathering input from families is strong and sustainable. However, we continue to struggle to get more families actively involved in our ELAC and LCAP PAC.|The mode of communication is established and sustainable. We have 97% reach to all families through the system. We now have to improve on content and quality of communication. Teachers need to connect with parents more often.|According to the Hickman Middle School parent survey, 93% of parents agree that HMS encourages parent involvement. Parents can easily stay in touch with their children's classrooms, as well as the entire school, by activating their HES account on Parent Square, our school communication app. We currently have 97% reach with program. Classroom teachers encourage and appreciate communication with parents--two-way communication can be done easily through Parent Square, email or a phone call. Parents can easily access students grades through PowerSchool anytime they want. Parents and volunteers can also assist teachers in the classroom, chaperone students on field trips, or organize special classroom projects. Other activities such as class parties, athletic events, PTSA events, and fundraisers provide parents with chances to volunteer when time permits. One area that can be improved upon is providing parents with more individual contact.|4|4|3|5|4|3|5|4|5|4|4|4|2019-11-12|Met|2019 37683380131565|High Tech Elementary|3|HTE schools solicit parent feedback on HTE’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTE schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTE school, is developed by educational researchers and provides a national percentile ranking allowing HTE to interpret survey results in the context of results realized by other schools nationally. For example, HTE families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTE including how to address barriers to greater family participation. HTE staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTE has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTE schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTE is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTE school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTE seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTE was at the 89th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTE. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTE. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTE families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTE uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTE was at the 94th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTE is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTE recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710123059|High Tech Elementary Chula Vista|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTeCV was at the 92nd national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTeCV was at the 95th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37683386117683|High Tech Elementary Explorer|3|HTEX schools solicit parent feedback on HTEX’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTEX schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTEX school, is developed by educational researchers and provides a national percentile ranking allowing HTEX to interpret survey results in the context of results realized by other schools nationally. For example, HTEX families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTEX including how to address barriers to greater family participation. HTEX staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTEX has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTEX schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTEX is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTEX school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTEX seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTEX was at the 80th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTEX. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTEX. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTEX families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTEX uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTEX was at the 93rd national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTEX is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTEX recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710138776|High Tech Elementary Mesa|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710127605|High Tech Elementary North County|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTeNC was at the 93rd national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTeNC was at the 91st national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37683383731247|High Tech High|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTH was at the 81st national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teachers. HTH was at the 81st national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades K-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710114678|High Tech High Chula Vista|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTH was at the 75th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTHCV was at the 83rd national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37683380106732|High Tech High International|3|HTHI schools solicit parent feedback on HTHI’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTHI schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTHI school, is developed by educational researchers and provides a national percentile ranking allowing HTHI to interpret survey results in the context of results realized by other schools nationally. For example, HTHI families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTHI including how to address barriers to greater family participation. HTHI staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTHI has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTHI schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTHI is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTHI school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTHI seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTHI was at the 87th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTHI. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTHI. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTHI families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTHI uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTHI was at the 87th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTHI is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTHI recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37683380108787|High Tech High Media Arts|3|HTHMA schools solicit parent feedback on HTHMA’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTHMA schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTHMA school, is developed by educational researchers and provides a national percentile ranking allowing HTHMA to interpret survey results in the context of results realized by other schools nationally. For example, HTHMA families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTHMA including how to address barriers to greater family participation. HTHMA staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTHMA has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTHMA schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTHMA is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTHMA school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTHMA seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTHMA was at the 77th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTHMA. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTHMA. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTHMA families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTHMA uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTHMA was at the 90th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTHMA is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTHMA recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710137067|High Tech High Mesa|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTHM was at the 89th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTHM was at the 91st national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710114694|High Tech High North County|3|HTHNC schools solicit parent feedback on HTHNC’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTHNC schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTHNC school, is developed by educational researchers and provides a national percentile ranking allowing HTHNC to interpret survey results in the context of results realized by other schools nationally. For example, HTHNC families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTHNC including how to address barriers to greater family participation. HTHNC staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTHNC has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTHNC schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTHNC is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTHNC school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTHNC seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTHNC was at the 91st national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTHNC. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTHNC. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTHNC families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTHNC uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTHNC was at the 84th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTHNC is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTHNC recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 19647330100677|High Tech LA|3|We have monthly meetings with our Parent Association and discuss school issues at these meetings. As above, this is an area of focus for the school. We are rebuilding our Parent Association so that we have a more robust Association going forward.|All of our classes post all their course requirements and assignments online. All are accessible by all families, if no other way, then through the student's school computer. We have begun to work with the Parent Association to build a lecture series of topics relevant to teens and families. Our focii for the year are to continue to build our Parent Association and to build the next generation of our school's learning management system (LMS) and related computer applications.|HTLA is committed to continuing to build the capacity of its staff through targeted professional development. Our focus for 2019-2020 is on the concept of "rigor" and how that translates to the classroom and projects. We will continue to host Parent Association meetings monthly, Exhibition Nights each semester and parental meetings as necessary. Further, we will continue to host student-led tours every Tuesday and multiple Information Nights to help prospective families understand and come to know our school. Our area of focus for the year is to rebuild our Parent Association (PA). Our PA dwindled two years ago when the families that ran it all had students who graduated. There was little representation of some of the grade levels. We are reaching out to families and trying to repair this Association.|4|4|4|4|5|4|5|4|4|3|3|3|2019-10-11|Met|2019 19647330137471|High Tech LA Middle|3|In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2019 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3. Our focus area for improvement is to get more families to respond to the survey. We want to hear from all of our families, but we heard from less than half. One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish. We also have a number of families that are Armenian, and we have Armenian translation as needed as well. CRITERIA: MET|Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. Parents can be able to drop-off their children starting at 7:45 a.m. and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families. In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies. In addition, we connect with local non-profit agencies for referrals for social services if needed by our families. We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly. We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents. Our students participate in the conferences as well. We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home. CRITERIA: MET|HTLA Middle School is in its second year of operation as of Fall 2019. We have great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council. In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of schoolwide events.|4|4|4|4|4|3|4|3|4|4|4|4|2019-10-11|Met|2019 37683380101204|High Tech Middle|3|HTM schools solicit parent feedback on HTM’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTM schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTM school, is developed by educational researchers and provides a national percentile ranking allowing HTM to interpret survey results in the context of results realized by other schools nationally. For example, HTM families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTM including how to address barriers to greater family participation. HTM staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTM has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTM schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTM is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTM school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTM seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTM was at the 94th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTM. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTM. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTM families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTM uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTM was at the 96th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTM is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTM recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710123042|High Tech Middle Chula Vista|3|HTMCV schools solicit parent feedback on HTMCV’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTMCV schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTMCV school, is developed by educational researchers and provides a national percentile ranking allowing HTMCV to interpret survey results in the context of results realized by other schools nationally. For example, HTMCV families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTMCV including how to address barriers to greater family participation. HTMCV staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTMCV has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTMCV schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTMCV is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTMCV school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTMCV seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTMCV was at the 98th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTMCV. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTMCV. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTMCV families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTMCV uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTMCV was at the 95th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTMCV is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTMCV recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37683380107573|High Tech Middle Media Arts|3|HTMMA schools solicit parent feedback on HTMMA’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTMMA schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTMMA school, is developed by educational researchers and provides a national percentile ranking allowing HTMMA to interpret survey results in the context of results realized by other schools nationally. For example, HTMMA families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTMMA including how to address barriers to greater family participation. HTMMA staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTMMA has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTMMA schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTMMA is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTMMA school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTMMA seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTMMA was at the 93rd national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTMMA. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTMMA. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTMMA families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTMMA uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTMMA was at the 98th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTMMA is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTMMA recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710138768|High Tech Middle Mesa|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37764710119271|High Tech Middle North County|3|HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTMNC was at the 99th national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTMNC was at the 99th national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 34765050113878|Higher Learning Academy|3|HLA has some great parent involvement groups to support our collaboration on decisions. We have a SSC, DELAC and PFO. We are working on engaging more families in these events.|HLA works hard building partnerships for our scholars' outcomes. We have conferences for all scholars, have positive phone calls home, lead SSTs, etc. We are still working on our implementation of translation services during these conversations.|HLA works hard building relationships with all stakeholders. We need to further develop a process that translates our communication to our families. We also are working on extending our home visits to include more staff.|4|4|3|3|4|3|4|4|4|3|3|4|2019-10-22|Met|2019 33669930127142|Highland Academy|3|Annually the school holds an LCAP informational meeting where stakeholders are invited to attend and provide input on: Increasing student attendance, increasing student performance, community outreach, staff development, maintaining a safe and secure school environment, and instructional practices and materials aligned to state standards. Additionally, the Board of Directors hold monthly Board Meetings that are open to the public. Families who are unable to attend these meetings are able to fill out an online survey to ensure their voices are also heard.|Highland Academy believes that student success is best achieved together, with students, staff, and families working collaboratively towards common goals. As such, student progress is communicated in a timely manner via our school's student information system that all parents have access to. Teachers have also been provided with an assortment of tools to communicate with parents on a regular basis. Report cards and other student progress information are translated into Spanish and the school proactively seeks out ways to effectively communicate with those families whose primary language is not English.|Due to its small size and scale with only 340 students, the school uses frequent discussions and parent meetings with an already highly involved group of stakeholders to build relationships. Activities, both during and outside of school hours, are regularly planned to provide families with opportunities to be a part of their student's educational experience. Highland Academy will solicit student and parent input to ensure that the opportunities we are offering families are worthwhile and meeting their needs.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-15|Met|2019 34765050130757|Highlands Community Charter|3|In the 2018-19 school year, Highlands Community Charter School underwent it’s Self Study for WASC Re-Accreditation, which was granted a 6-year accreditation. This process was exciting and enlightening. HCCS learned a lot from this process and will use the WASC stakeholder engagement as a model moving forward. This year Highlands is also implementing LCAP Dinners to engage stakeholders, this was a best practice found by the Learning Policy Institute’s study on Positive Outliers. We are in the initial stages of becoming excellent at reaching our students, community members, community partners, faculty, and staff and harvesting valuable and important information. Given our very broad geographical reach, we’ve had some areas for improvement at reaching our students who are in “one-room schoolhouses”. With technology like Zoom, we’ve been able to bridge the gap.|In the 2018-2019 school year, Highlands Community Charter School underwent it’s WASC Accreditation Self Study. During our WASC study, via stakeholder feedback, it was found that students have a strong desire to receive feedback on their progress. They would like to know where they’re going, how they’re doing on the journey, and how long it will take them to achieve their educational goals. HCCS Implemented student progress reports on a more regular basis, every 5 weeks, which is discussed between the teacher and student. We believe this will contribute to student achievement, graduation rate, and retention. Highlands has a very unique partnership with the Sacramento County District Attorney, Sheriff's Department, and Code Enforcement. These entities and their representatives hold an Understanding Your Rights presentation for our students. They cover various topics including, tenant rights and interacting with law enforcement. Many of our immigrant families did not know they have rights and may exercise them. This workshop has been very well received by all and will continue.|Highlands Community Charter School (HCCS) is committed to our student’s experience is a positive, encouraging and welcoming one. We understand and continue to seek an understanding of the challenges our students face to access education. Our faculty and staff have a deep respect for the various cultures that our students represent. Many of our students trust their teachers and see them as a representation of what it is to be viewed as a respectable member of society. We seek to understand and welcome families of all kinds, we seek to understand their needs and be very responsive to those needs. In the 2017-18 school year, we implemented ELD Navigators who work side-by-side with our students to navigate our community and the American Culture. Our Navigators work with our community partners to assist with wrap-around services that reduce barriers and make attending school easier. Whether it’s locating childcare, learning the public transportation system, encouraging our students to attend their children’s Back-to-School Night or Parent-Teacher Conference, our ELD Navigators work to overcome any and all barriers to accessing education. We have a staff that speaks many different languages and we’re always looking to build upon the languages we already have. All school-wide communication is translated into Spanish, Russian, Farsi, Dari, Pashto, and Vietnamese. This HCCS implemented a text program to contact our students and remind them of important upcoming dates and information.|4|5|5|5|3|4|4|5|4|4|4|4|2019-10-03|Met|2019 49707146051759|Hillcrest Middle|3|GUSD will engage with our county office of education and participate in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff. The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise. All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed. As we begin our first year of a common program for all students, we have the opportunity to build systems and implement protocols that will allow us to engage our stakeholders in decision making processes. We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.|GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress. The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.|Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. GUSD promotes parent, family, and community engagement in the education of our students. We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff. As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events. When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours. We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families. Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level. GUSD is engaging with our county office of education and participating in their Continuous Improvement series. Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.|5|5|3|4|4|4|4|3|5|5|3|5|2019-11-14|Met|2019 41689080000000|Hillsborough City Elementary|3|HCSD shows particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision making and planning. Examples include Facilities Master Planning and Vision/Misson development. Families are also included in school site councils and help in developing the School Plan for Student Achievement. An area for improvement is in ensuring that all families, including underrepresented families, feel equipped to engage and provide input on policies and programs and to effectively engage in advisory groups and decision making. HCSD will specifically reach out to underrepresented families to gather their input and feedback.|HCSD shows strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier. A focus area for improvement this year will be to revise the current K-5 report cards to make them more accessible and useful to families. HCSD will specifically reach out to underrepresented families for their feedback.|HCSD shows strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. A focus area for this year will be around supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. HCSD has high levels of family engagement. HCSD will continue this trend by specifically reaching out to underrepresented families to ensure they are engaged.|4|4|3|4|3|3|4|3|4|3|3|4|2019-10-16|Met|2019 24656980000000|Hilmar Unified|3|HUSD has fully functional advisory groups such as School Site Council, English Learner Advisory Council, District Advisory Council, District English Learner Advisory Council, Career Tech Education Advisory Council. These groups are involved in decision making and give input into the School Plans for Student Achievement and the Local Control Accountability Plan. The area for improvement for HUSD is to plan, design, implement, and evaluate these and other family engagement activities with parents.|HUSD has a strong partnership with parents. We are currently very good at keeping parents aware of what is happening at each school site. Parents come to many organized and scheduled events such as parent conferences, parent workshops, and Student Study Team meetings. An area of improvement for HUSD is to increase the two-way communication between the home and the school. Although parents indicated on the LCAP survey that they are involved to the extent they want to be, HUSD continues to reach out to parents in non-traditional ways and with topics that go beyond academics. An example of this was the showing of the film "Screenagers" which was held at the school as a community event to create an awareness of the impact of screen time and social media on social-emotional well-being.|HUSD has a strong relationship with parents and community as is evident through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. The district has invested in professional development related to Positive Behavior Intervention and Supports and this year is focusing on improving relationships between teachers and students, specifically Socio-Economically-Disadvantaged students. This was chosen as an area of focus after analysis of data that led us to the conclusion that students who had a better relationship with teachers performed better on state summative assessments.|4|4|4|4|3|4|4|4|4|4|3|2|2019-10-08|Met|2019 35674700000000|Hollister|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 35674700127688|Hollister Prep|3|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.|Navigator's focus on culture extends to students and families as well. Parents come to the daily morning message, attend monthly parent coffees (translated into Spanish), receive communication through the Parent Square app, attend parent conferences, and interact with the sites via social media. We also hold School Site Council and ELAC meetings to provide additional support and opportunities for parents to be involved local governance. Navigator has overall organizational health as an area of focus and will be implementing stakeholder summits to talk with parents about areas of interest and/or concern.|5|5|3|5|3|4|4|4|5|4|4|3|2019-06-18|Met|2019 37683386117279|Holly Drive Leadership Academy|3|HDLA has high participation from families and the community at family events, parent nights, open house and conferences. We have strong relationships with our students and parents which provides a safe environment for students to learn and develop.|HDLA has high parent involvement due to our small family like environment. We seek to meet the needs of underrepresented families by having meeitngs and events in the evenings so working parents can attend. Our family nights are fun, engaging and highly informative. We would like to have advisory meetings specific to the needs of underrepresented families to ensure needs are not being overlooked. Currently, we have a student advisory committee that meets with the principal to offer advice on programs and opportunities to lower the suicide rate, build positive school climate and keep school morale high.|We are committed to serving the needs of the families at our school. This year our teachers will engage with every parent in their class on their specific needs and ways by which the school can meet those needs during our parent/teacher conferences. We offer a free before and after care program that provides tutoring and enrichment opportunities as well as free breakfast, lunch, and afternoon snack.|4|5|4|3|4|3|4|4|3|3|3|3|2019-09-04|Met|2019 13631490000000|Holtville Unified|3|• Our strength is in our community support. Our community comes to the many needs of the students, teachers and the general community. Case in point, this year the Holtville Unified School District fathered a bond measure to improve facilities. We went door to door, had many meetings and community activities. Through this process, we learned a lot about our community, and they know we are trying our best to improve education. They passed the bond, so it proved a focused approach seems to work for us, and maybe we need to go to them. This area continues to be a focus, our attendance at ELAC, DELAC, LCAP, and other important planning and input sessions has been down and continues to be down. We are planning on using these same tools to improve parent attendance in all planning and input activities.|Holtville Unified School district identified an area in our Building Partnerships for Student Outcomes where improvement could happen and that was district-wide discipline. To correct this problem, we brought in a company that specializes in district-wide discipline and at the beginning of the year this year we implemented it. It continues to grow, and the program requires several planned revisits. This continues to be a focus area this year, helping parents learn and understand the many rules, as well as the new most, resent rules, but most of all how parents become partners with discipline. We offered an evening for parents at the beginning of the school year to learn tools they can use at home in support of our programs., and we plan to have more meetings and times with parents. We have planned revisit dates this year to continue the improvements.|Holtville identified a problem in building relationships and that area was our documents. They were not compliant any longer and failed to take into consideration the more sensitive items. Through an exhaustive group approach, teamwork and input from many stakeholders, now our documents are more sensitive to Cultures, languages, sexes and the community. This is an area we are going to continue to improve on, we live in a changing world. The targeted improvement this year is to improve parent, teacher and community communications and the goal is to do this using technology. We have several programs that are underused and do not serve our district 100 percent, which is in the process of change.|4|4|4|4|3|4|4|3|4|4|4|4|2019-10-21|Met|2019 04615316112585|HomeTech Charter|3|Parents and primary caregivers are essential partners in providing input into HomeTech’s goals and contributing to the development of site programs. Annually HomeTech surveys families asking for feedback on LCAP priorities. Last year, we received a total of 71 surveys from families and staff. The top two choices for each priority are listed below. Priority 1: Student Achievement 51% More and better access to technology (e.g. computers, tablets, software, training 47% More academic supports for kids (e.g. tutoring) Priority 2: Student Engagement 60% Extracurricular activities (e.g. clubs, sports, band, etc.) 21% More before, after, or summer school programs Priority 3: Other Student Outcomes 76% Connecting classroom learning to real-world experiences (e.g. career pathways, linked learning, internships) 59% Concurrent enrollment with Butte College and ROP courses Priority 4: School Climate 49% Maintain small class sizes 48% Social and emotional learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) Priority 5: Parental Involvement 67% School-Family Communication (e.g. automated phone calls, newsletters, bulletins, and websites) 45% Student Study Teams (e.g. tools for families to support students learning at home) Priority 6: Basic Services 57% Technology (e.g. wiring and internet speed at school) 53% Access to teaching materials and textbooks Priority 7: Implementation of Common Core Standards 57% Technology supports (e.g. computers, software) 49% Academic supports for students (e.g. summer school, before/after-school tutoring, intervention class) Priority 8: Course Access 65% Graduation requirements consistent with California State University (CSU) and University of California (UC) entrance criteria (e.g. A - G) 58% Access to specialized programs (e.g. Gifted And Talented Education (GATE), Linked Learning Pathways, academic criteria-based programs) Areas for improvement to consider for our next LCAP include expanding the reach of conversations to include broader input from underrepresented groups and collaboration among HomeTech stakeholders to evaluate family engagement activities. As part of HomeTech’s priorities this school year is to develop a survey that identifies more specific strengths and areas for growth. Data will be shared with staff, families and the Board in order to inform LCAP goal setting for 2020-2021.|HomeTech’s priority includes a focus on personalized learning, and has an Advisory program, where teachers work with students and families on an individual basis surrounding academics and setting up personalized learning plans in order for students to be successful. Advisory teachers also work to support the whole student and provide additional social emotional support when necessary. Areas for improvement to consider for our next LCAP include providing professional development for teachers and school staff to build capacity for partnering with families towards key areas of focus, as well as providing resources for families to support learning at home. As part of our next LCAP, HomeTech will use data-driven techniques to build upon the assets of strong home-school partnerships including underrepresented families.|Our strength lies in communication. School personnel and primary caregivers engage in regular communications through parent-student orientations, phone calls, text messages, all-calls, HomeTech’s webpage , Aeries, and surveys. Parents/guardians are encouraged to support their student at home by making their expectations about school clear and creating a positive homework and learning environment at home. Areas for improvement are to use data-driven techniques to build relationships and this will become part of HomeTech’s next LCAP.|4|4|3|3|2|3|4|3|4|4|3|3|2019-10-14|Met|2019 42692110000000|Hope Elementary|3|The District has several groups implemented which were designed to engage stakeholders and get their input. In addition to regularly scheduled Board meetings, the District holds two Town Hall meetings per year. These meetings are offered with Spanish translation and are designed to promote input from attendees. Other groups used for input are School Site Councils, the Hope PAC, and DELAC and ELACS.|During the 2018-19 year, a data based progress monitoring program was piloted at two campuses. This program is now in place at all three campuses. When there is a concern about a student, a Child Study Team (CST) meeting with parent and CST team is held and data is shared. Additionally, we have used SeeSaw, Parent Square, twice-yearly conferences, and emails and phone calls to families to communicate regarding student progress. The DELAC meetings focused on how to engage with schools and help students reclassify.|Hope School District administered the CA Healthy Kids Parent/Guardian survey to all parents/guardians in both English and Spanish. The survey sought input to many topics such as satisfaction levels about the quality of education the schools are providing, priorities, areas for improvement, and areas where the schools are excelling. Additionally, each campus participated in the SWIFT Fidelity Integrity Assessment (2nd year) as part of our MTSS program. Parents and community members sat on these panels and provided input into all areas of the school including programs, goals, and areas needing improvement. The Hope Parent Advisory Committee (Hope PAC) expanded in number during the 2018-19 year. Hope PAC provided input in areas such as LCAP, communication, family involvement, attendance, and others. From these input opportunities, it was noted that the parents feel a strong sense of community in the district. Overall, they feel satisfied with the education their students are receiving. It was especially noted that parents felt that the teachers were of high quality and the well-rounded education was valued. Areas noted for improvement were in engaging all families, including English Learner families with free and low cost activities on all school campuses. The results from the survey, FIAs, and input from Hope PAC were used to identify actions and services in the LCAP as well as guide the district's strategic plan.|5|4|4|5|4|4|5|4|5|5|5|5|2019-10-14|Met|2019 54719440000000|Hope Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Hope School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|3|3|4|4|3|3|3|4|2019-10-09|Met|2019 49707630000000|Horicon Elementary|3|Horicon continued to offer the opportunities for parent input in School Site Council, Public Input during monthly Board of Trustees Meetings, during include ELAC and LCAP parent committees, as well as during at parent-teacher conferences and parent nights. Parents and students feeling safe at school showed more than 95.65% agree or strongly agree that Horicon School is a safe place for their child. The volunteer log was created and monitored. 27 volunteers worked steadily throughout the school year with students and staff on the campus in 2018/19. Parent and Student School Climate Survey, given annually, showed that 23 surveys were returned, representing 45% of our school families. Back to School Night, Soul Shoppe parent night, and the Parent Survey Night occurred. All parents were highly encouraged to participate and were included in programs for all students including UPCs and those with exceptional needs. Parent participation for our unduplicated population increased by 11%|Current opportunities for parent input currently include School Site Council, Public Input during monthly Board of Trustees Meetings, and will include ELAC and LCAP parent committees. Horicon provides an afterschool program. Parents and students feeling safe at school showed 95% agree or strongly agree that Horicon School is a safe place for their child. Horicon tracked parent involvement at school with a parent volunteer log. 21 volunteers worked steadily throughout the school year with students and staff on the campus in 2017/18, for an average of 1.56 days per week. Parent participation for our unduplicated population increased by 6%.|The teachers work collaboratively to create an academic, cohesive, and supportive learning environment. New technology resources and online learning provide a momentum for Common Core, Current Standards and 21st Century learning. The District instills in its student body the importance of community and civic responsibility from transitional kindergarten through eighth grade. The school is a community center. The District is an integral part of a close-knit, multi-generational farming community and serves as a gathering site for family, community, and sports events.Over the last several years, Horicon Elementary School District has worked diligently to provide an education focused on the whole child in order to meet the needs of diverse learners. Horicon will continue to work towards supporting English Language Learners and improving Math proficiency. Horicon will maintain its safe, nurturing learning environment for all students. Horicon has built a steady track record with a focus on positive school climate and a particular emphasis on social-emotional awareness within the student body and staff. Continued to support an on-site school enrichment program for preschool-aged children, which has succeeded in increasing our TK/K enrollment numbers as well as improving the academics of students beginning in our primary classes. Introduced Restorative Justice Circles to the middle school in order to develop middle school aged students who are better prepared to deal with their emotions in a healthy, productive manner. Attendance and involvement of parents at regular school activities increased by nearly 60%. School volunteer numbers and frequency in both the classroom and tutoring program have increased by over 80%. Parent involvement showed that 100% of families attended a meeting or event on campus during 2018/19. 22 families attended/ visited on campus more than ten times during the school year. Attendance at Back to school night, Soul Shoppe parent nights, weekly classroom volunteer logs, site council sign in sheets, ELAC sign in sheets, LCAP review sign in sheet, Site council sign in sheets, and any other parent involvement will continue to be tracked to identify changes to the attendance now that a baseline for parent involvement has been identified.|5|5|4|5|4|3|4|5|4|3|3|4|2019-05-28|Met|2019 31669513130168|Horizon Charter|3|The school takes seriously the necessity of involving parents and students in the decision-making process. Parents are regularly invited to participate on committees. Examples of committees where Horizon seeks parent involvement include WASC/LCAP, a Parent Planning Team, and the ELAC committee. The Lincoln Montessori maintains a strong Parent Advisory Committee that meets regularly throughout the school year to participate in the decision-making process. Surveys and feedback forms are sent out regularly to increase parent involvement and input regarding school wide decisions. Students are asked to participate in post event evaluations and end of course surveys. While the school maintains several opportunities for families to provide input and feedback in regard to decision-making; parent and student participation on committees continues to be a struggle. The school has identified parent participation and specifically the engagement of underrepresented families as an area of focus for the 2019/20 school year. This area for growth will be addressed through increased outreach to all parents; with a specific focus on the engagement of underrepresented families. The school will increase opportunities for involvement by reviewing the geographical locations of parent committee meetings and by providing online parent participation opportunities. In addition, the school will implement a student leadership team, seeking participation from all interested high school students. The student leadership team will serve as a committee comprised of teachers, administrators and students.|In the area of Building Partnerships for Student Outcomes, HCS has identified that progress in providing families with information and resources to support student learning and development in the home as an area of strength. 95% of parents surveyed reported that they are very involved in their child’s education on a daily basis. 90% of parents surveyed reported that they work together with their students’ teachers to discuss student progress and ways to support in any area of student academic concern. An English Learner Advisory Committee (ELAC) meets throughout the school year to further support the needs of our English learner students. The Parent Liaison, Parent Educator and Contract Programs department actively worked to reach out to bring families together in a variety of ways. Over the 2018/19 school year the parent involvement in workshop attendance continued to increase by over 600 attendees compared to the prior 2017/18 school year. While the increase in parent engagement is to be noted, the school has identified a demonstrated need to disaggregate further data to determine the percentage rate of underrepresented families. To address this area for growth the school will improve the use of data to determine the most effective ways to engage underrepresented families. During the 2019/20 school year the school will expand virtual communication technology to all staff in order to increase opportunities in between face to face meetings and classes between school community members. This technology will be expanded to also increase committee membership accessibility to parents and students. External Professional Development will be provided to teaching staff to further develop their capacity as academic coaches. LCAP goal 3, action 9 addresses a strategic and targeted process for supporting students at risk of not graduating within their cohort. The school believes that increased communication and targeted coaching support to parents and students will further support the school’s goal of increasing the overall grad rate with specific attention to early intervention, progress monitoring, and continuous improvement.|Goal 5 of the Horizon Charter School (HCS) LCAP states that, “Our students will experience increased success, safety, and health by strengthening family and community engagement”. Each year the school sets metrics to gauge progress towards this goal. Measurable outcomes are reported in the LCAP Annual Update. In the area of building relationships, HCS has identified areas of strength and areas of growth. Progress towards developing the capacity of staff to build trusting and respectful relationships with families and progress towards creating welcoming environments for all families in the community has been identified as an area of strength at HCS. All new families are welcomed into the school community through a robust support system. This system includes a new parent orientation, welcome emails from different departments throughout the school community, and the personal one-to-one connection of a Highly Qualified Teacher. Staff collaborate regularly to share, grow, and learn from one another to further strengthen the bond between home and school. A professional development calendar includes staff training in how to address both academic and socio-emotional needs of the student community including but not limited to suicide prevention. Supporting staff to learn about family strengths, cultures, languages and goals for their children has been identified as an area for growth by HCS. To address this area for growth, the school will increase community building events to include the opportunity to highlight student strengths, diverse cultures, and languages. Additionally, LCAP goal 3, action 18 and 19 includes specific increased outreach and communication with our African American students, Foster Youth and Homeless students. Parent involvement on school-wide committees has also been identified as an area for growth. Only 17% of parents surveyed reported a desire to get more involved by participating on a school committee. LCAP goal 5, action 6 states that the school will increase communication and interaction with all stakeholders by improving communication with parents regarding the school’s academic progress and engaging the school community in the review and revision of the Horizon Vision and Mission statement to better connect with students and parents. Additional communication goals HCS has identified, include ongoing education and collaboration with teachers and parents regarding assessments and the school’s results.|4|4|3|3|3|4|4|4|3|3|3|3|2019-10-24|Met|2019 47703590000000|Hornbrook Elementary|3|Our district’s strength in seeking input for decision making is providing many opportunities for all families and staff in decision making. A focus area for improvement is to try to get more parents, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students, involved in the decision making. They are provided opportunities but few help make the decisions. Parent participation is a focus area for us as a school district. Our parent survey this year yielded a 67% return rate, is aligned with our LCAP, and is used to measure how well we meet our AMO 3.5. We are going to be sending home surveys in a variety of formats to get more input in our LCAP. We will try informal small group or "catch-them-in-the-hall" parent meeting to ask what they would like to see happen at the school.|Our district’s strength in building partnerships for student outcomes is using PBIS; restorative and trauma informed practices; communicating with parents about student progress through conferences, programs, activity nights, etc.; and supporting families to understand and exercise their legal rights/advocate for student with information in our handbook, back-to-school packet, and website. Our area of focus is on providing information and resources to support student learning and development at home, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students in different formats to reach more parents.|Our district’s strengths in building relationships is providing a welcoming environment for everyone and the small-school one-on-one connection with each family. We are working at building stronger relationships in all areas. Our focus area is improving our 2-way communication with families for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. We will continue to utilize all forms of communication including phone, texting, email, mail and in-person.|3|4|3|3|2|3|3|3|3|3|3|2|2019-10-09|Met|2019 54719510000000|Hot Springs Elementary|3|Again, being a Necessary Small School and as such having only a few students located in a small mountain community makes this easier. Most families already know each other and interact with each other in the community and at school. With only 14 families and 24 students the opportunity to get to know students and families is much easier than in large communities. The district uses regular parent/communitiy member group meetings to communicate programs for improving student success. This group is also involved in planning activities to encourage parent/community participation and communication. The district also uses an annual survey to gain further information where improvements can be made and to give parents a chance to voice concerns anonymously. Parent conferences can occur any time a parent has a concern or a staff member needs to discuss a concern with the parent. A booklet is provided to all families listing and explaining all of their legal rights and their right to advocate for their student. Since we only have 24 students it is easy to insure that all students and parents are included. All socioeconomic and cultural groups are included and made to feel comfortable in participating. Parents and community member also have open access to board meetings. The administrator and teachers have invitations to speak to the local community groups at the Community and Seniors Center and contribute an article in their monthly news letter each issue to explain school programs, activities and policies.|Again, being a Necessary Small School and as such having only a few students located in a small mountain community makes this easier. Most families already know each other and interact with each other in the community and at school. With only 14 families and 24 students the opportunity to get to know students and families is much easier than in large communities. The district uses regular parent/community member group meetings to communicate programs for improving student success. This group is also involved in planning activities to encourage parent/community participation and communication. The district also uses an annual survey to gain further information where improvements can be made and to give parents a chance to voice concerns anonymously. Parent conferences can occur any time a parent has a concern or a staff member needs to discuss a concern with the parent. A booklet is provided to all families listing and explaining all of their legal rights and their right to advocate for their student. Since we only have 24 students it is easy to insure that all students and parents are included. All socioeconomic and cultural groups are included and made to feel comfortable in participating.|Hot Springs School is a Necessary Small School and as such has only a few students located in a small mountain community. Most families know each other and interact with each other in the community and at school. With only 14 families and 24 students the opportunity to get to know students and families is much easier than in large communities. In the school setting all families have opportunities to participate and be involved in their student learning. We normally have 90%-100% participation. Communication is always ongoing with parents of all students able to meet with administration and teachers quickly if needed. Parents have an active Parent/Community group that meet on a regular basis with school staff to discuss and plan activities that support students learning. As a result the school has very little discipline issues. The District has only had two days of suspension in the last 4 years and those were quickly addressed by the parent and staff. Parents are continually offered the opportunity to volunteer at the school and many do volunteer.|4|5|5|5|5|5|5|5|5|5|4|4|2019-10-08|Met|2019 37680230124321|Howard Gardner Community Charter|3|Howard Gardner Community School provides families numerous opportunities to seek and provide input in decision-making through participation in School Site Council (SSC), English Language Advisory Committee (ELAC), development and annual update of the school’s LCAP, In addition, our school administers an annual parent survey to obtain input/feedback on our educational program, resources, measure school climate and student connectedness. Informal venues for families to provide input in decision-making include attending Coffee with the Director, and attending board meetings. A focus area for improvement is to continue to outreach to families and encourage them to participate in decision-making at the school.|Howard Gardner Community School continues to build partnerships that improve student academic outcomes. Our teachers communicate with families using Class Dojo free app. Our school hosts Parent-teacher and Student-led conferences at least 3 times per year, which serves as a platform for teachers to collaborate with families and discuss student progress and method to support positive student outcomes. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own child(ren).|Howard Gardner Community School strives to build positive relationships with families and engages in 2-way communication between families and our educators through the use of Class Dojo, the school’s website, social media, school messenger, email, Bloomz, and Class Tag. Our school provides interpreter services for all schoolwide events and upon request to ensure families of English Learners (non-native English speakers) are able to effectively communicate with school staff. A focus area for improvement is to support our staff with training to learn about each family’s strengths, cultures, languages, and goals for their children and providing a more welcoming environment for families. Methods to accomplish this include administering surveys to families on a regular basis and providing parent education workshops on topics that include, but are not limited to the following: helping children with their homework, reading, technology, behavior, etc.|3|3|2|4|3|2|4|2|4|2|3|3|2019-10-08|Met|2019 28662580000000|Howell Mountain Elementary|3|||Howell Mountain Elementary School District understands the importance of building and sustaining a meaningful partnership with families.|4|5|2|5|3|3|4|3|3|3|2|4|2019-10-09|Met|2019 56724620000000|Hueneme Elementary|3|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services. Strengths/Progress in this Area: * Increasing opportunities for stakeholders to work together and to provide input Focus Areas for Improvement: * Building the capacity of and supporting family members to effectively engaging in advisory groups and decision-making|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services. Strengths/Progress in this Area: * Providing professional learning and support to teachers and site administrators in order to improve our capacity to partner with families * Providing families information and resources to support student learning and development in the home Focus Areas for Improvement: * Supporting families to understand and exercise their legal rights and advocate for their own students and all students|The Hueneme Elementary School District (HESD) will annually use the self-reflection tool with our LCAP Stakeholder Committee in order to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services. Strengths/Progress in this Area: * Many opportunities are being provided for family engagement (as outlined in our LCAP) * High response rate on annual LCAP Survey (from a variety of stakeholder groups) * District has made improvements in order to create welcoming school site environments for our families and community Focus Areas for Improvement: * Exploring ways to improve 2-way communication between families and school sites - increase opportunities for parents to meaningfully participate in meetings * Balancing safety concerns/procedures with family access to school sites|3|4|2|3|2|2|2|1|4|3|4|3|2019-10-28|Met|2019 19646260000000|Hughes-Elizabeth Lakes Union Elementary|3|Hughes Elizabeth Lakes Union Elementary School District's PTA has nearly 100% participating and membership in PTA. Our parents are highly engaged and we collaborate on decisions such as school facilities, classroom needs, and improvements, fall festival, field trips, assemblies, and the last day of school events.|Hughes Elizabeth Lakes Union Elementary School District is making improvements by providing additional parent education course as part of the SPORT2 (Suicide Prevention ongoing Resiliency Training) grant.|Hughes Elizabeth Lakes Union Elementary School District has increased test scores 4 consecutive years in a row. We are striving to improve our school reputation, culture and climate in the eyes of our families on the quality of education and our financial stability.|3|4|3|3|3|3|2|2|4|4|4|4|2019-11-12|Met|2019 50755490000000|Hughson Unified|3|Over the past year, Hughson has made huge strides to seek input from its stakeholders. Traditionally, HUSD has DELAC/ELAC, School Site Councils, and the LCAP Stakeholder groups to seek input. In 2018-2019, HUSD added, the State of the District to further communicate its goals and achievements that have been obtained through stakeholder input. Additionally, we added Focus Groups in the areas of Budget, Attendance/Enrollment and Facilities. Three areas that were identified in previous stakeholder meetings as needing more attention and stakeholder input. Those meetings are now held after school and in the evening, three times per year. HUSD will continue to research and explore ways to further engage underrepresented families.|The strengths of Hughson USD are notably in the school’s capacity to partner with families. There are many opportunities for collaboration during Parent Teacher Conferences, Aeries Parent Portal, volunteering in classrooms, and SSTs. Events such as Back to School Night, Open House, College Night, Parent Information Nights, DELAC/ELAC meetings, Focus Group Meetings, Parent Involvement Groups, State of the District, School Board Meetings, Site Council Meetings, LCAP stakeholder meetings, fundraisers and Student Recognition Events, bring the schools and parents together. An area for growth would be in developing additional ways to support student learning and development in the home. There is support through Aeries Parent Portal for parents to be able to monitor student progress and test scores. Each school office provides internet access to assist parents in being able to use the portal either through the internet and/or mobile app. Many teachers use Google Classroom to communicate assignments and resources to support learning and each school site offers resources through their websites. The district will continue to research and explore ways to further engage underrepresented families.|Currently, we have strong relationships with our families. There are many opportunities in which we build relationships with our families and school sites, including events such as Back to School Night, Open House, College Night, Parent Information Nights, Parent Teacher Conferences, DELAC/ELAC meetings, Focus Group Meetings, Parent Involvement Groups (such as PTC, booster clubs, etc.), parent volunteer opportunities (in the classrooms and field trips), State of the District, School Board Meetings, Site Council Meetings, LCAP stakeholder meetings, and Student Recognition Events (assemblies, award ceremonies, etc.). We are continuously trying to improve our engagement of underrepresented families through person invitations, live streaming events on social media, providing translators at community meetings. We have strengthened our partnership with Hughson Family Resource Center to help us identify and provide additional resources to these families as well.|3|3|2|3|5|4|5|5|5|5|5|5|2019-10-08|Met|2019 12101240000000|Humboldt County Office of Education|3|HCOE CCS schedules four Stakeholder meetings annually to engage families in the process of LCAP development. Typically families do not attend these meetings. CCS is planning to host a stakeholder meeting at the winter family night which usually has a large family representation. This will provide more opportunities in LCAP development and the decision making process. CCS is also implementing Stakeholder surveys on the new text app to ensure families have input on the LCAP goals and actions and services to support the goals.|CCS has many opportunities for families to participate in regards strengthening student outcomes. CCS has a School Site Council, an Advisory Committee and hosts multiple Stakeholder meetings. There is also a Foster Youth Advisory Committee. These committees are an opportunity for families to provide feedback and participate in strengthening outcomes for the programs. These committees are typically difficult to have parent participation and many times parents commit and do not show up. CCS is looking into providing incentives such as gas cards and other incentives to engage more families in this process.|CCS strives to build relationships with families. Staff have individual intake meetings, upon enrollment with all students and their families. This is done at the beginning of each school year and each week as new students are enrolled. The purpose is to build relationships, focus on the individual needs of the students and discuss and address any barriers the students and families are facing. CCS enrolls students weekly and this method ensures both academic and social/emotional needs are discussed and addressed. HCOE CCS also schedules four Family Nights throughout the school year. This provides an opportunity for families to engage with school staff in a comfortable environment. Food and program information is provided to the students and families. Community programs, resources and events are shared with families. Programs aimed at foster youth, homeless youth and ELL programs are the focus. CCS also provides the county with The Parent Project, a parent training program that addresses challenging student behavior. The free program has a focus on improving both home and school behavior. CCS surveys the families twice a year at the family nights to gain feedback and areas of improvement. An area of focus is to improve methods of communication with families. CCS has added a texting component to provide another communication with families. The texting app provides upcoming school information and opportunities for family engagement.|5|5|4|4|3|4|4|4|4|4|4|4|2019-10-23|Met|2019 10101080111682|Hume Lake Charter|3|The communication between the staff and families of Hume Lake Charter School is very effective. The renewed implementation of a School Site Council will continue to foster the positive communication with parents and community members.|Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress. During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there. The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom. In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to talk with teachers regarding student progress. An area of improvement identified by Hume Lake Charter School is the formation of the School Site Council.|Hume Lake Charter School is very committed to communication with parents. In addition to emails sent out to all parents with school information, parents are invited to and encouraged to attend school board meetings and offer input and suggestions. At this point in time, the main area for improvement is the creation and continuance of a School Site Council, with parents playing a key role in its activities.|4|5|4|4|4|4|5|4|3|3|3|3|2019-10-07|Met|2019 39686270126755|Humphreys College Academy of Business, Law and Education|3|Parents are sought for their input in school decisions on a regular basis. This includes formal and informal responses to outreach, such as through our school website, monthly newsletters, WASC self-study meetings, coffee with administrator events, and frequent meet and greats. Administrators, teachers, and staff members also enjoy regular interactions with parents and community members on a one-on-one basis which produce ideas, suggestions, and criticism that helps drive change on campus. Parent and community feedback has helped bring about change in areas such as: continued modifications to dress code, expansion of elementary and middle grade levels, establishment of bi-annual parent conferences across all grade levels, improvement and refinement of drop off and pick up procedures.|ABLE Charter understands the importance of allying with families to improve student outcomes. Parent conferences occur biannualy across all grade levels for students in need of extra supports. At the elementary level classroom teachers are the key link between the school and the family in communicating academic needs and supports. At the middle and high school level each student has an academic advisor who links the family with the students various teachers to ensure student success. Teachers make regular contact with students struggling in their class and help parents find resources to support student success at home. ABLE’s HERO program gives extra support to students with greater need by giving those students additional academic and behavioral guidance and byhelping students and families develop positive characteristics.|Building relationships with students and parents is a cornerstone of ABLE Charter’s instructional model and professional development program. Teachers, staff members, and administrators are encouraged to build and maintain relationships from the moment they come on board. Relationship building strategies are introduced during professional development sessions before every school year, and throughout the year. The front office staff is of key importance in maintaining strong relationships. Our office staff is excellent at helping families of all demographics feel welcome and supported from the moment they step foot on campus, and is integral in the communication chain between the school and our community. ABLE teachers, staff, and administrators use a variety of communication tools including: robo-calls, all calls, emails, school website, school newsletter, Remind App, Class Dojo, ABLE School App, etc.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 30665300000000|Huntington Beach City Elementary|3|Parent engagement and providing input in decision making is evident in the participation rates on parent advisory groups both at the district and site levels, participation in school site councils, and through informal processes such as coffee with the principal, coffee talk, PTA Presidents' advisory group, ELAC, and DAC/DELAC. An area of growth is to continually seek input from underrepresented groups. The district will utilize the family engagement toolkit to increase opportunities to engage families from underrepresented groups.|Parent education evenings offered at the site and district levels provide parents with resources to support student learning and development. Teacher, school, and district websites offer tools and resources to assist families in supporting their child in the home. An area of notable strength is the district's partnership with local college and child care facility in which parents are offered ESL classes and job training while their children are assisted with homework. An area to better support families is helping them to understand their rights, particularly for students who are experiencing homelessness and foster youth. Parent outreach will continue to engage families experiencing homelessness and foster youth by connecting them to resources and supports within the community and supporting students within the school setting.|Results from the Annual Survey for Families reflect favorable ratings in the overall 80th percentile based on national data set. Areas of strength include high ratings in areas of parent visits to schools, involvement in parent groups both at the site and district levels, regularity of parent meetings with teachers, sense of belonging, and sense of safety. Area of improvement is valuing the diversity of cultures and languages and viewing these as assets. The district will utilize the family engagement toolkit to help guide planning and action steps.|4|4|3|4|4|4|4|3|4|4|3|4|2019-10-15|Met|2019 30665480000000|Huntington Beach Union High|3|Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP. Parents are encouraged to join PTSA/PTSO, School Site Council, and the Community Advisory Committee. The District will continue to focus on increasing the awareness of the importance of family engagement in positively impacting student learning outcomes.|HBUHSD schools provide resources, materials and programs to help all students succeed. HBUHSD believes effective family engagement can contribute to improved student outcomes and to closing the achievement gaps among students of different racial and ethnic backgrounds. We will continue to partner with our families as we build pathways to college and career readiness for all students.|The HBUHSD schools create welcoming cultures that encourage parent participation. Schools provide parent communication in multiple languages and in a timely manner. Our students and their families experience a wide array of academic, cultural, and personal experiences. Through Parent University families are presented a variety of information and key parenting strategies. We provide information translated into the home languages of our families. HBUHSD implemented a new communication tool, Parent Square, this school year. Parent Square provides emergency notifications, community outreach and attendance calls. Schools will continue to receive support so Parent Square can be fully utilized to reach all families in the HBUHSD community.|5|5|5|5|4|5|4|5|4|5|5|4|2019-10-15|Met|2019 12628850000000|Hydesville Elementary|3|Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a school site council, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2019/20 school year. Additional opportunities for input are available during board meetings and family events.|The district continued to see high parent participation in all areas of the school. We are continuing to promote participation in an effort to continue to increase participation in all areas of student education.|Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.|3|3|3|3|3|3|4|3|3|3|3|3|2019-10-14|Met|2019 19646340120303|ICEF Inglewood Elementary Charter Academy|3|ICEF Inglewood Elementary Academy hosts School Site Council (SSC) and English Language Advisory Committee (ELAC), which provide opportunities for parents to be involved in school decision-making. In addition, the principal hosts bi-monthly meetings where parents have an opportunity to discuss school issues, provide feedback, and learn about upcoming schoolwide events and initiatives. Parents are also surveyed twice per year, to gather input and feedback on the school’s program and resources. An area for growth is to increase the participation rate on the parent survey.|ICEF Inglewood Elementary Academy (IIECA) provides staff professional development training that focuses on relationship building with students and parents, in order to improve student academic outcomes. These trainings provide our staff with insight on getting to know each student and parent, by valuing their perspectives, experiences, and identify needs. These are essential skills to possess in order to build quality connections that will lead to improved student outcomes. Our teachers communicate with families on a weekly basis, through progress reports. Our school hosts Parent Engagement Nights that focus on the learning goals and standards for each grade level. These Informational meetings assist parents in understanding the expectations and learning outcomes for their child in literacy and mathematics. During these in-depth workshops, parents are trained on grade level specific Common Core Standards and deciphering what is expected of their child, in addition to the grading process. Then parents are provided with essential tools and practices to implement at home that support their child’s academic outcomes and learn how to advocate for their child. The School Counselor provides informative parent workshops that focus on student development and provide resources. Parents of Students with Disabilities are informed of their parental rights during the annual IEP meetings. Our Special Education Department also hosts workshops for parents during the academic school year so parents will have a better understanding of their rights and safeguards. IIECA will continue to look for ways to provide resources and other useful information to all parents related to their legal rights and advocating for their students. IIECA plans to implement these opportunities for learning in our parent engagement night in the 2019-20 school year.|ICEF Inglewood Elementary Charter Academy has established systems, methods, and strategies in place aimed at developing, building and maintaining relationships with parents, to solicit parent engagement and involvement. Additionally, our staff has also participated in schoolwide professional development that focuses on effective communication techniques for use with families on a regular basis. Current methods and tools include Class Dojo, a text messaging tool; Parent Square, and emails; all of which are also translated to Spanish. Our teachers regularly communicate with families on various issues including but not limited to: classroom/school events, and their child’s success and/or challenges. In addition, the school counselor hosts parent education workshops that focus on strengthening the parent-child connection. An area for growth is to provide more meaningful opportunities for parents to participate and/or engage in: schoolwide events/venues; Parent Information Nights (Workshops); other meetings/workshops during the school day.|4|5|3|5|4|4|4|3|3|3|3|3|2019-09-12|Met|2019 19646340120311|ICEF Inglewood Middle Charter Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330117952|ICEF Innovation Los Angeles Charter|3|ICEF Innovation Los Angeles Charter School hosts School Site Council (SSC) and English Language Advisory Committee (ELAC), annual parent survey, and in the annual update and development of the school’s LCAP, which provide opportunities for parents to be involved in school decision-making. In addition, the principal hosts bi-monthly meetings where parents have an opportunity to discuss school issues, provide feedback, and learn about upcoming schoolwide events and initiatives. A focus area for improvement is to continue to increase parent participation rates in providing input for decision-making via SSC, ELAC, and annual parent surveys.|IILA staff engages in a variety of professional learning experiences both within our school and with outside resources, to better learn how to develop effective relationships with our families to achieve our goal of student success. As outlined in our school’s LCAP Goal #3, it is important to us that all staff, and especially teachers, understand the community we serve and connect with them on an intimate level. We are constantly communicating student success with families through both Illuminate, our grading program, as well as Class Dojo for behavior. Families have access to both of these programs at home, and students have access to iXL, a learning program focusing on intervention in Reading and Math. Throughout the year, families have the opportunity to meet with teachers through individual meetings, or conferences designed to share student progress and performance. It is during these meetings and more general meetings like Back to School Night, Family Nights, and Open House, that IILA staff assist parents with acquiring or polishing the tools they need to effectively advocate for their children. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own children.|ICEF Innovation Los Angeles (IILA) continuously looks for ways to connect with families and incorporate families into the learning experience. Our school provides numerous opportunities for staff, students, and families to interact through school-wide events that promote both parent engagement and parent involvement. These events take place at least monthly and serve to foster positive relationships with students and families, and events, which include student performances, art, science, math, reading, and student competitions. Our school communicates with families using Parent Square, and through the weekly newsletter, in addition to daily communication through Class Dojo. Parents are also provided with volunteer opportunities. A focus area for improvement is to continue to support staff to learn about each family’s strengths, cultures, languages and goals for their children.|4|5|4|5|4|4|5|4|3|3|4|2|2019-09-12|Met|2019 19647336117048|ICEF View Park Preparatory Elementary|3|At ICEF View Park Preparatory Charter School, parents are able to seek and provide input in decision-making through the School Site Council (SSC) and via annual parent surveys. Annually, our school conducts elections for parent, staff and teacher representation to serve on the School Site Council. Our Principal also communicates with families about our School’s LCAP and seeks input for the annual update and the development of the plan, during schoolwide Parent Information Meetings, Parent Education Nights, SSC and other events. This serves as an opportunity to learn about school programs, academic, social/emotional supports, 8 State Priorities, the school’s progress, and the CA School Dashboard, which is released in late Fall/early Winter each year.|ICEF View Park Preparatory Charter School staff engages in a variety of professional learning experiences both within our school and with outside resources, to better learn how to develop effective relationships with our families to achieve our goal of student success. It is important to us that all staff, and especially teachers know and understand the community we serve and connect and engage with families. Our school regularly communicates with families through various electronic platforms, including Parent Square and Illuminate Platform grading system, as requested by families. At the beginning of the school year, teachers call families to welcome them to the school and the new school year. It is also an opportunity for families to ask questions and get to know the teacher. This is one of 3 minimum calls made to families annually. This year we’ve implemented Grade Level Parent Leaders who serve as grade level ambassadors who also communicate with families and school staff. Our school hosts Parent Information Meetings (PIM) and Family Education Nights: that focus on Art, Science, Literacy, and Math. Family nights are a time when we provide resources and activities that enhance our stakeholder’s knowledge of the selected discipline as well as activities that can support in both areas of intervention and enrichment. Home visits are also conducted for at-risk students to ensure appropriate resources and information is disseminated to families. The Response to Intervention (RtI) Program is designed to communicate and meet with parents on a regular basis regarding their child’s progress and/or need for additional support. Our school strives to establish a strong family-school partnership that supports student success. A focus area of improvement will be to engage and inform families of their legal rights and how to advocate for their child’s educational needs, including under-represented families.|ICEF View Park Preparatory Charter School has been committed to improving the relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in the learning experience. Our school provides numerous opportunities that promote parent engagement and involvement including but not limited to: Serving on the School Site Council, attending Family Nights, Discussions on the LCAP, Parent Education Workshops, Parent-teacher conferences, and RTI conferences. View Park Preparatory Charter School has an open-door policy for parents, and also welcomes them to visit and observe their child’s classroom instruction. Currently, we communicate with families using a multitude of methods including but not limited to phone calls, correspondence sent home, Parent Square, Illuminate Parent Portal, school’s website, and parent surveys to name a few. Additionally, materials are translated and interpreter services are provided for all schoolwide/parent events; and upon request. An identified focus area for improvement based on stakeholder feedback is to provide schoolwide training for all staff on effective practices for communicating and building relationships with parents. This academic school year, our entire staff will participate in this training three times this year (each trimester).|4|4|3|5|4|3|5|1|4|4|4|4|2019-09-12|Met|2019 19647330101196|ICEF View Park Preparatory High|3|ICEF View Park Preparatory High School provides parents with opportunities to engage and provide input for decision-making through Parent Grade Level Senate, the School Site Council (SSC), annual parent surveys, and in the development and annual update of our school’s LCAP. Parents are provided information on school funding, academic initiatives, and other resources that they can access to support their students. Our area for growth is to develop and implement effective strategies to communicate with Hispanic families. Our school also implemented a wellness initiative, to educate parents on mental health needs and support.|ICEF View Park Preparatory High School communicates with families on their student’s academic and behavioral progress through the following platforms: Illuminate Student Information System and Parent Square. Our school hosts Parent/Teacher conferences each semester to communicate student academic progress, and answer parent questions and concerns. Building partnerships with families to improve student outcomes is an area of focus as outlined in our school’s LCAP Goal #3. Our school will continue to look for ways to provide resources and other useful information to all parents related to their legal rights in addition to strategies to advocate for their students.|In the 2018-2019 school year, the leadership at ICEF View Park Preparatory High School adopted the mantra “We are View Park” a unifying theme to connect all stakeholders to the mission of the school and ultimately garner their engagement with schoolwide initiatives that support our mission and vision. During the Sumer of 2019, our staff participated in a workshop geared towards promoting parent engagement. Additionally, our staff has also participated in schoolwide professional development that focuses on effective communication techniques for use with families on a regular basis. Current methods and tools include Class Dojo, a text messaging tool; Parent Square, and emails; all of which are also translated to Spanish. We have shifted our Parent Information Meetings (PIM) to Parent Engagement Meetings (PEM) to encourage higher parent participation rates. An area for growth is the need to further develop opportunities for faculty and staff to learn more about the families we serve. Our Community Relations Coordinator and administration will participate in training on how to establish stakeholder engagement that embraces their differences and values in each family.|3|4|3|4|2|3|4|3|4|3|3|3|2019-09-12|Met|2019 19647336121081|ICEF View Park Preparatory Middle|3|At ICEF View Park Preparatory Charter Middle School, parents are able to seek and provide input in decision-making through the School Site Council (SSC), via annual parent surveys and during the annual update and development of our school’s LCAP. Annually, our school conducts elections for parent, staff and teacher representation to serve on the School Site Council. Our Principal also communicates with families about our School’s LCAP and seeks input for the annual update and the development of the plan, during schoolwide Parent Information Meetings, Parent Education Nights, SSC and other events. This serves as an opportunity to learn about school programs, academic, social/emotional supports, 8 State Priorities, the school’s progress, and the CA School Dashboard, which is released in late Fall/early Winter each year.|ICEF View Park Preparatory Charter Middle School staff engages in a variety of professional learning experiences both within our school and with outside resources, to better learn how to develop effective relationships with our families to achieve our goal of student success. It is important to us that all staff, and especially teachers know and understand the community we serve and connect and engage with families as outlined in our school’s LCAP Goal #3. Our school regularly communicates with families through various electronic platforms, including Parent Square and Illuminate Platform grading system, as requested by families. At the beginning of the school year, teachers call families to welcome them to the school and the new school year. It is also an opportunity for families to ask questions and get to know the teacher. This is one of 3 minimum calls made to families annually. This year we’ve implemented Grade Level Parent Leaders who serve as grade level ambassadors who also communicate with families and school staff. Our school hosts Parent Information Meetings (PIM) and Family Education Nights: that focus on Art, Science, Literacy, and Math. Family nights are a time when we provide resources and activities that enhance our stakeholder’s knowledge of the selected discipline as well as activities that can support in both areas of intervention and enrichment. Home visits are also conducted for at-risk students to ensure appropriate resources and information is disseminated to families. The Response to Intervention (RtI) Program is designed to communicate and meet with parents on a regular-basis regarding their child’s progress and/or need for additional support. Our school strives to establish a strong family-school partnership that supports student success. A focus area of improvement will be to engage and inform families of their legal rights and how to advocate for their child’s educational needs, including under-represented families.|ICEF View Park Preparatory Charter Middle School has been committed to improving the relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in the learning experience. Our school provides numerous opportunities that promote parent engagement and involvement including but not limited to: Serving on the School Site Council, attending Family Nights, Discussions on the LCAP, Parent Education Workshops, Parent-teacher conferences, and RTI conferences. View Park Preparatory Charter Middle School has an open-door policy for parents, and also welcomes them to visit and observe their child’s classroom instruction. Currently, we communicate with families using a multitude of methods including but not limited to phone calls, correspondence sent home, Parent Square, Illuminate Parent Portal, school’s website, and parent surveys to name a few. Additionally, materials are translated and interpreter services are provided for all schoolwide/parent events; and upon request. An identified focus area for improvement based on stakeholder feedback is to provide schoolwide training for all staff on effective practices for communicating and building relationships with parents. This academic school year, our entire staff will participate in this training three times this year (each trimester).|4|4|3|5|4|3|5|1|4|4|4|4|2019-09-12|Met|2019 19647330117937|ICEF Vista Elementary Academy|3|ICEF Vista Elementary Academy offers families numerous opportunities to provide input in decision-making at the school through: (1) Serving on the School Site Council (2) Panorama surveys administered 3 times a year (3) English Language Advisory Committee (ELAC); (4) Parent suggestion box located outside of the main office; and (5) Weekly Coffee with the Principal, (6) annual update and development of the school’s LCAP, which are informal meetings for parents to learn about schoolwide initiatives and provide their input. An area for growth is to increase parent participation rates for the programs mentioned above in addition to parent surveys. The feedback gathered from these events is critical in order to improve the delivery and implementation of programs for parents at our school, and provide workshops on topics that are relevant and requested by parents.|ICEF Vista Elementary Academy collaborates and partners with parents in their child’s education as outlined in our LCAP Goal #3. Currently, our school is implementing the following: (1) Parent conference - each trimester, (2) Parent information meetings that train parents on evidence-based strategies to support their child at home (3) bi-monthly parent information meetings led by our teachers to inform them of academic updates. ICEF Vista Elementary Academy is planning to provide essential workshops for parents that will inform them of their legal rights and how to advocate for their child’s education.|ICEF Vista Elementary Academy has established systems, methods and strategies in place aimed at developing, building and maintaining relationships with parents, to solicit parent engagement and involvement. During the Sumer of 2019, our staff participated in a workshop geared towards promoting parent engagement. Additionally, our staff has also participated in schoolwide professional development that focuses on effective communication techniques for use with families on a regular basis. Current methods and tools include Class Dojo, a text messaging tool; Parent Square, and emails; all of which are also translated to Spanish. This school year, we launched a Parent Center, equipped with computers for parent use and training. Workspaces were created that include supplies and community resources such as local libraries, and academic resources. The Parent Center is open during specified hours during the school day for parent use. An area for growth is to provide more meaningful opportunities for parents to participate and/or engage in: schoolwide events/venues; Parent Information Nights (Workshops); other meetings/workshops during the school day.|4|4|3|5|4|4|5|4|4|4|4|4|2019-09-12|Met|2019 19647330115287|ICEF Vista Middle Academy|3|ICEF Vista Middle Academy offers families numerous opportunities to provide input in decision-making at the school through: (1) Serving on the School Site Council (2) Panorama surveys administered 3 times a year (3) English Language Advisory Committee (ELAC); (4) Parent suggestion box located outside of the main office; and (5) Weekly Coffee with the Principal, (5) annual update and development of the school’s LCAP, which are informal meetings for parents to learn about schoolwide initiatives and provide their input. An area for growth is to increase parent participation rates for the programs mentioned above in addition to parent surveys. The feedback gathered from these events is critical in order to improve the delivery and implementation of programs for parents at our school, and provide workshops on topics that are relevant and requested by parents.|ICEF Vista Middle Academy collaborates and partners with parents in their child’s education as outlined in our school’s LCAP Goal #3. Currently, our school is implementing the following: (1) Parent conference - each trimester, (2) Parent information meetings that train parents on evidence-based strategies to support their child at home (3) bi-monthly parent information meetings led by our teachers to inform them of academic updates. ICEF Vista Middle Academy is planning to provide essential workshops for parents that will inform them of their legal rights and how to advocate for their child’s education.|ICEF Vista Middle Academy has established systems, methods and strategies in place aimed at developing, building and maintaining relationships with parents, to solicit parent engagement and involvement. During the Sumer of 2019, our staff participated in a workshop geared towards promoting parent engagement. Additionally, our staff has also participated in schoolwide professional development that focuses on effective communication techniques for use with families on a regular basis. Current methods and tools include Class Dojo, a text messaging tool; Parent Square, and emails; all of which are also translated to Spanish. This school year, we launched a Parent Center, equipped with 4 computers for parent use and training, in addition to workspaces, supplies and community resources such as local libraries, and academic resources. The Parent Center is open during specified hours during the school day for parent use. An area for growth is to provide more meaningful opportunities for parents to participate and/or engage in: schoolwide events/venues; Parent Information Nights (Workshops); other meetings/workshops during the school day.|4|4|3|5|4|4|5|4|4|4|4|4|2019-09-12|Met|2019 43696176048045|Ida Jew Academies|3|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 79% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that Ida Jew Academies allows input and welcomes parents’ contributions. Area for improvement. Overall one area for improvement that stood out was “Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.” This need was supported by the 2018-19 California School Parent Survey. Parents responded in the following way to a survey item that read “Schools actively seek input from parents before making important decisions. Strongly agree, 18% Agree, 35% Disagree, 20%, Strongly disagree, 5%, and Don’t’ know/NA, 20% Ida Jew Academies will work with the School Site Council, the English Language Advisory Committee, and other advisory groups to seek feedback from parents for improvement.|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 88% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that Ida Jew Academies encourages them to be active partners with the school in educating their child. And 90% said that teachers communicate with parents about what students are expected to learn in class. Ida Jew Academy also partners with the Mount Pleasant Elementary School District to offer four Parent Academic Fairs throughout the year. Teachers, principals, and district staff work together to provide hands-on experiences to inform and have parents experience what students need to know and be able to do in all subject areas. The same workshops are offered throughout the year to allow parents to attend the workshops of their choice. Students in Middle school sometimes co-present with the teachers, demonstrating the strategies they are learning in class. In other instances, students attend some of the workshops with their parents. The students work side by side with their parents solving complex mathematical problems or use technology to demonstrate some of the engineering standards. Areas for improvement. During the parent forum parents indicated that an area of need was supporting families to understand and exercise their legal rights and advocate for their own students and all students. Feedback indicated that the district handbook or school handbook was not enough. Parents suggested doing short videos or quick summaries of topics like parent's rights to visit their child's classroom, understanding the Student Study Team process, or Independent Study. The district will be implementing the parents' recommendations and do short videos in Spanish and English on these topics. The videos will be sent to parents, will be posted on the district and the schools' social media accounts.|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 87% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that parents are welcomed to participate at Ida Jew Academies. And 88% said they 'strongly agree" or "agree" that Ida Jew Staff treats parents with respect. Areas for improvement. Ida Jew Academy provides two weeks of parent-teacher conferences in the first trimester with the ultimate goal of teachers meeting with every parent face-to-face. The school also has meetings "coffee with the principal" these meetings are informal and are intended to be a dialogue and share information and hearing and addressing family concerns. However, during a parent forum, parents indicated that having multiple opportunities for the school to engage in two-way communication was a need. And on the CA School Parent Survey, only 53% of the parents said that Ida Jew Academies does "very well" letting parents know how their child is doing in school between report cards. Ida Jew Academies will work with parents to ensure that they know how to check grades from home, the school will also provide technology and assistance to families to check grades at school between grading periods.|4|4|3|3|4|3|4|3|3|3|3|3|2019-11-13|Met|2019 36678760121343|iEmpire Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37683380108548|Iftin Charter|3|This is also a relative strength for the school, although the Board and administration are encouraging the implementation of new practices to generate additional community participation. Parents/guardians have, and will continue to have opportunities to attend Committees that are linked to both student learning and student development, along with school culture. Currently there is an active SSC committee and an ELAC Committee, both of which are comprised of 50% parent members and 50% staff. These committees will be used to review new or changed plans, policies and procedures before adoption by the Board. Included in this list is Budget development and LCAP. Along with parent and staff surveys, student surveys will be used this year as an additional way to get input on major decisions and issues facing the school and Board. As noted in a prior response, the Board wishes to increase parent and community attendance at board meetings in order to form a connection between families and board members and providing firsthand information to those who need or desire it Translation services are provided on a regular basis, and notices are sent home in all the primary language groups. Iftin will use the identified Outreach coordinator and Parent Liaison to further encourage parent attendance and participation at all critical and informational and Board meetings.|This is an area of strength for Iftin. Using the Outreach coordinator and Parent Liaison, parents are encouraged to participate in all meetings and conferences. Parent conferences are held 4 times a year, and additional times are scheduled as needed for individual students. Bi-weekly report cards are sent home to keep parents up-to-date with student achievement and progress. The Powerschool parent portal is used to send home special invites and messages from the classrooms and from the school, along with Class DOJO for student behaviors. Parent education evens are scheduled on a regular basis on topics selected by the parents and the staff. In the 2018-19 school year, 6 workshops for parents were scheduled addressing such areas as around common core, homework help, use of technology, home/school communication, use of digital programs to support student learning, school procedures, school safety and LCAP goals, which were well attended and provided positive feedback for connection to the school. A focal point for the 2019/20 LCAP continues be enhancing efforts to increase parent engagement and participation. Training will be offered to staff to support this goal, and input will be taken from parents as to their areas of interest.|Iftin has a positive and supportive relationship with its stakeholders. Administration and staff have worked hard to build the necessary trusting relationships, allowing for good communication. Welcoming the immigrant families from Africa to the school,while creating a stable environment for students and families to live and grow has been a focus. The demographics have changed and now includes Hispanic families and those from other cultures. Although all staff make great efforts to learn about their students and connect with the families,more work in this area is desired. ICS makes great efforts to seek input from all stakeholder groups. Parent involvement is important to the fluid operation of the school, but participation in the local governing board and advisory committees is necessary for providing critical feedback to the school. Parents have given key information on the impact of students, families and community through scheduled board, parent meetings, parent nights and activities. It is welcomed and encouraged for parents to attend board meetings, but there could be a greater effort to increase attendance, forming a connection between families and board members and providing firsthand information all, especially since translation services are provided, and notices are sent home in all the primary language groups. ICS has identified an Outreach coordinator and Parent Liaison to further encourage parent improve communication, attendance and participation at meetings.|3|3|2|3|3|4|4|4|4|4|3|3|2019-10-30|Met|2019 45700290000000|Igo, Ono, Platina Union Elementary|3|The LEA will continue to hold Parent Advisory Committee meetings, School Site Council meetings, and continue to hold District Advisory Committee meetings. The focus will be working on sustaining these best practices. The focus will be on improving participation of underrepresented families through the personal communication of school staff.|The LEA conducts Parent Conferences, Student Study Teams, Individualized Education Plan meetings, 504 meetings, Back to School night, Open House night, and Family Engagement nights, along with having an active School Site Council and Parent Club. The focus will be on maintaining the engaging opportunities for families, while increasing participation of underrepresented families. This will be done by personally connecting with underrepresented families in order to engage in school activities in order to increase equity and access.|The LEA's strength is the focus in relationship building through the implementation of Capturing Kids Hearts, which results on positive relationships with all stakeholders. In addition, the LEA has a functioning District Advisory Committee, as well as a School Site Council that meets at least five times a year. An area of focus for the LEA is to continue to build relationships and further communication amongst stakeholder groups.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-24|Met|2019 19753090138297|iLead Agua Dulce|3|iLEAD Agua Dulce holds monthly family/community iSUPPORT meeting where all are welcome. Families have voice and choice on school events, fundraisers, certain curriculum, participate in LCAP meetings and were a big part of our accreditation process. Each classroom has a parent liaison who also reaches out to families for support and to inform. Our focus area is to send out more surveys and phone calls home to find the needs of underrepresented families and how we can support.|iLEAD Agua Dulce works hard to ensure that all families are engaged. The facilitators reach out via Weekly Updates, texts and phone calls if needed. Presentations of Learning are planned in the day time and in the evening to accommodate working hours and Parent Universities are held monthly both in the day and evening time, so more families can attend to learn more about our cultural pieces. We have a high number of family engagement and will continue to reach out to families through surveys , phone calls and email to ensure that we can meet their needs.|iLEAD Agua Dulce values the relationships with families and the school community. We have many opportunities for families to be involved including monthly iSUPPORT meetings, Parent Universities to learn more about our program and Presentations of Learning where families meet with their child to hear about the learning that took place during their project. We also include families at a variety of events to involve all. At the beginning of the year, we hold Individualized Learning Plan conferences where the parent/guardian and learner meet privately with the facilitator to set academic and social and emotional goals. We are very cognizant of when our families have to work, so we accommodate the times whenever possible.|4|5|4|5|5|4|4|3|4|4|4|4|2019-10-31|Met|2019 19753090131987|iLEAD Hybrid|3|This year, the LEA has placed a large emphasis on building educational webinars all families can access no matter what area they live in. These targeted webinars include topics such as: writing strategies, character lab, math strategies, test prep etc. iLEAD Hybrid also uses Individual Learning Plans (ILPs) and Presentation of Learning (POLs) to engage parents in their learner's academic progress. They are working on increasing parent participation and engagement in learner-led conferences.|This year we are holding town hall meetings in each of the areas we service to help engage parents and inform them of school related events, information and ways they can become more involved. iLEAD Hybrid uses Individual Learning Plans (ILPs) and Presentations of Learning (POLs) to engage parents in their learner's academic progress. We are working on increasing parent participation and engagement in Learner-led Conferences.|Through a personalized learning approach, the staff at iLEAD Hybrid works closely with each learner and their family to develop an education plan that is aligned with learner goals, passions and needs. The team works hard to provide a variety of academic resources and enrichment activities to support learning. During the 2019-20 school year, the website is being further developed to provide resources and tools in the home languages spoken by the learner. Webinars, newsletters, and additional tools including subscriptions, rubrics, translation features on the website, as well as specific tutoring support, are all items that being fully implemented over the course of this school year. One main focus for this school year is identifying underperforming learners and developing solid intervention tools and resources to support their learning.|4|4|4|3|4|4|4|4|4|4|3|3|2019-11-01|Met|2019 19646670125559|iLEAD Lancaster Charter|3|We have consistent monthly iSUPPORT and ELAC Meetings where parents and community have the opportunity to share in the decision making. The area of improvement is that we need to have a School Site Council which consists of teachers, parents, students and administration as a component of being a Title school. We are in the initial implementation stages of developing a School Site Council.|iLEAD Lancaster's strength in this area is the implementation of the Leader in Me platform to develop a partnership with our families to increase student outcomes. Our area of improvement would be parent participation with intermediate communication about learner progress towards outcomes and ILP goals. We will continue to communicate regularly with weekly updates from Facilitators. We will provide families with consistent feedback on learner progress. We will use the Student information System to track progress toward learner outcomes, assessments data (Fountas and Pinnell, MAP, and Lexplore Assessments) and Performance of Learning.|iLEAD Lancaster's area of strength is that we have healthy parent participation in the Individual Learning Plan (ILP) process. Our area of improvement would be parent participation with iSUPPORT, which is our parent group. We have roughly 10-12 parents participate monthly, but we are striving for 20 minimum. In order to improve the participation with iSUPPORT, facilitators will send personal invites to families, we will continue to post in the Monday Message and Parent Square, and we will maintain consistent advertisement during valet.|4|4|4|5|4|5|5|5|4|4|4|3|2019-11-01|Met|2019 19753090136531|iLEAD Online|3|We strive to communicate with families on a regular basis through Monday Messages, grade level emails, virtual video meetings, Email campaigns/newsletters, Remind notifications, social media, and other modes of communication to discuss the learners Individual Learning Plan goals, assessments and progress reports. We also strive to keep families informed on all school announcements, opportunities for involvement and decision-making input, to participate in their child's education, and to promote their child's academic success. We hold regular virtual parent meetings for parent support, education, and community building. We connect families to local community resources, events, and community as appropriate. We offer monthly field studies opportunities for learners. We have worked hard to foster and provide communication and training to staff and families on digital citizenship, 7 Habits, and other school-wide approaches that proactively provide alternatives to and provide a safe, positive environment in which learners are respected, accepted, valued, nurtured as unique individuals, and challenged to achieve their full potential. Staff opportunities include weekly Professional Learning. Parent opportunities include parent monitor accounts, Parent Orientation with opportunity to discuss important topics. We solicit ongoing feedback through parent, learner and staff surveys.|We strive to communicate with families on a regular basis through Monday Messages, grade level emails, virtual video meetings, Email campaigns/newsletters, Remind notifications, social media, and other modes of communication to discuss the learners Individual Learning Plan goals, assessments and progress reports. We also strive to keep families informed on all school announcements, opportunities for involvement and decision-making input, to participate in their child's education, and to promote their child's academic success. We hold regular virtual parent meetings for parent support, education, and community building. We connect families to local community resources, events, and community as appropriate. We offer monthly field studies opportunities for learners. We have worked hard to foster and provide communication and training to staff and families on digital citizenship, 7 Habits, and other school-wide approaches that proactively provide alternatives to and provide a safe, positive environment in which learners are respected, accepted, valued, nurtured as unique individuals, and challenged to achieve their full potential. Staff opportunities include weekly Professional Learning. Parent opportunities include parent monitor accounts, Parent Orientation with opportunity to discuss important topics. We solicit ongoing feedback through parent, learner and staff surveys.|We strive to communicate with families on a regular basis through Monday Messages, grade level emails, virtual video meetings, Email campaigns/newsletters, Remind notifications, social media, and other modes of communication to discuss the learners Individual Learning Plan goals, assessments and progress reports. We also strive to keep families informed on all school announcements, opportunities for involvement and decision-making input, to participate in their child's education, and to promote their child's academic success. We hold regular virtual parent meetings for parent support, education, and community building. We connect families to local community resources, events, and community as appropriate. We offer monthly field studies opportunities for learners. We have worked hard to foster and provide communication and training to staff and families on digital citizenship, 7 Habits, and other school-wide approaches that proactively provide alternatives to and provide a safe, positive environment in which learners are respected, accepted, valued, nurtured as unique individuals, and challenged to achieve their full potential. Staff opportunities include weekly Professional Learning. Parent opportunities include parent monitor accounts, Parent Orientation with opportunity to discuss important topics. We solicit ongoing feedback through parent, learner and staff surveys.|4|4|5|5|3|4|4|4|2|2|4|3|2019-10-31|Met|2019 33103300125385|Imagine Schools, Riverside County|3|We provide continued communication to parents via several communication avenues: Class Dojo Parent Square Power School parent communication system Coffee and Donuts with principal twice a month Parent conferences Monthly calendar/website updates Personal calls ELAC and SSC meetings Board Meetings Parent General Meetings School Events: Run with the Muertos, Fall Festival, Parent Picnic, Fall Candy Grams, Winter Program, Parent Training|We provide several opportunities for parents to receive communication and participate in school partnership opportunities. Some of these systems include: Class Dojo Parent Square Power School parent communication system Coffee and Donuts with principal twice a month Parent conferences Monthly calendar/website updates Personal calls ELAC and SSC meetings Board Meetings Parent General Meetings School Events: Run with the Muertos, Fall Festival, Parent Picnic, Fall Candy Grams, Winter Program, Parent Training|We have developed a parent involvement policy and adopted it to ensure that we provide multiple opportunities for engaging parents in their child's education and school activities. We provide for opportunities for parents to volunteer at the school and keep a log of volunteer hours.|5|5|5|5|5|5|5|5|5|5|5|5|1919-11-13|Met|2019 01611920137646|Impact Academy of Arts & Technology|3|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At IA, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Spartan Family Association Meetings where we share information, ask for input on school-wide initiatives, meet in volunteer committees, and explore relevant topics together. We measure our progress to this commitment by tracking parent/guardian attendance at our family meetings, including LCAP review meetings. Our LCAP family meeting was attended by about 15% of families who gave feedback on the 19-20 LCAP, this was a consistent turnout compared to previous years. Our school’s Leadership Council is comprised of student, family, and teachers representatives from each of our 7 grade levels. Last year, stakeholders brought proposals to the decisions-making body to change our dress code and our cell-phone policy. The proposal eliminating the ban on red and blue clothing was passed. The proposal to allow for cell phone use at lunch is currently being revised. We also have a robust Student-Led Conference ritual twice a year where all families are asked to meet with their student and their advisor. Attendance is high at student-led conferences, where students discuss their progress and performance with their families and advisor: 98% of families attended. Impact families are invited to share in their students’ academic growth at twice-yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has also positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and, of our current seniors, 82% are eligible for four-year universities.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At IA, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Spartan Family Association Meetings where we share information, ask for input on school-wide initiatives, meet in volunteer committees, and explore relevant topics together. We measure our progress to this commitment by tracking parent/guardian attendance at our family meetings, including LCAP review meetings. Our LCAP family meeting was attended by about 15% of families who gave feedback on the 19-20 LCAP, this was a consistent turnout compared to previous years. Our school’s Leadership Council is comprised of student, family, and teachers representatives from each of our 7 grade levels. Last year, stakeholders brought proposals to the decisions-making body to change our dress code and our cell-phone policy. The proposal eliminating the ban on red and blue clothing was passed. The proposal to allow for cell phone use at lunch is currently being revised. We also have a robust Student-Led Conference ritual twice a year where all families are asked to meet with their student and their advisor. Attendance is high at student-led conferences, where students discuss their progress and performance with their families and advisor: 98% of families attended. Impact families are invited to share in their students’ academic growth at twice-yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has also positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and, of our current seniors, 82% are eligible for four-year universities.|Our model for parent engagement is intertwined with all 3 aspects of building relationships, building partnerships for student outcomes, and seeking input for decision making: At IA, we strive to seek input from and engage families in developing a college-going culture for our students. We host monthly Spartan Family Association Meetings where we share information, ask for input on school-wide initiatives, meet in volunteer committees, and explore relevant topics together. We measure our progress to this commitment by tracking parent/guardian attendance at our family meetings, including LCAP review meetings. Our LCAP family meeting was attended by about 15% of families who gave feedback on the 19-20 LCAP, this was a consistent turnout compared to previous years. Our school’s Leadership Council is comprised of student, family, and teachers representatives from each of our 7 grade levels. Last year, stakeholders brought proposals to the decisions-making body to change our dress code and our cell-phone policy. The proposal eliminating the ban on red and blue clothing was passed. The proposal to allow for cell phone use at lunch is currently being revised. We also have a robust Student-Led Conference ritual twice a year where all families are asked to meet with their student and their advisor. Attendance is high at student-led conferences, where students discuss their progress and performance with their families and advisor: 98% of families attended. Impact families are invited to share in their students’ academic growth at twice-yearly Exhibitions during which students participate in performance assessments. During these Exhibitions, family members have an opportunity to contribute to the experience by participating in the learning activities and providing feedback. Lastly, we regularly communicate (in English and Spanish) to families by phone and email with information and updates from the school. Our commitment to nurturing a college-going culture through family engagement has also positively impacted the college/career readiness of our students (LCFF Priority 7 & 8) as 100% of our seniors apply to college and, of our current seniors, 82% are eligible for four-year universities.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 37683956040505|Imperial Beach Charter|3|A strength for SBUSD and Imperial Beach Charter School is in stakeholder input. In addition to an annual LCAP survey (with over 900 responses in 2019), input sessions are held with multiple stakeholder groups in a consistent manner. Each year, district staff train principals and staff on the facilitation of an input protocol to be conducted with staff, advisory groups (School Site Councils, ELAC, etc.), and PTA. All district staff at the department and site level participate in the input protocol on the 'District LCAP Day". The results from these input sessions are collected and displayed at the district office. District administration and LCAP Advisory Committee analyze these results to inform LCAP development. As a dependent charter school, IBCS participates in all of these input efforts and uses the data to inform the development of our LCAP. While IBCS has significant parental engagement and involvement, an area of improvement is to ensure this engagement is equitable among all student groups. Increased involvement from underrepresented families is an area of focus in 2019-20.|Families report through the LCAP survey and stakeholder engagement sessions that schools promote the academic success of all students. This area has seen significant improvement over the past three years. In addition, families believe adults genuinely care about students. Both of these areas have seen steady increases over the past three years. Additionally LCAP survey data and input sessions indicate students could be more excited about school. Imperial Beach Charter School's focus for 2019-20 is on student connectedness. An area of improvement in this area continues to be ensuring students come home from school excited about their learning and improving parent involvement in supporting and fostering academic success. Parents have expressed a desire for more educational opportunities. IBCS is focusing on increased parent education and strategies to teach parents how to support the academic success of students.|Data from LCAP parent survey as well as from stakeholder engagement sessions, including underrepresented families has identified welcoming environments, promoting academic success and valuing students and as an area of strength. Family participation in school and district events has grown significantly over the course of the past three years. Parents also report feeling more informed than in the past. This is due in part to the implementation of a district app, increased electronic communication, and community newsletters. An area of improvement continues to be family perception of "nutritious and appealing lunches". While this area has improved, it remains an area of concern for families.|3|4|3|3|3|3|4|3|5|4|4|4|2019-10-10|Met|2019 13101320000000|Imperial County Office of Education|3|Parent and stakeholder meetings are scheduled throughout the year to gather input and improve practices. School Site Council and Parent and Teen Conferences are other events we use to seek input and to boost family engagement. Parent Conferences, LCAP Stakeholder engagement meetings, and Dashboard stakeholder meetings are also used to seek input on our LCAP and parent involvement activities.|ICOE focuses on building community partnerships to ensure the success of all students. Parent conferences are ongoing and used to inform families on student progress and find solutions to behavioral concerns. Currently, we have partnerships with the following community agencies to support parents and students at home and at school: American Job Center (One Stop), Imperial County Behavioral Health Services, Imperial County Department of Social Services, Imperial County Probation Department, Imperial Valley Regional Occupational Program, Imperial Valley College, and 22 local physicians. These partnerships benefit the student, school, families, and the community.|Building relationships with parents is instrumental in increasing student achievement. Tips on developing a positive relationship with parents are discussed at our staff meeting and implemented at the site level. Smiling, learning parents’ names, and inviting parents to student monthly awards are prime examples. LCAP-Dashboard parent and stakeholder engagement meetings took place at all sites in April. Parents shared that they feel welcomed at school and that they appreciate the Welcome Back to School events, Posada’s , parent conferences, and daily phone calls from staff. Parents indicated that they feel comfortable contacting the staff at any time if they have a question regarding their students’ progress.|5|5|5|5|4|4|5|4|5|5|5|5|2019-10-14|Met|2019 13101320134379|Imperial Pathways Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 13631640000000|Imperial Unified|3|Imperial Unified continuously seeks methods to increase opportunities for parents to participate and actively engage in advisory groups and decision-making. The first phase is to increase the number of informational meetings available to parents and increase attendance. The second phase is to entice parents into transitioning into active participants in advisory groups and decision-making committees. In a previous survey, seventy percent of the participants stated the “5:00 pm to 7:00 pm” time slot as the block of time that they would most likely attend offered workshops or trainings. IUSD has targeted that time slot for various programs including Parent Nights (elementary schools by grade level), College and Career Readiness, and College/ University information (A-G), and Imperial High School Tiger Talks. Participation has been sporadic. Issues that were anticipated to create excitement and increase participation, including change in school boundaries, did not produce expected participation.|The District has been successful in implementing policies and programs that promote teacher/ parent meetings to discuss student progress and promote student outcomes. Minimum days have been reserved for parent/ teacher conferences district-wide. These meetings have been well attended with over 90% participation. Additionally, the parent participation in sophomore and senior conferences have been very successful. The District has increased the use of electronic media to distribute information and resources to parents. In the 2018-19 Parent Survey, over 80.4% of parents reported that schools had increased communication with parents. That is an increase of 18 percentage points over last year’s parent survey. However, 8.9% reported that schools do not encourage parent involvement and participation. The District continues to struggle drawing underrepresented families into engaging actively in two way conversations.|The District has made improving customer services and parent communication top priorities. 84.3% of the parents Agreed or Strongly Agreed that IUSD schools are welcoming. This is a significant increase form the 71.1% recorded in the 17-18 survey. Additionally, District websites have been upgraded and relevant has been made available. One of the newest features is the availability of Board Policies online. The District has made significant steps providing multiple opportunities for parents to engage in 2-way communication. These include the use of SchoolMessenger, ParentVue, Safe Arrival and classroom communication apps. The District is focusing on drawing underrepresented families into engaging actively in two way conversations.|3|4|3|3|3|3|4|3|4|3|3|3|2019-10-10|Met|2019 13631230122663|Imperial Valley Home School Academy|3|Imperial Valley Home School Academy specializes in building seeking input for decision making with their families. Families provide continued input in all activities and policies and programs. The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.|Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Monthly Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress. The focus area for improvement is to share outside resources between families by creating a bulletin board that is easily accessible.|Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet monthly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs. The focus area for improvement is a more structured family networking opportunities.|4|5|4|4|4|4|5|4|4|4|4|5|2019-10-08|Met|2019 50712660120063|Independence Charter|3|Based on parent surveys and stakeholder input, the district is effectively engaging families in advisory groups and decision making. The district will continue to seek to build the capacity of families and their involvement in advisory groups. Currently, the district offers Parent Institute for Quality Education (PIQE) which can support the charter school to increase family involvement of underrepresented families.|Based on parent surveys and stakeholder input, the charter found strengths in the following areas: providing resources to families for learning at home and meeting with families to discuss student outcomes. The district will seek more information from families about providing resources to further support student learning outcomes and engagement of underrepresented families.|Based on parent surveys and stakeholder input, the charter identified strengths in the following areas: creating welcoming environments, building trusting and respectful relationships and two-way communication. The district will begin to explore how to support staff in learning about each family’s strengths, cultures, languages, and goals for their children to improve the engagement of underrepresented families.|3|4|1|3|3|4|4|4|3|3|4|4|2019-10-15|Met|2019 36677360130948|Independence Charter Academy|3|The LEA holds annual strategic planning meetings since 2012 that engages all leadership fully through the facilitation of the discussions areound data and other school outcomes. School Site Councils and ELAC Meetings are held on a regular basis in order to inform parents of what is happening in educational programs and allow them to have Local Control on the education of their students by proving participation and input opportunities. All meetings are open and encourage participation from the public. A principal forum that encourages Questions and ANswers is held at the middle school in order to promote parent input from any subgroup. The Site Council is heavily involved in giving input on planning and supporting family based activities such as Curriculum Nights and Parent Teacher Conferences.|From the first day of the staff calendar, professional development is focused upon to help student learning. Culture and academic instruction are the main focuses for staff development in order to assist students to achieve. The District is currently focused on Blended Learning and Multi-Tier Support Systems as a means to meet all student's academic and social needs. Opportunities for parent participation abound as many parents are able to come on campus and assist students or attend training such as Math Night where over 150 people participated. Parent-Teacher meetings are held nearly weekly throughout the school year. Additionally, regular visits and opportunities for communication through online tools are also used to enhance student learning. Parent rights are provided to every parent at the beginning of each school year as well as during IEP's to ensure that parents are informed and able to support their child legally and fully.|The District Staff and parents have formed a cohesive bond that works toward assisting students. Regular activities are scheduled and held that promote parent engagement. Staff members have daily periods of time when they are able to reach out to parents about concerns. Beginning on the day before the first day of the school year, parents are invited on to campus to promote a welcoming yet safe feel to the campuses. Activities include curriculum nights that focus on what and how students learn at school and how they can be supported at home. Resources such as online gradebooks and communication tools are used to ensure high levels of communication.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 09618950000000|Indian Diggings Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 45700370000000|Indian Springs Elementary|3|Because of our small population and the focus of the school all families are well represented. Families are engaged through a number of formal and informal d=school function.|We are small rural school district where each staff member knows the families of each of your students|LEAs report progress of how they have sought input from parents in decision making and promoted parent participation in programs to their local governing boards at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The summary of progress is required to be based on either information collected through surveys of parents/guardians or other local measures, and includes a description of why the district chose the selected measures, including whether progress on the selected measure is related to goals it has established for other Local Control Funding Formula (LCFF) priorities in its Local Control and Accountability Plan (LCAP). Local Survey of Parents/Guardians The parents continue to support the direction of smaller class size and additional support staff to assist students in meeting learning targets. The surveys indicate that the key participation activities of the school are providing parents with exceptional opportunities for participation. Local Measures Parents participate in annual goal setting activities that provide direction for the Board and Staff.|5|5|5|5|4|4|4|4|5|5|5|5|2019-09-06|Met|2019 19647330121137|Ingenium Charter|3|In a YouthTruth survey conducted in March of 2019, the following was determined: When considering the progress in building the capacity for principals and staff to effectively engage families in advisory groups and decision-making, 67% of parents either agreed or strongly agreed with the statement, “I feel empowered to play a meaningful role in decision-making at my school”. When considering the progress in building the capacity of families to engage in advisory groups and decision making, 58% of parents either agreed or strongly agreed “Parent/family groups (i.e. Parent-Teacher Association) make meaningful contributions to my school.” When considering the progress in providing families with opportunities to give input on policies and seeking input from under represented groups, 73% of parents either agreed or strongly agreed with the statement, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” When considering the progress in providing opportunities for families, teachers, and administration to work together to plan, design, implement, and evaluate family engagement activities, 73% of parents either agreed or strongly agreed with the statement, “Parent/family members are included in planning school activities.” Looking at this data, there appears to be growing strengths for family empowerment in decision making, providing input on policy, and planning engagement events/activities. One focus area for improvement would be to increase the opportunities for families to make meaningful contributions to the school. To do this, family advisory groups such as ELAC/DELAC, School Site Council, and the Parent Engagement Club will broaden their scope of engagement and solicit more family participation, by actively promoting their work at family events. In addition, they will be able to recruit more families to these groups, and be able to support that under represented groups are more visible, more empowered, and more engaged with their school. This standard was met.|The administrator has communicated and implemented clear systems for parents to feel heard during Booster Club meetings, a space used for casual conversation and culture building. During this time, parents are encouraged to talk about the positive things that are happening at ICS and encouraged to participate in school events. In addition, the administrator has also systematized reoccurring meetings for the School Site Council, ELAC/DELAC, and parent meetings. All of these meetings are platforms used to include parents in the decision-making of the school goals, especially to gain their insight and feedback for the LCAP. The implementation came from parent feedback from our YouthTruth survey where the majority (60%) of families indicated that they feel engaged with their school. The biggest opportunity is to ensure that families are feeling engaged in the educational process of their school. ICS will has recently hired a parent liaison. This position will support during parent engagement events as well as getting more families involved in the process of educating their children.|According to the YouthTruth survey delivered to our parents this year, parents indicated that "Families and teachers care about each other" and "Teachers and Students care about each other" based on 80% positive responses to both questions. When asked to rate the friendliness of the school environment, 94% responded positively. When asked to what degree the school is respectful of different races, ethnicities, genders, and backgrounds, 93% of parents responded positively. All communications are sent home using families' primary language. Office staff provide language translation for families that require assistance in both decision-making committees as well as for general parent questions and concerns. The biggest opportunity is to ensure that families are feeling engaged in the educational process of their school. ICS will be hosting additional parent engagement events and has just recently reworked the Booster Club into a Parent Engagement Club based on feedback from parents.|4|4|5|3|4|5|5|3|4|3|4|3|2019-10-28|Met|2019 19647330127985|Ingenium Charter Middle|3|Parents and guardians are encouraged and welcomed to become involved in the education of their children. Ingenium Charter Middle School provides numerous opportunities for families to be involved at school, including serving on the: school site council, English language learner advisory committee, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. In addition to the opportunities mentioned above, parents are also encouraged to attend Coffee with the Principal. The administrator has communicated and implemented clear systems for parents to feel heard during "Coffee with the Principal", a space used for casual conversation and culture building. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. Communication is given to parents through the use of Take Home Tuesday flyers and through the use of Parent Square, which is a safe and secure platform for school-to home communication. ICMS conducts the parent survey to gather parent responses on a range of school priorities. The YouthTruth survey enables parents to give a numeric rating as well as commentary that can be used for further improvement. In addition, the data is disaggregated by student group, which enables school staff to ensure equitable services to all students and families. YouthTruth also provides comparison data across local schools, similar demographic schools, and the state, which is helpful to further understanding parent responses. The key measures in the Youth Truth Survey for Family Engagement are Culture, Relationships, Engagement, School Safety, Resources and Communication and Feedback. ICMS had 67% of our families feel they are engaged in our school. This is higher than the typical school nation wide and California schools. In addition, 70% of our families feel they are included in the planning of events and activities at school; the typical school rates at 53% and California at 63%. This standard was met.|The administrator has communicated and implemented clear systems for parents to feel heard during "Coffee with the Principal", a space used for casual conversation and culture building. During this time, parents are encouraged to talk about the positive things that are happening at ICMS and encouraged to participate in school events. In addition, the administrator has also systematized reoccurring meetings for the School Site Council, ELAC/DELAC, and parent meetings. All of these meetings are platforms used to include parents in the decision making of the school goals, especially to gain their insight and feedback for the LCAP. The implementation came from parent feedback from our YouthTruth survey where the majority (67%) of families indicated that they feel engaged with their school. An opportunity for improvement would be to increase opportunities for parents to learn how to advocate for their child(ren).|According to the YouthTruth survey delivered to our parents this year, parents indicated that "Families and teachers care about each other" and "Teachers and Students care about each other" based on 79% and 82% positive responses, respectively. When asked to rate the friendliness of the school environment, 79% responded positively. When asked to what degree the school is respectful of different races, ethnicities, genders, and backgrounds, 78% of parents responded positively. All communications are sent home using families' primary language. Office staff and administration provide language translation for families that require assistance in both decision-making committees as well as for general parent questions and concerns. An opportunity for improvement is to increase the participation of families in decision-making.|4|4|4|4|4|4|4|3|4|4|3|4|2019-10-28|Met|2019 19734370137240|Ingenium Clarion Charter Middle|3|Ingenium Clarion Charter Middle School has developed relationships with families via invitations to student work showcases, informational meetings, and by garnering input on the development of a Parent Teacher Association(PTA). In addition, ICCMS launched a School Site Council during the 2018-2019 school year and will host another meeting in November 2019. We have asked families to complete an annual survey (Youth Truth) which provides feedback on parent perception. The survey also allows parents to provide input on school systems and policies. We have plans to receive more feedback from parents after the launch of our PTA. Our aim is to garner more parent participation and feedback during the 2019-2020 school year. During the 2018-2019 school year 50% of our parents participated in school events as sourced by parent sign-in sheets. Our hope is to increase the percentage this school year by personally calling to invite parents to events. We have found that personal invites via phone calls adds a personal touch and increases the percentage of parent engagement. This standard was met.|The administrator has communicated and implemented clear systems for parents to feel heard during Parent Informational Meetings, a space used for sharing information about initiatives, getting feedback from parents, and to showcase work from students. During this time, parents are encouraged to talk about the positive things that are happening at Clarion and encouraged to participate in school events. In addition, the administrator has also systematized reoccurring meetings for the School Site Council and ELAC/DELAC. All of these meetings are platforms used to include parents in the decision-making of the school goals, especially to gain their insight and feedback for the LCAP. The implementation came from parent feedback from our YouthTruth survey where the majority (83%) of families indicated that they feel engaged with their school. The biggest opportunity is to ensure that more families are participating in the educational process of their school.|According to the YouthTruth survey delivered to our parents this year, parents indicated that "Families and teachers care about each other" and "Teachers and Students care about each other" based on 96% and 88% positive responses, respectively. When asked to rate the friendliness of the school environment, 88% responded positively. When asked to what degree the school is respectful of different races, ethnicities, genders, and backgrounds, 92% of parents responded positively. All communications are sent home using families' primary language. Office staff provide language translation for families that require assistance in both decision-making committees as well as for general parent questions and concerns. The greatest opportunity for improvement is to find ways to bring parents in to ensure that 2-way communication is occurring and that parents' voices are heard and incorporated into school decision-making.|4|4|5|3|3|4|4|3|4|3|3|3|2019-10-28|Met|2019 19734370137257|Ingenium Wings Independent Study - Compton|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37683380131979|Ingenuity Charter|3|Ingenuity utilizes several strategies to include families in every aspect of the student experience. One example is the personalize learning experience. Staff evaluates cumulative records before creating the personalized learning plan. Interviews with the parents and students aid in developing course plans and post-secondary plans for each student. Students participate in Naviance interest surveys, learning style surveys, and career research. These surveys help staff to better identify ways to personalize instruction within the rigorous California Common Core standards aligned curriculum. Naviance also assists students, parents and teachers in college and career planning. The latest feature that Ingenuity staff is beginning to implement this year is Naviance alumni tracking. This will allow teachers and staff to see student post-secondary results and outcomes in order to evaluate how well the school is preparing students for success. Surveys are sent out at multiple times of year to gain students and parent input and perspective. Parents are invited to several activities throughout the school year including but not limited to , Parent orientation meetings, Donut with Dr. Dean, PTO, SSC, DELAC, Open House, LCAP advisory, and parent teacher conferences. Ingenuity uses dial-out, email and text message alerts to involve and inform families. The Parent Orientations are a pilot program for 19-20 that will lead to more engagement of underrepresented families.|The Student Site Council and Parent Teacher Organization meet bimonthly to discuss upcoming events, review school project and budget plans, discuss and vote on needed future changes to the LCAP and future school budget. The O’Farrell Charter Schools has a joint SSC and a combined PTO. Ingenuity Charter school has secured a parent representative on the SSC for the current school year. An Ingenuity Charter team member attends a monthly Southeast Collaborative meeting which is a group comprising local businesses, charities, nonprofits, and schools that focus on sharing local resources. During these meetings, Ingenuity shares its mission to the group, welcoming any student who may benefit from blended learning, and shares resources that may help Ingenuity students and their families. Parents are communicated with through regular email and phone updates regarding their student’s progress. Written progress reports and reports cards are distributed regularly. A quarterly newsletter is sent to all enrolled families and other local schools and community organizations. We also meet regularly with administrators and teachers of The O’Farrell Charter Schools with whom we work closely and with whom we share facilities. As an area that need improvement, Ingenuity will pilot a parent orientation program that involves monthly parent meetings. These orientation meetings will demonstrate to parents how to navigate access to student information and progress through Edgenuity, Schoology, and the school website. Parent orientation meetings will also cover critical issues such as internet safety, bullying, and human trafficking.|Parents are educated about the school’s purpose, learner outcomes and academic standards at the initial student/parent orientation. The blended learning approach is thoroughly explained and it is clarified that Ingenuity’s purpose is to help students and families reach their goal of graduating or returning to a traditional environment after catching up. Parent involvement and expectations are explained in Ingenuity’s home-school compact (also called the acknowledgement of responsibilities) and expected learner outcomes are shared. The school shares its academic standards by explaining the Edgenuity curriculum and that all courses are written to the most current California Common Core Standards. Ingenuity is a highly personalized program that encourages parent participation in creating student learning plans and monitoring student participation and motivation. This level of parent connection is required to build a more involved learning community. Communication is key when seeking active participation. Ingenuity staff stays in contact with families through the school website, frequent phone calls, face to face student/ parent/ teacher meetings, emails, and PTO meetings. Non-English speaking families are supported though Ingenuity Charter School bilingual staff and programs. The school tries to provide venues for quick and reliable communication to take place regarding, not only the learning process for students, but also for comments and concerns over the overall experience at Ingenuity.|4|4|4|3|4|4|4|3|3|3|3|3|2019-10-14|Met|2019 19646340000000|Inglewood Unified|3|While we have parents who are actively engaged in decision making committees, we recognize we need more. The parents who are involved have become for empowered, through their participation, to use their voice that promotes advocacy for the parent's ans students in creating actionable goals for all. These parents seem to the same parents overtime. IUSD knows that we need to have more parents become leaders and part of the decision making process. We hope that the multiple parent trainings that we offer we will grow more interest in this area.|IUSD has made excellent progress in providing staff, at all levels, with ongoing learning opportunities. We hold monthly meetings for our office managers and data site personnel who receive training on how to suport our families with resources, outreach, and creating a welocming environment. The same learning opportunties are extended to the administrative staff at the monthly meetings. Each site holds parent conferences twice a year, but staff is always available for one to one meetings regarding students progress upon request. The sites also hold several parent meetings regarding school academic growth throughout the school year. Our area for improvement is the getting the families who are most at need to atttendance the various collaboration opportunities. Our parent center and student services department staff are developing strategies and outreach activities to draw them in. We are also providing several community meetings to share our district's progress LCAP information, and actions to improve student academic achievement.|Knowing the strength of working together, IUSD is very committed to building strong relationships with parents and families as partners. Through our parent center at the district office and outreach at each site we are able to provide several avenues for parents to become engaged in their student' learning and socio emotional well being. We also recognize the need to even egage more families in our efforts, so we are using multiple means of media and incentives to recruit more involvement. Recognizing that SCHOOLS CAN'T DO IT ALONE, our Strategic Plan's Pillar B ( Strong Relationships with Families and Community) promotes trust, open communication and healthy partnerships with families and community.|4|2|2|3|2|2|1|1|2|2|2|2|2019-10-09|Met|2019 36679590114256|Inland Leaders Charter|3|Inland Leaders Charter School (ILCS) has involved parents and the stakeholders of the school in its budgetary and decision-making processes since its inception in 2007. As a small school program, we have the advantage of being able to engage most, if not all, stakeholders in the LCAP process. The only stakeholders that we may need to engage more consistently are local industry and business groups. The management team administered surveys in February of 2019 around our four LCAP goals to all stakeholders including students, parents, certificated, and classified staff. The leadership team also held parent meetings in February including all stakeholders (Special education, English Language Learners, Socially Economically Disadvantaged, Independent Study, & general education) to ensure all voices were included in our planning & decision making. The LCAP plan has also been extensively discussed via the finance committee and through teacher Professional Learning Communities. Key findings included the overall satisfaction of the school program at very high rates with over 90% of parents, staff and students satisfied on our LCAP spring survey. Extremely positive comments and survey ratings were provided and helped to affirm that our goals and objectives are currently meeting the needs of our students and are aligned with stakeholder priorities. The results of the survey also indicate several actions & services that can be improved upon. Through analysis of the 1st – 8th-grade student surveys, we recognize the need to teach and instil kindness and respect for peer to peer interactions. It has improved from previous years, but there is a continued need in this area in all grades with a specific focus on middle school. Ultimately, students feel cared for, safe and challenged in their classes and the school is clearly supporting their social-emotional needs. ILCS continues to instill leadership in our students and parents. High volunteer rates continue for our parents and extended families at the school and family functions are well attended. In fact, 95% of all families indicated they attended report card meetings held for their students. Parents also regularly attend ILCS Board meetings and finance committee meetings. Parents of students who are struggling academically in school participate in the Student Success Team process and parents of students who need motivation and encouragement to improve attendance and behavioural patterns work with the Student Contract Accountability Team on an on-going basis. Parent workshops to support student personality and learning styles were held during the school year by site administration at the K-2 campus. In addition, teachers throughout the program held specific training nights for parents on instructional strategies.|ILCS has developed an extensive system to build partnerships for student outcomes and is demonstrated by the strong performance of our students. The schools continue to maintain an open-door policy and not only encourages but actively recruits families to volunteer in the classrooms. All administrators engage in weekly professional development targeting leadership building at their sites and departments. The administration then trains teachers in Professional Learning Communities in topics such as building trust with underserved populations, evaluating the effective use of volunteers and developing strong classroom communication with the home and other student support providers. On-going parent contact is critical to the ILCS program and is an expectation for staff. ILCS recognizes that an area of improvement is the increased training of parents and volunteers to support student academic needs. In addition, ILCS will need to make an intentional plan to support at-risk students and their families with improved academic counseling, career counseling and connecting them with community resources.|ILCS thrives in building close relationships that connect the home with our staff. The school philosophy is built on the premise that parents are essential for the success of their students in school. Staff, students and parents are connected throughout the school year through formal and informal activities such as school-wide picnics, back to school nights, music and drama performances, talent shows, parenting workshops, administration and teacher podcasts, open-door policies committees, LCAP workshops and on-going improvement seminars. ILCS has recognized that underrepresented families encounter additional obstacles for school connections and ILCS has worked hard to assist these families to overcome any hindrance. These actions include Wifi Hotspots and Chromebooks for all students at school as well as at home. The "digital divide" is no longer a gap for our low socioeconomic students who enjoy the same device access and wifi ability as their other peers. Low SES families are also provided with bus passes, food, clothing, scholarships and additional resources when needed. English Learner families are provided with translation services and a direct connection with our Spanish teachers and EL coordinator through meetings and parent socials. Areas for on-going improvement include the need to translate a variety of materials for Spanish speaking parents that are not currently in their home language.|5|5|5|5|5|5|5|4|5|5|5|3|2019-10-21|Met|2019 37683380118083|Innovations Academy|3|Committees within our parent association meet alone and with the administration to plan and implement programs at school. These committees are decided upon and formed by parents. These meetings take place throughout the year. We survey parents at least once per year. During the 2018-19 school year, parents had the opportunity to complete 3 surveys. Parents have access to the front office and emails or calls to the administration as well. Our board meets quarterly at an open public forum in which parents can participate in person or via a phone line and we have a parent representative on our board. Parents are active participants in IEP meetings. Due to the nature of charters, parents actively choose the school based on our practices, philosophy and the degree to which it aligns with their family goals and philosophy. A parent representative meets with teachers at the beginning of staff meetings to coordinate their efforts. An area we would like to improve is finding ways that working parents can more actively participate.|We have a strong social emotional program that involves training of our whole staff. We have a full time Marriage Family Therapist (MFT) as our school counselor. Our MFT provides support to teachers for implementation of our social emotional curriculum, pacing of social emotional learning, modeling of lessons and counseling to children and their families. Each week the administration sends "Parenthood Professional Development" in the weekly information via text, voice and email (parent chosen method of reception). The director holds Coffee Connection meetings about a variety of parent and school related topics. A parent education class series is offered each year. Conferences are held in October and February in which parents, teachers and students review student work, set and follow up on goals, and discuss academic progress. Students are given access to learning platforms that can be used at home. Progress reports go out at the end of each semester that include academic and social emotional assessment. Information about legal rights is on the website, shared at all IEP meetings and shared in the parent handbook. Parent advocacy is supported. An area of improvement for us is to gather data on participation rates of our least involved families and find ways to get them into the school more often.|Innovations Academy is a relationship based school. The foundation for our classroom management, discipline policy and community development are influenced by Adlerian psychology. Our belief that parents are the primary educators of their children creates the foundation for parent participation. We have an open door policy that includes teacher meeting hours for working parents, open invitations for parents to participate in the classrooms and attend field trips with their children. Parents are surveyed about family interests and their perspective on their child's development at the start of the year. Conferences with parents are held at the end of the first six weeks of school in which parents and their child discuss progress, goals and needs with the teacher. During the first 6 weeks of school, students share important information about family culture and interests. The school uses a parent communication platform for weekly communications to parents about academic content, expectations, events, field trips and social emotional learning. One communication per week goes out from administration specific to school events and includes articles and links for parent education. Another communication goes out from each child's teacher and includes information specific to the classroom. Parents can choose how they receive the communication and can simply hit reply if they choose to respond. Parents also participate in our parent association and school events. Exhibitions are provided twice per year during which student work is on display. Student portfolio work is shared with parents during February conferences and parents attend their child's presentation of learning at the end of the school year. A focus area for improvement is to continue outreach to engage parents who are not viewing our communications and are difficult to encourage to the school events. We also wish to continue to grow our parent education program.|5|5|5|5|4|5|5|4|4|4|4|5|2019-06-28|Met|2019 33671996105571|Innovative Horizons Charter|3|The input received from parents and other stakeholder groups was analyzed and used to develop goals for Innovative Horizons. Surveys revealed a desire to increase support for students. Innovative Horizons will continue to offer Advancement Via Individual Determination (AVID) to promote the organization, study skills, and college awareness. A number of respondents from our English Leamer Advisory Committee (ELAC), and from our community/parent survey, stated they would like to see the AVID program developed. Input from stakeholder groups was used when developing LCAP goals. Survey results revealed that Innovative Horizons Is doing a good job of meeting the needs of the students. There was a strong desire to continue improving student achievement, provide clean and modem facilities, and provide standards aligned instructional materials.|Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys. IHCS parent and community engagement includes meetings and gatherings for the following purposes: AVID, ELAC, SAC, FIT, Title I, CABE, Friday Flag Presentations, and Student Attendance Celebrations. Parents are further involved through our athletics and our visual and performing arts programs. These programs allow parents to observe the well-rounded and child-centered education our students receive while participating In physical activities and artistic performances. We also offered a school-wide opportunity for parents to come and use our technology to complete the Parent LCAP Survey.|Strengths include the diverse parent involvement and engagement opportunities. These opportunities are provided through SAC, CABE, FIT, and Coffee with the Principal. Parents also have the opportunity to be meaningfully involved in decision making through SAC, ELAC, DPAC, and the LCAP development process. IHCS parents of African American students are provided opportunities to be involved in decision making through the district’s DAAPAC and AAPACs at the school site. Through the district, parents of foster youth will be provided with more consistent engagement opportunities. Monthly SAC meetings take place to discuss the LCAP development process.|2|3|1|3|3|3|4|3|3|3|3|3|2019-10-10|Met|2019 37684030125401|Insight @ San Diego|3|Met: Insight provides multiple options for families to provide feedback, input and involvement in decision making. Families are asked to participate in surveys, LCAP meetings, Board meetings and parent information nights in order to provide feedback for the school. While all families are given the opportunity, specific strategies have not been fully developed to target underrepresented groups in the school community.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, FAST Team, Homeless Liaison and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Insight implemented the use of Academic Advisors during the 2017-2018 school year to build relationships with families and students. Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Insight has a focused area of improvement for increasing attendance at face to face events throughout the community.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-17|Met|2019 39686270133116|Insight @ San Joaquin|3|Met: Insight @ San Joaquin provides multiple options for families to provide feedback, input and involvement in decision making. Families are asked to participate in surveys, LCAP meetings, Board meetings and parent information nights in order to provide feedback for the school. While all families are given the opportunity, specific strategies have not been fully developed to target underrepresented groups in the school community.|Met: Insight @ San Joaquin holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, FAST Team, Homeless Liaison and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Insight @ San Joaquin implemented the use of Academic Advisors during the 2017-2018 school year to build relationships with families and students. Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight @ San Joaquin. Insight @ San Joaquin has a focused area of improvement for increasing attendance at face to face events throughout the community.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-15|Met|2019 15636280127209|Insight School of California|3|Met: Insight provides multiple options for families to provide feedback, input and involvement in decision making. Families are asked to participate in surveys, LCAP meetings, Board meetings and parent information nights in order to provide feedback for the school. While all families are given the opportunity, specific strategies have not been fully developed to target underrepresented groups in the school community.|Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk. The school utilizes its Academic Advisors, FAST Team, Homeless Liaison and a Trauma Counselor to support student learning and development in the home as well as address family needs.|Met: Insight implemented the use of Academic Advisors during the 2017-2018 school year to build relationships with families and students. Academic Advisors make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed. The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight. Insight has a focused area of improvement for increasing attendance at face to face events throughout the community.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-23|Met|2019 19753090129742|Inspire Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 51714560133934|Inspire Charter School - North|3|Educational research has placed a strong correlation between parent participation and student success Our family engagement goal is to involve parents and guardians in advisory groups to provide input into decision making. This is particularly true for parents/guardians from underrepresented backgrounds, including unduplicated student groups and individuals with exceptional needs. We solicit input from our families in a variety of ways including online surveys, discussion groups, through their child’s teacher to name a few. We continue to be proactive in our efforts involve parents in our various governance and advisory committees, we would like to see an increased number of parents participating in all aspects of our school.|We have developed a multitude of parents supports to help guide them through grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides. Our communication includes information about their legal and student education rights. This approach has helped us to establish meaningful relationships with families. Through this open communication with parents, we have learned of protocols that we are looking to improve through staff professional development. For example, like many high schools, we are focusing on consistently improving staff collaboration regarding individual graduation plans to ensure all students are on track to graduate and provide academic supports as needed.|Parents have ample opportunities to participate in school programs through surveys, parent workshops, monthly meetings with teachers, serving on governance committees, attending special events, engaging in fundraising events, joining parent organizations, and advisory committees. Because our main curricular option is independent study, we recognize the importance of providing staff with professional development focused on building trusting and meaningful relationships with parents and guardians. We are working to increase the number of forms and communications that are transcribed into appropriate primary languages.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 04614240120394|Inspire School of Arts and Sciences|3|Surveys (including WestEd's annual survey) are conducted frequently throughout the year. Parent groups, such as the Inspire Support Team, provide direct feedback on the school's programs and policies. An area of focus is to include families in additional advisory groups to participate in expanded decision-making at the school.|The school ensures families know the support services available at school through newsletters and events like Back to School Night. Staff has implemented Multi-Tiered System of Support that brings case carriers together to consider ways to partner with families, teachers, and students for their success. Teachers use online platforms to update families regularly regarding academic progress and ways to support students at home.|The school engages existing families through the advisory structure where all students are identified into cohorts with a relationship with a staff member during the entire enrollment at the school. Surveys and other measurements are sent out periodically throughout the school year to gather feedback from families. An opportunity for focus is to provide additional translation services and translated outreach materials to the community as a whole.|4|3|3|2|4|4|4|4|4|3|4|4|2019-10-14|Met|2019 37682210101360|Integrity Charter|3|While we administer an annual parent survey to collect data from parents regarding the school climate, we also ask questions specific to decision-making policies and parent participation. Our goal is to involve parents in such a way that they influence schoolwide decisions. For example, our LCAP parent committee regularly provides us with guidance regarding planned actions/services. Not only do we inform parents about opportunities to join our various governance and advisory committees, but we also encourage them to participate. Nonetheless, we would like to see an increased number of parents participate. More specifically, we are trying to improve strategies to include parents from underrepresented groups in the school community. To this end, we are providing professional development to our staff to build their capacity to seek meaningful input from all families for decision making.|Families are invited monthly to Family Friday’s, where we share school data and provide parents with strategies to support learning at home. After the family Friday, parents go into the classroom to build trusting relationships and form a partnership to support student academic learning plan with their child’s teacher. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, and parent workshops. Under the direction of caring, appropriately credentialed teachers, students complete work in the classroom in whole, and/or small small group instruction. Parents are provided with monthly opportunities to participate in discussion groups related understanding the California Standards, parent advocacy, educational rights, and being college and career to name a few. This year (2019-2020) teachers will give 2 parent workshops for parents toward understanding their child's academic levels. A focus area for improvement is to increase our parent participation in the school survey and increase parent awareness regarding the importance of their child’s academic level and mastery.|Educational research validates that support at home is critical to a child’s academic success, we have made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and student monthly to celebrate, collaborate and review student learning plan, student work, and determine next steps for student achievement. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, learning field trips, and by participating in advisory committees, and family fridays. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language (Spanish/English). However, we are working diligently to make sure all forms and communications are transcribed in any additional languages to support parents. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-21|Met|2019 19101990134346|Intellectual Virtues Academy|3|As discussed above, we provide a wide range of opportunities for families to meaningfully engage the Academy in decision-making. In addition to what has been discussed, we also highly value student, staff, and faculty voices in the process, including through weekly meetings with the student leadership council, three-times a year student surveys, twice a year teacher/staff surveys, and professional development focused on policy & protocol changes, weekly staff and teacher meetings. 99% of our parents are satisfied with the way Academy staff engages them.|While engagement begins with communications, it deepens through dialogue. 87% of our parents attend school events that are academic in nature. Separately, 95% of our parents attended student-led conferences. Additional, ways we engage our parents are through our Parent Alliance, School Site Council, parent surveys, social media feedback loops, and family social events sponsored by the Academy. We have increased our capacity to improve engagement of underrepresented families by significantly increasing staff who are able to translate.|The Academy is committed to ensuring that meaningful stakeholder engagement is integral to a thriving community of learners. We have a full-time Outreach Coordinator that communicates regularly with our families through twice a month newsletters, phone calls, texts, emails, and social media. 100% of our parents are satisfied with our communications as reported on our anonymous parent surveys.|5|5|5|4|4|4|5|5|4|4|4|4|2019-10-02|Met|2019 19647250127506|Intellectual Virtues Academy of Long Beach|3|IVA’s professional model of intellectual character development allows it’s faculty, staff, and administration to be the first to practice the values of the school including Aligning Decision Making with the Model, Culture of Thinking, Self-Knowledge, Openness and Respect, and a belief in the Growth Mindset not just of our students but of ourselves first. IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and seeking parents to be decision-makers in their child's education progress. IVA began through creating Parent Academy education nights based on feedback requests that in their event collect feedback and help improve the faculty’s implementation of our model. In addition, IVA has implemented restorative circle discussions with parents related to timely topics of concern. These responsive events are well publicized in both the weekly parent newsletter, that around 50-60% of parents open along with school messenger contacts by phone, text, and email. IVA has hired staff members who are Spanish speaking and ensure that each parent education night provides Spanish translation opportunities. IVA continues to be exemplary in its parent education, access, and invitation to the decision-making process at the school site. In addition, IVA continues to implement topics based on parent survey result feedback, feedback from parent meetings and other casual conversation, and after major school events to seek input and future adjustments. IVA continues to implement additional LCAP Advisory Committee meetings to seek parent input. While opportunities for input and decision-making exist and are open meetings, IVA believes it can continue to grow in notifying families in their own language to encourage welcome and participation.|IVA's Curriculum and Instruction supports the students outcomes by allowing students to feel engaged in their learning. IVA's intellectual virtues model provides the language for students to evaluate and set goals for their own thinking practices. In addition, in a 2019 annual survey parents were asked about a variety of school to home connections that parents are able to access and participate in. Parents were asked, "Which home­ to school connections have you been able to access?" with the following responses: Parent Academies ­­ 73%, Parent Volunteering ­­ 67%, Weekly Newsletters ­­ 94%, Parent Conferences with teacher ­­ 35%, Email or phone call with principal, counselor, or other staff members besides teachers ­­ 37%, Back to School Night ­­83%, Home Conversations ­­ 75%, IVA Board Meetings ­­ 11%. "I feel welcome to participate at this school." 96%, "School staff treats me with respect." 99%, " School staff takes my concerns seriously." 97%, "School staff responds to my needs in a timely manner." 89% "School staff is helpful." 100%, 97% agree that the school provides adequate support to my child." In addition, parents voted on their choice in Parent Academy meetings Parent Conversations. (a restorative justice practice) School­ facilitated parent community conversations hosted on campus and focused on pre­-identified middle school support topics. (Example of process: School takes regular surveys of parent concerns, schedules meetings for interested parents to process, facilitates discussion groups): Parent Conversations 17% first choice 1.66 overall. Parents took LCAP budget-specific survey questions and were provided with a simplified budget summary for 19-20 spending with 88% responding that the budget with planned actions, services, and budget amounts are reasonable. 97% agree with the statement, "Overall, so far, I am satisfied with my child's education at IVA" 96% agree that "I feel welcome to participate at this school" and 98% agree that "School staff respond to my needs in a timely manner" and 99% agree that, "The school staff treats me with respect." In addition, in the Spring of 2019 with 97% agreeing that the school welcomes their suggestions. Based on these survey results it is clear that IVA continues to offer a welcoming environment for parents where their participation and contribution to their child's education is appreciated and they find themselves as stakeholders in the process. In addition to family responses to offered events, IVA reaches out to families whose students are struggling and sets up Student Success Team meetings, which involve both the student, family, counselor, and multiple teachers who work together to understand what the student is doing well and where there is struggle. This SST team creates a plan together to utilize resources and determines what results they should collect and when they should check back in. IVA also implements 504 plans and IEP plans through the MOU with the LBUSD SELPA.|IVA promotes strong and connected parent, family, and community engagement through collaborative and inquiry-based professional development practices that focus on IVA's values which result in faculty and staff welcoming feedback and participation in decision-making. Most importantly, the Parent Academies that IVA offers other events and conversations are collaboratively led by teachers and staff. The preparation for these events are created and feedback collected through IVA's professional development model. These cycle of inquiry practices provide ongoing education and engagement in professional development for teachers, support personnel, and other staff in the value and utility of parent contributions including how to reach out to parents, communicate and work with parents as equal partners implement and coordinate parent programs, and build ties between parents and the school. This educational rhythm of inquiry, research, discussion, and collaborative problem-solving is a practice IVA values in a thoughtful community that is a Culture of Thinking that practices Self-Knowledge through Openness and Respect believing in a Growth Mindset through our events. IVA builds capacity for parent and family engagement that helps parents understand standards, monitor child's progress, and work with educators through multiple measures. These measures include materials and training to foster involvement beginning with a new family orientation in the fall of each year, a parent-student handbook, and a set of on-boarding Parent Academy meetings to help parents become comfortable with the practices, contribute in decision-making, and access resources offered at the school site. IVA's collaboratively created Parent Academy agendas guide IVA's educators and parents into asking questions and contributing together with faculty and staff results in deeply ingrained staff participation and practice where all participants seek to practice a Culture of Thinking. Parent Academies include Back to School Night, four beginning of the year new parent, and a Parent Academy on encouraging Healthy Relationships among others. IVA is growing in its implementation of offering Parent Academies and communication in the families' preferred method. This element of communication will continue to strengthen the sustainable level that the school is able to create welcoming environments for all families in the community.|5|4|5|3|5|5|5|5|4|4|4|5|2019-10-02|Met|2019 27660926118962|International School of Monterey|3|Since opening, involving families in ISM decision making has been a strength of our school as evidenced by the following: Per our charter, at least half the members of the ISM BOARD OF TRUSTEES must be parents. During 2018-2019, 7 of 12 trustees were parents of current students and one a grandparent. As such, the trustees represent our families while also exercising the authority to make major decisions for the school. Each of the 8 BOARD MEETINGS held each year serves as an opportunity for family members to provide input to the board during designated public comment times as well as direct participation in the action item discussions. The STRATEGIC ADVISORY TEAM guides an annual update of the ISM Strategic Plan and LCAP. The SAT comprises representatives of these stakeholder groups: families, teachers, non-teaching staff, administration, board, ISM Foundation, Family Connection, and community partners. These representatives consider multiple data sources in proposing annual updates for board approval. This includes annual assessment of progress toward LCAP and California School Dashboard target outcomes that address all state and local priorities. ISM administers SURVEYS for students, parents, and staff near the end of the school year. These surveys target feedback regarding specific areas of the academic program and overall operations through questions about what stands out and what needs improvement. Monthly COFFEE WITH THE ADMIN sessions provide opportunity for parents to meet with the ISM director and other administrators for updates, questions, and answers. Specific topics change monthly; however, the overall focus always remains on providing each ISM student with a great school experience. In 2019, three of the coffees were specifically dedicated to LCAP, family engagement, and Dashboard input from attending parents. ISM invites parents to attend for the whole 90 minutes or to drop in for any part. The discussion is conducted in English with concurrent Spanish interpretation upon request. Because ISM welcomes family presence in classrooms and on campus, extensive opportunity exists for INFORMAL INTERACTION among ISM trustees, administrators, staff, students, and parents. Within an atmosphere of continuous improvement, this results in extensive input regarding what is working and what might make ISM better. Though we see overall ISM community involvement in decision making as a significant strength, we recognize the need to increase involvement for specific subgroups including underrepresented students and families. Thus, our current focus for improvement in this area is to establish a Family Engagement Team built on the foundations of our current Climate, Culture, and Community Team, student support services, Family Connection, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.|On the second critical dimension of family engagement identified in the CDE’s Toolkit—the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities: ISM asks each family to contribute three FAMILY HOURS per month for the first student enrolled at ISM and one additional hour for each additional child. In response, families contribute 13,000-14,000 hours of service each year. Many of the volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, fieldtrip driving and chaperoning, and library support engage parents and grandparents directly in the learning process. ISM has contracted with AmeriCorps to provide a Volunteer Infrastructure Program (VIP) Fellow to further refine the matching of volunteer roles with parent interests, which will further embed the ties between service and learning. ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 5:00pm. This includes trainings that increase the ability of teachers and the principal to increase their capacity to partner with families, recently including Multiple-Tiered Systems of Support (MTSS) and Implicit Bias trainings. ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student-led conferences in the spring. Beyond the formal, ISM has a clear open-door policy for families to access teachers and administrators to discuss any concerns and requests. ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include SeeSaw, a portfolio-management solution, and ManageBac, a learning management and reporting platform specifically designed to support International Baccalaureate schools. Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.|As noted in our charter, we have built ISM on a foundation of open exchange within a culture of family involvement. “There is a pervasive sense throughout our community that the success of this endeavor stems from working toward common goals including funding and continuous school improvement.” Toward this end, we encourage communication and exchange of ideas among students, families, faculty, staff, and trustees as our major stakeholder groups, as well as various subgroups including underrepresented students and families. Thus, consistent with the guidelines for effective family engagement articulated in the Family Engagement Toolkit developed by the CDE, ISM has developed “an intentional and systemic partnership of educators, families, and community members… [who] share responsibility for a student’s preparation for school, work, and life…” [Weiss, Lopez & Rosenberg, 2010]. ISM stakeholders work to continuously strengthen the two critical dimensions of family engagement identified in the Toolkit. For the first of these—trusting relationships between educators and families—ISM’s particular strengths include these relationship-building activities: One ORIENTATION in spring for incoming kindergarten families, and another in late July for new grade 1-8 students and families. A July POOL PARTY for new families and a WELCOME COFFEE on the first day of school. Both of these are offered by the ISM Family Connection, an active group of parents committed to its mission to “build a community of families by working with school staff to develop motivational and fun events that complement the ISM curriculum, and encouraging and coordinating family talent and effort.” Individualized KINDERGARTEN READINESS ASSESSMENTS that include a parent input/learning component. Administrators and staff members WELCOMING students and families as they arrive in the morning and saying goodbye at the end of the school day; and teachers greeting students at classroom doors at the start of each school day. Emphasis on COMMUNITY BUILDING in each classroom during the first three weeks of school as part of ISM’s responsive classroom expectation. Completing IDENTITY-RELATED UNITS OF INQUIRY under the transdisciplinary theme of “Who We Are” in the IB Primary Years Programme and “Identities and Relationships” in the IB Middle Years Programme to learn about each family’s strengths, cultures, languages, goals, and much more. Implementation of the PARENTSQUARE platform to support regular two-way communication between school and home, including automatic translation into each family’s home language of choice. Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This will include efforts to fully understand barriers to connection such as meeting times and childcare.|4|4|3|4|3|4|5|3|3|3|2|2|2019-10-24|Met|2019 07100740137026|Invictus Academy of Richmond|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 14101400000000|Inyo County Office of Education|3|students and families maintaining consistent communication which allows for multiple opportunities to facilitate and receive input. Another strength is the positive working environment and collaborative culture that exists between administration and instructional staff who work together to develop strategies that build positive relationships and partnerships with families and other student stakeholders. One area of needed improvement is to increase face-to-face communication with families to make them feel more comfortable on campus. Therefore, at the end of the first semester the 2019-2020 school year, JKBS will invite parents/family members to a meet-and-greet event with administration, instructional and support staff including probation and Rehabilitation Specialist. We will have a similar event at the beginning of the third quarter during Spring Semester. This will be a positive step in improving engagement with all stakeholders, but particularly with underrepresented groups. We will seek to solicit input from these underrepresented families and students so that we can develop new and improve existing strategies to garner more input and decision-making from our constituents.|The intake process is a critical component and strength of supporting a student’s transition to the community school and hopefully sustained progress and growth so they can return to their former school. This process clearly outlines the goals, available support, and overall policies and expectations so students and their families know how to navigate the available resources to achieve success. It is important that our families know they have an open door policy to access a teacher and/or administration and counseling so all can collaborate to support improved student outcomes. As mentioned above, one of many important resources is the addition of Inyo County Juvenile Probation Rehab Specialists and also weekly counseling from North Star to assist and support students. The partnership with North Star provides another layer of support to insure positive progress and outcomes particularly for those underrepresented families who often struggle to navigate some of the barriers to additional support and resources. We strive to streamline the path to anything that will help a student grow and achieve. A focus area for improvement is developing opportunities to help parents learn how to support their student’s growth in the affective, academic and social/emotional domains at home.|Because of our small size and other factors, an area of strength for the Jill Kinmont Booth School (JKBS) is family engagement and building strong relationships with students and their families. JKBS staff and administration makes a concerted effort to have an open door policy and a high level of parent accommodation and accessibility to create and sustain a welcoming environment. JKBS develops a comprehensive picture of our students’ home environments, cultural backgrounds and other relevant information to personalize and support students’ educational experience in order to create positive outcomes. We recognize that a positive school climate and student connectedness must be the foundation upon which a student can experience both academic and affective growth. Therefore this is an area of growth that must be consistently examined, cultivated, and improved upon. One key strategy to improvement is to consistently utilize this tool to reflect upon current practice and potential barriers for families. Through the aforementioned process/tool we have identified that language barriers for our Spanish speaking parents is an impediment to relationship building and consistent clear communication that needs to be remedied. We do not have the resources at this point to provide interpreter services, so we are going to evaluate other strategies to overcome this. An area of progress in family engagement practices here at JKBS has been the incorporation of Inyo County Juvenile Probation Rehab Specialists who work closely with both students and families to support student academic and social/emotional development and resilience.|4|4|3|2|3|3|4|4|3|2|2|3|2019-10-17|Met|2019 04614400121509|Ipakanni Early College Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 04615070121509|Ipakanni Early College Charter|3|IEECS is able to offer many opportunities for parents to connect and provide input. Through family events, surveys, School Site Councils, and Parent Council stakeholders are able to help plan, design, and implement activities. One area of improvement is increasing attendance Parent and School Site Council meetings.|Teachers are given time on Fridays to contact parents and discuss student progress. Parents are encouraged to advocate through the use of Remind app, phone call, and email. All K-5 students are required to have parent conferences. For the 6th-12th grade, meetings are required for students who are receiving no credit in two or more classes. One area of improvement is having a better structure in place for how meetings with parents should be conducted.|IECCS has one monthly event scheduled to engage families. Some examples are family game night, back-to-school night, school site council, etc. One area of improvement is increasing the number of families attending these events and reaching out to parents who did not attend.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19734520120600|iQ Academy California-Los Angeles|3|As always, iQLA hosts a variety of parent and student input sessions throughout the year and collects input via regular surveys, as well. All stakeholders are asked to provide input on procedures, programs and policies as part of our LCAP and WASC processes. A new position will be added to further address engagement of all families, particularly underrepresented populations.|iQLA implemented a Grad Plan tool. This was introduced in school assemblies and discussed in individual conferences with students. The purpose of the tool is to provide students with a living digital document of their progress through high school that reflects their goals and successes. An area for continued improvement at iQ Academy is in refining the PLC structure of our school to ensure staff are engaged in professional dialogue around achievement and support in our setting. To this end, the administrative team attended a summer workshop, learning how to implement effective PLC. In addition, the administrative and support team provide a number of workshops to all Learning Coaches throughout the year on topics such as attendance, engagement, creating an effective home learning environment, etc. iQLA continues to use a communication tool that includes end-user translation, as well as providing translated documents and interpreting services to families.|iQLA focuses on building relationships to support student success in the independent study environment. Teachers complete Welcome Calls, Monthly Connection Calls, Academic Conferencing, and live synchronous Instruction. The purpose of the monthly calls is to get to know each student's goals, personality and needs. Throughout the year, administrators host online Parent/Student input sessions. In addition, iQLA has hired additional classified support personnel to continue to support engagement of underrepresented families through our Family Academic Support Team Structure. iQLA implemented a communication tool which translates messages into the language of the end-user. This is in addition to our document translation and interpreting services. An area of improvement for iQ Academy is in increasing opportunities for virtual face-to-face interaction. This opportunity is addressed in the 2019-2020 LCAP.|4|4|5|5|5|4|5|5|4|4|4|4|2019-06-12|Met|2019 30736500000000|Irvine Unified|3|Narrative: Within Irvine Unified School District, we offer parents and families the opportunity to be a part of many advisory committees through the district, both at the site and district levels. Parents are also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents provide input on the Local Control and Accountability Plan through the Annual Survey, committee work, and participation in site-level activities. At the district level, we provide families with multiple opportunities to provide input on policies and programs, including underrepresented groups within the community. When providing these opportunities at the district level, we provide translated copies within our most common six languages so that all families know their voice is valued. Many departments within IUSD are working with families to establish and sustain strong advisory committees. These advisory committees are supporting families to understand their legal rights and advocate not only for their own students, but for all students. Furthermore, the IUSD Parent and Family Engagement team is working to provide opportunities to have families, staff, and other district administrators come together to design, implement, and evaluate family engagement activities at all levels.|Narrative: The Irvine Unified School District (IUSD) has established the Irvine Parent Education Program, which provides all families with the opportunity to attend workshops to learn about district programs and child development. These workshops help parents and families better understand our district programs, adopted curriculum, child development milestones, and ways to support learning at home for the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA) and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a wide array of parent surveys in order to gather feedback from their local communities. Overall, IUSD will continue to work with principals and teacher leaders to improve their capacity to collaborate with families for better student outcomes. This will include professional learning, support with establishing advisory committees, and providing training for parents concerning specific skills or curricular targets.|In the Irvine Unified School District, we recognize the value that all families bring to our diverse community. Our staff (i.e. administrators, teachers, and classified staff) are encouraged to build trusting relationships and build welcoming environments for all families in the community. We ensure that all schools have a system in place to engage in regular two-way communication with parents and community members on a regular basis. Within our district, we have an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives. We are working with our professional learning department to provide more staff trainings on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, our Parent and Family Engagement team is working to further build the interpretation and translation services available district-wide so that families and staff feel supported and clearly understood.|3|3|3|4|3|4|4|3|3|3|4|3|2019-10-15|Met|2019 19734370134338|ISANA Achernar Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Achernar believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|5|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 19647330123984|ISANA Cardinal Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Cardinal believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|5|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 19770810135954|ISANA Himalia Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Himalia believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|5|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 19647330108910|ISANA Nascent Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Nascent believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|4|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 19647330122655|ISANA Octavia Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Octavia believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|5|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 19647330123166|ISANA Palmati Academy|3|The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees. We continue to work on working with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.|Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at anytime in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcomed to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families to understand and exercise their legal rights and advocate for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish. One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we are communicating with each family in the most effective way possible. We also continue to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.|ISANA Palmati believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school host several other events including an end of the year Family Appreciation BBQ and Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process.|4|5|4|5|4|4|5|4|4|4|4|4|2019-06-25|Met|2019 10622400114587|Island Community Day|3|In support of strengthening student academic achievement, each school site in the KECSD develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) (parent involvement policy).|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 16639336010466|Island Elementary|3|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.|We offer multiple opportunities for parents to receive training, provide input, and be involved in their child’s education. This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved. We had an additional time frame for parent conferences at the mid first trimester so that we could be proactive in assisting the students and parents, working as a team, to support successful academic performance and progress.|Currently we receive input from a multitude of parents who are from a variety of backgrounds. We will continue to reach out to those parents who do not give input so that we are sure to address their concerns and all students needs.|4|4|2|4|3|4|4|3|4|4|4|5|2019-10-23|Met|2019 16639330000000|Island Union Elementary|3|Currently we receive input from a multitude of parents who are from a variety of backgrounds. We will continue to reach out to those parents who do not give input so that we are sure to address their concerns and all students needs.|We offer multiple opportunities for parents to receive training, provide input, and be involved in their child’s education. This year we are putting emphasis on the social emotional well being of our students as well as staff. We will be providing continued training and support throughout the year. We will continue to work on finding more, and different, ways to get the parents who don’t get involved, involved. We had an additional time frame for parent conferences at the mid first trimester so that we could be proactive in assisting the students and parents, working as a team, to support successful academic performance and progress.|We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child’s education. We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved. We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.|4|4|2|4|3|4|4|3|4|4|4|5|2019-10-23|Met|2019 19647330106351|Ivy Academia|3|.Through Professional Development opportunities, principals and staff will receive instruction on how better to engage families .As an entire staff, the school will work towards a more collaborative approach to implement and evaluate family engagement activities at school for the entire site|We continue to work to improve engagement of underrepresented families in a variety of ways including: .Increase communication about engagement opportunities though website postings, emails, flyers, and phone calls .Provide translation services at minimum of 75% of meetings but 100% of all requested meetings (individual or group) .Counselor and ELAC coordinators make phone calls to inform them personally of meetings|.Ivy Parent Leadership Group (IPLG) meets regularly with both parents and staff to discuss ways to engage greater parent and community involvement while increasing communication about school improvements, activities, and athletics .IPLG has collaborated with the Student Councils to support K-12 activities and student connectedness .School Site Council and ELAC participation continues to improve .Parent input into decision-making was measured by school climate surveys and attendance at various school meetings .The new property currently undergoing renovations will include a Parent Center .The School Wellness and Technology committees continue to build support and seek input|3|4|3|3|4|3|4|5|3|4|3|3|2019-10-29|Met|2019 19647330128389|Ivy Bound Academy Math, Science, and Technology Charter Middle 2|3|Ivy Bound Academy’s strength in parent involvement is our frequency of announcements and emails as well as our monthly informational school site council meetings. School site council meetings are open to all parents and open discussions take place to welcome all parent input. We plan to increase the frequency of reminder emails that additionally notify parents of meetings and other announcements. In order to improve on the engagement of underrepresented families, we plan on sending hard-copy letters and announcement to parents who may not have email access. We also plan on creating translated forms of announcements to send home to non-English speaking households.|Ivy Bound Academy II strives in all ways to build a positive, working partnership with families to support all its students. In particular, Ivy Bound focuses on transparency and expediency in all interactions with families. Parents are welcome to come to campus or speak with staff at all times. There is always staff available in the office to help parents and provide them with any necessary information. If parents every have any questions, there are binders with information and fliers to support parents in the office. If parents wish to meet with teachers one on one, the meeting is scheduled for that week and taken care of quickly. Additionally, all teachers respond to emails within twenty four hours, and parents have consistent and constant access to grades and assignments through PowerSchool. For parents who have difficulty handling any of the technological systems used at the school, there are information and training sessions. If necessary or requested, parents can have multiple one on one meetings to ensure that their needs are met and that they are fully capable of utilizing all methods and systems offered by the school. Ivy Bound Academy also has a school site council that meets and allows parents to play an active role in the school. Weekly announcements and power emails are sent to all parents when necessary to keep parents informed and involved. Overall, communication is key to Ivy Bound’s partnership with parents, and the school works form a positive relationship with each family.|Ivy Bound Academy II knows that parental involvement is essential for academic success. Each year, parents are given surveys to fill out regarding teacher, staff, and administration. Based on last year’s surveys, 100% of parents who filled out the surveys state that Ivy Bound cultivates a trusting relationship with parents, a welcoming environment, and an understanding of the specific culture and needs of families and the community. The largest issue that Ivy Bound faces as a school is the lack of sufficient data and information from parents. Ivy Bound has a school site council that always includes parents and invites parents to attend meetings and play an active role in the school. Additionally, parents are involved with the school through many events that we hold on and off campus. The school frequently holds fundraisers at restaurants in the community, thus involving the community and inviting parents to actively engage with teachers and staff. Ivy Bound also invites parents to attend celebrations, awards ceremonies, and many festivities on campus. Parents are invited to participate in the school culture and events, however, Ivy Bound feels that there could be more parental participation. Ivy Bound’s goal for next year is to improve attendance at all school events. The school also works to improve community involvement by passing out brochures and postcards to build notoriety of the school. Ivy Bound also strives for transparent communication with all parents. The school communicates with parents using fliers, emails, and by keeping PowerSchool updated so that parents can stay informed of everything that happens at school. Furthermore, the school has a website that provides information on the school and helps parents communicate with teachers and staff. Parents also receive weekly updates, as a transcription of the weekly news is sent to all parents. Being a small school, Ivy Bound Academy excels in its knowledge of each family’s culture, strengths, and needs. There are multiple bilingual staff members that can handle any language needs or translations parents may require. Furthermore, as the school is small enough to focus on each family, families are given extra support in many ways. Parents and students are helped academically to meet their specific goals, and, in many cases, Ivy Bound is sensitive and supportive financially when necessary. Moreover, the school offers AM assistance before school to aid any struggling students, and Homework Club after school to support students who need help or do not have access to technology at home. Ivy Bound is thoroughly dedicated to helping all students and involving parents in the educational experience that the school has to offer. The school is working to further improve community outreach, but parents are certainly part of the Ivy Bound family.|4|4|4|5|4|5|4|4|4|4|4|4|2019-12-09|Met|2019 19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|3|Ivy Bound Academy has a School Site Council (SSC) to provide a forum for parents to give input on budget, safety, and other school decisions. Our strength is our teacher and staff involvement. We had almost every staff member show up to our vote for site council. Staff wants this program to succeed and advertises it to parents regularly. A focus area would be increasing parent involvement in these meetings. Parents do not attend with the regularity we would like to see or in the numbers we would like to see. In order to improve this, we will be having the meetings after school events when parents are already on campus.|Ivy Bound Academy provides a number of resources for students to work on at home. These include: ALEKS, Membean, Prodigy, Lexia, Holt, McGraw Hill, PowerSchool, typing.com, code.org, and Google Classroom. Parents are made aware of these resources at orientation and through the classroom syllabus for each class. PowerSchool is used to help parents communicate with teachers about any questions and student progress so that we may all work together. Parents are made aware of their legal rights to advocate for their students and all students. We have school site council throughout the year where we discuss the LCAP and other issues that involve parents advocating for student needs. Parents of students with special needs are reminded of their rights each and every IEP meeting.|At Ivy Bound Academy, PowerSchool is the first tool used by both families and the school the communicate and build report. The school creates a positive environment that is welcoming to families. There are many events on and off campus for parents to participate in. Communication is sent home regularly for these events. The school hosts, movie nights, high school night, dances, feasts, school site council, back to school night and has community events at locations such as restaurants. Parents are invited to be a part of the campus and their children's educational experience.|5|5|5|5|5|5|5|5|5|5|5|5|2019-12-09|Met|2019 56739400121426|IvyTech Charter|3|Strengths - ITCS conducts surveys and interviews with students, parents, staff members, and alumni to evaluate and comment on the program. The school seeks out feedback regarding the quality of services provided, the robustness of coursework, the real world applications of taught curriculum, and the school's overall culture. To be inclusive of all stakeholders, a parent and a staff member are always included on the school's governing board. Focus area for improvement - ITCS strives to increase the engagement and participation from all families. Improving engagements of underrepresented families - ITCS's small population allows for individual meetings to be held with underrepresented families with a translator, social worker, or court appointed advocate present, as appropriate.|Strengths - ITCS employs an online Learning Management System which not only hosts curriculum and course content, but also accurately tracks student progress. This data is utilized to communicate with all stakeholders about students' current status in all classes. The fact that this data is online, and continuously updated, facilitates parents and students keeping track of performance in real time. This allows for up-to-date and accurate communication between school and home. Focus area for improvement - ITCS strives to educate all stakeholders about the available information and how to utilize it in a proactive, rather than reactive manner. Improving engagements of underrepresented families - ITCS's small population allows for individual meetings to be held with underrepresented families with a translator, social worker, or court appointed advocate present, as appropriate.|Strengths - Each student entering into ITCS has a face-to-face meeting with the principal. They receive a guided tour through the facility along with a discussion regarding the individual student and their family's educational goals. This personal information is passed on to teachers before instruction begins. The school's small environment allows for productive professional relationships to be formed between faculty, staff, students, and families. Communication between school and home remains constant throughout the school year, keeping families aware and engaged in their student's progress. Students and their families regularly report that they feel welcomed into the ITCS family and appreciate the safe learning environment that exists here. Focus area for improvement - ITCS continuous strives to strengthen the relationship between our independent study students, academic advisors, and curriculum instructors. Improving engagements of underrepresented families - Currently ITCS only employs one bilingual staff member, which makes it difficult to communicate with all stakeholders in multilingual families. The school will continue to seek out bilingual candidates to join the staff as positions open.|5|5|5|5|4|5|5|5|4|4|4|4|2019-05-22|Met|2019 12628930000000|Jacoby Creek Elementary|3|The Jacoby Creek School District seeks input from parents/guardians in a number of ways. The School Site Council serves as the district’s LCAP Advisory Committee and works to collect stakeholder data. In the 2018-2019 school year, three focus group meetings were held to solicit parent input surrounding LCAP goals. A survey was also sent to parents. Additional formal input meetings, including LCAP advisory meetings, will be scheduled during the 19-20 school year.|The Jacoby Creek School District will promote parental participation in a variety of ways. The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, and parent participation in fund raising efforts, and parental involvement in our PTO, School Site Council, Jacoby Creek Children’s Education Foundation, and Athletics Committee. Though Jacoby Creek School District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. Progress will be measured by tracking attendance at Back to School Night and Parent Teacher Conferences, tracking Focus Group attendance, tracking survey responses, and monitoring whether or not fund raising goals are met. High levels of parent involvement are currently enjoyed by the school. The goal for the 2018-2019 school year is to maintain the current levels of involvement.|By focusing on formal and informal meeting opportunities, we create an environment that allows for full participation in the school community. Administration, certificated staff, and classified staff make personal connections with families and twice yearly conferences with parents allow for a minimum of two opportunities per year for families to connect with the school. Teaching staff communicates regularly with all families via up to date websites and/or weekly notes. Administration maintains an up to date website and sends a monthly newsletter. Active PTO and Foundation parent groups provide opportunities for family fun at our school.|4|4|3|4|4|4|4|3|5|4|3|4|2019-10-14|Met|2019 19647330109884|James Jordan Middle|3|In response to the statement "The school involves me in important decisions about my child's education" 95% of JJMS parents agree vs 81% agreement from parents at LAUSD schools. JJMS encourages parents to network with other parents and to participate in state mandated groups such as the School Site Council. 85% JJMS parents agree that is true vs 73% agreement As part of our efforts to improve the engagement of underrepresented families, one of our LCAP goals is to improve parent participation in the English Learner Advisory Committee by reaching quorum for the committee at more of the meetings held during the school year. In each of the past 3 years, we have increased attendance for this important group,.|The following responses on the School Experience survey, that was administered by our authorizing district, justify our rating ourselves very highly in this area. The survey section called Resource Availability includes questions about how much information is provided by the school and also if academic support is available. JJMS is rated at 90% versus a rating of 76% for district schools. 79% of JJMS parents agree that they regularly communicate with teachers and/or staff about their child's progress versus 68% at district schools. JJMS continues to provide opportunities for parents to learn about their legal rights and to advocate for their child in high school.|In the 2018-19, school year we participated in our authorizers school climate survey online and we also conducted our own in-house survey to gather information on the success of our ability to engage Parents. Here are some key results that support our rating ourselves at a 5 for the items above. "Teachers treat me with respect" 98% of our parents agree versus 92% as the district score. "Staff treats me with respect" 96% JJMS versus 88% at district schools. "This school provides me with information (written and verbal) that I can understand. 99% at JJMS vs 94% at district schools.|5|5|5|5|5|5|5|4|5|5|5|5|2019-10-17|Met|2019 55723630000000|Jamestown Elementary|3|Jamestown School District meets regularly with the various stakeholder groups and uses frequent surveys to gain input for decision making. Surveys for both input and evaluation of activities are utilized and are used in planning and designing activities and programs.The district uses Family Fun Nights as an avenue to seek input and feedback on particular topics, along with District committees such as Site Council, Management and Leadership Team. We can improve upon actively reaching our underrepresented families by reaching out and seeking verbal feedback instead through traditional paper or email surveys. We distributed a flyer on resources and supports that the Jamestown Family Resource Center can provide along with a needs assessment. We had over 100 families submit a form requesting support. We have also distributed a volunteer survey at our Arena Registration and this is the vehicle that we need to use to more actively connect volunteers to the right school personnel in order to reach action, not just intent.|Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices is positive progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols were revised to give more specific information on tiered interventions available and used to help support student success. We can focus more specifically on parent education in the areas of learning outcomes for each grade level, social emotional learning, and attendance.|Jamestown School District is actively welcoming parents and families on our campuses. Staff is present in the mornings to greet students and families and at dismissal time. The District provides a monthly newsletter and classroom teachers communicate through technology apps, email, blogs and class newsletters. Positive behavior support and communication is handled through personal phone calls, Panther and Dragon Prides, and positive referrals. Site administration is visible and accessible on campus and responsive in a timely manner to address parent needs and concerns as well as building positive relationships. The District staff have implemented Family Fun Nights to both engage and educate parents and families which has been very successful. The Jamestown Family Resource Center distributed flyers at the beginning of the school year to all families to inform them of outside resources ad supports available, especially to our underrepresented families. There has been an increase in our bilingual staff and documents are being translated into Spanish, along with our bilingual liaison making personal phone calls and outreaching to our Hispanic families. The District can improve our opportunities for engagement of our families by providing more opportunities for parents to be involved during the school day and finding other regular times for parents to engage in conversation with administration. We need to act and reach out to those parents that have identified they would like to be involved in our back to school volunteer form and connect them with the appropriate school staff. We need to continue to educate our families on attendance and ways in which to support increased student academic achievement at home. It is also important for us to better understand the needs of our families and assist them in locating outside resources and supports. Finally, we have made strong efforts in translation of the ore important documents, but this needs to be a regular component for all communication.|4|4|3|3|3|3|3|3|3|3|3|3|2019-10-09|Met|2019 37681550000000|Jamul-Dulzura Union Elementary|3|JDUSD has chosen to seek and gather parent input and support parent participation in a variety of ways throughout the year. On average we offer 110 opportunities each year for parents to visit school and to become involved. An annual survey is posted on the district web page. In addition, Principals hold approximately 16 informal coffee meetings (Chats at K-5 and Klatches at 6-8) each school year with parents/guardians. These meetings are open ended and allow for free conversation and structured discussions around specific topics which are of high interest to parents. The District Strategic Planning Team (SPT) is a collaborative team that includes parents, staff and school board members. The SPT meets two times each year for 3 hours to review progress and make recommendations toward the Strategic Plan which includes all of the district's 6 LCAP goals. In addition, a Parent Advisory Group Experience (PAGE) meeting is held in the Fall and Spring. Parents from the district are all invited to attend. We also make sure parents from the District English Learner Advisory Council, PTA, PTSA, School Site Councils, and the Strategic Planning Teams are invited too. The PAGE reviews progress made toward each LCAP goal and then provides input as to the next steps for each of the goals. A record of attendance and of the input shared at the meeting is kept on file at the district office. Approximately 3,046 times per year parents/guardians participate in school and or district events. Translators are provided for parent conferences, IEP and SST meetings. Weekly messages are provided in writing and via phone in both English and Spanish for parents to remind them of involvement, participation, and input opportunities on all school sites.|Principals and the JDUSD Cabinet Team have been working together to ensure that teachers and staff know how to partner with families in order to ensure positive outcomes for students both academically and mentally. For the 2018-19 school year, we have actively worked with the San Diego County Office of Education in order to update and ensure our resources for families is complete for our area. We added additional psychology support along with Sandy Hook Say Something Anonymous at the middle school and Care Solace support throughout the district. Teachers meet with families during parent/teacher conferences twice a year and informally on an as needed basis. We have worked diligently to ensure that our parent advocacy information to complete and up to date on our website along with sending the information home and referring parents to where it is posted when applicable.|Principals, teachers, bus drivers, and more, genuinely care about their students and want families to feel welcomed and part of the school community. They work diligently as a team and individuals to try to ensure that there are opportunities for two-way communication and that all communication is trusting and respectful. Our principals work with their office staff to ensure that the office feels welcoming to all. We have increased the number of bilingual people in the offices as opening have occurred in order to facilitate communication between families and school. Principals work to have multiple opportunities on campus for two-way communication between staff and families including but not limited to coffee chats, parent teacher conferences, and family nights such as Literacy Night, PI Night, and Parent Education Night. Our focus area for improvement is for all staff members at each site who come in contact with families, to learn each and every family's strengths, culture, language, and goals for each of their children. Teachers and the principals know each family, but it is imperative that the other people on site ie. the office staff also know what parents hopes and dreams for their children are so that we can support families anytime they are on campus.|4|4|3|4|4|4|4|4|5|5|5|4|2019-10-15|Met|2019 18641050000000|Janesville Union Elementary|3|Janesville School has an effective School Site Council that includes parents in the decision-making process for documents and policies including the district's LCAP, the school handbook, the emergency operations plan, the parent engagement plan, and the planning for federal expenditures such as Title I.|Janesville School has a strong and active School Site Council and PTO. Janesville also enjoys great parent volunteer support with a corps of regular classroom volunteers. The school's weakest area in building partnerships for student outcomes is in proving opportunities for families to become directly involved in their students' classroom learning, especially with regards to low income families. In response to this need, the school is partnering with Lassen Community College to provide Parent University on campus in the spring of 2020. This program, which will include childcare and dinner, will link parents with their students to help them better understand their students' learning process as well as how to help them prepare for high school and college.|According to parent survey responses from spring, 2019, parents feel welcome at Janesville School. They feel that they receive adequate communications regarding school activities and their students' progress, and they feel their students receive a quality education from caring and nurturing staff. However, many parents express concern about their students' safety on campus. Their concerns were two-fold: 1) concern about possible intruders on campus and 2) concern about bullying on campus. In response to these concerns, the staff at Janesville School has established school culture and safety as a major focus area for improvement. The staff received additional training on managing school intruder situations, and the school upgraded its locks for outside doors. A school culture committee has been meeting to develop ideas and activities to improve student engagement.|5|5|3|4|3|3|5|3|4|4|4|5|2019-10-15|Met|2019 19101990106880|Jardin de la Infancia|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37681630138628|JCS - Cedar Cove|3|School site council meetings are held at each academy and Zoom is utilized at both SSC meetings and board meetings to encourage families to attend remotely even if they cannot attend in person. JCS-Cedar Cove is considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-Cedar Cove works with parents on a regular basis to monitor student work. Homestudy families meet with their teacher at least every 20 days, but teachers are available daily to offer support to parents and meet more regularly as needed. Academy teachers are available each week to support families for homestudy days. JCS-Cedar Cove continues to improve communication lines with parents and implemented ParentSquare this year. An area of focus will be to explore better means of communication (possibly translations) for our Spanish speaking families, which comprise the vast majority of students with another language in the home.|Because JCS-Cedar Cove is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the support needed. Parents are encouraged to attend workshops for home study and volunteer in academies.|5|5|3|5|5|5|5|2|4|4|2|1|2019-10-30|Met|2019 37103710138792|JCS - Manzanita|3|School site council meetings are held at each academy and Zoom is utilized at both SSC meetings and board meetings to encourage families to attend remotely even if they cannot attend in person. JCS-Manzanita is considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-Manzanita works with parents on a regular basis to monitor student work. Homestudy families meet with their teacher at least every 20 days, but teachers are available daily to offer support to parents and meet more regularly as needed. Academy teachers are available each week to support families for homestudy days. JCS-Manzanita continues to improve communication lines with parents and implemented ParentSquare this year. An area of focus will be to explore better means of communication (possibly translations) for our Spanish speaking families, which comprise the vast majority of students with another language in the home.|Because JCS-Manzanita is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the supports needed. Parents are encouraged to attend workshops for home study and volunteer in academies.|5|5|3|5|5|5|5|2|4|4|2|1|2019-10-30|Met|2019 37681630138156|JCS - Mountain Oaks|3|School site council meetings are held at each academy and Zoom is utilized at both SSC meetings and board meetings to encourage families to attend remotely even if they cannot attend in person. JCS-Mountain Oaks is considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-Mountain Oaks works with parents on a regular basis to monitor student work. Academy teachers are available each week to support families for homestudy days. JCS-Mountain Oaks continues to improve communication lines with parents and implemented ParentSquare this year.|Because JCS-Mountain Oaks is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the supports needed. Parents are encouraged to attend workshops and volunteer in the academy.|5|5|3|5|5|5|5|2|4|4|2|1|2019-10-30|Met|2019 33103300138602|JCS - Pine Hills|3|School site council meetings are held at each academy and Zoom is utilized at both SSC meetings and board meetings to encourage families to attend remotely even if they cannot attend in person. JCS-Pine Hills is considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-Pine Hills works with parents on a regular basis to monitor student work. Homestudy families meet with their teacher at least every 20 days, but teachers are available daily to offer support to parents and meet more regularly as needed. Academy teachers are available each week to support families for homestudy days. JCS-Pine Hills continues to improve communication lines with parents and implemented ParentSquare this year. An area of focus will be to explore better means of communication (possibly translations) for our Spanish speaking families, which comprise the vast majority of students with another language in the home.|Because JCS-Pine Hills is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the supports needed. Parents are encouraged to attend workshops for home study and volunteer in academies.|5|5|3|5|5|5|5|2|4|4|2|1|2019-10-30|Met|2019 37682130138636|JCS - Pine Valley|3|School site council meetings are held at each academy and Zoom is utilized at both SSC meetings and board meetings to encourage families to attend remotely even if they cannot attend in person. JCS-Pine Valley is considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-Pine Valley works with parents on a regular basis to monitor student work. Homestudy families meet with their teacher at least every 20 days, but teachers are available daily to offer support to parents and meet more regularly as needed. Academy teachers are available each week to support families for homestudy days. JCS-Pine Valley continues to improve communication lines with parents. We have activated Facebook and implemented ParentSquare this year. We have created a parent communication wall in the office. An area of focus will be to explore better means of communication (possibly translations) as well as promoting the Spanish translations already available for our Spanish speaking families, which comprise the vast majority of students with another language in the home.|Because JCS-Pine Valley is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the supports needed. Parents are encouraged to attend workshops for home study and volunteer in academies.|5|5|3|5|5|5|5|4|4|4|2|1|2019-10-30|Met|2019 16639176010391|Jefferson Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 35674880000000|Jefferson Elementary|3|While Jefferson has held School Site Council meetings in the past, the current administration is in the process of building the School Site Council to higher levels of fidelity. The SSC representatives are new to the position and working on an outreach program for the SSC Representative to communicate with the other families. We have a continued need to recruit a Spanish speaking representative. The information at the SSC meetings are shared with families and students through posting the Agenda and providing reports at the monthly Board Meetings. The staff seek input from all families on policies and programs through surveys, Family Nights, and Parent Teacher Conferences.|Jefferson Elementary works in collaboration with the San Benito Office of Education to receive ongoing professional development opportunities. The Teacher Principal attends monthy PLN meetings and substitute days and funds are provided for both staff members to attend additional learning opportunities. The Instructional Aid and Teacher Principal hold regular meetings and collaborate with one another on a daily basis. The Staff provides multiple opportunities to provide families with information and resources to support student learning and development in the home through Back to School Nights, School assemblies, a Summer School program, formal parent teacher conferences at least three times a year, Curriculum Nights, ST Math resources to use on the home, and providing technology equipment to families in need. The greatest area of need for Jefferson is building the capacity of Jefferson to support families in understanding and exercising their legal rights. The Teacher Principal is in her second year of administration and is building her capacity to understand and provide legal notices to the parents. While legal notices are posted as required by law and reports sent to SBCOE, she is working with the Board to update district policy and student handbooks to reflect current needs of the school and community.|The stakeholders who participated in this self reflection process included the Teacher Principal, Instructional Aid, School Site Council, Families of the students, and the Board Members. The current strengths of Jefferson is the capacity of the staff and strong communication between home and school. The Teacher Principal has over twenty years of classroom experience and attends monthly PLN meetings at SBCOE. The Instructional Aid has a background in Human Resources and the two staff members have frequent discourse about needs and improvement for the school. The staff members learn about the family's strengths, cultures, languages, and goals through home visits, a Summer School program, surveys, Personal Learning Plans for each student and "parking lot" chats. The staff communicates with the family through Friday Folders that go home weekly, monthly calendars. signs posted outside of the school, Google Classroom, Class Dojo. Identified opportunities for improvement include starting a community/family newsletter and mailing list. Jefferson is in the initial phases of developing a school website. The Instructional Aid is planning to enroll in college courses to earn a teaching credential in November 2019.|4|4|4|4|4|4|4|2|3|2|3|3|2019-10-02|Met|2019 39685440000000|Jefferson Elementary|3|The JESD continues to explore ways of improving parent input for decision making. JESD current strengths include family participation in advisory groups: LCAP Parent Meetings, School Site Council, ELAC, DELAC, and GATE Parent Advisory. A focus area of improvement is to increase participation on all stakeholder groups.|JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others. Second Step program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions. A focus area of improvement would be to continue to increase communication regarding all of the programs and training in place at the school.|JESD administers the CA Healthy Kids Survey to parents annually. The data was used to complete this self-reflection tool to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable the district to engage in continuous improvement and determine next steps to make improvements in the areas identified. JESD will share the results with all stakeholders to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services in the LCAP. JESD will continue to work on building relationships with diverse stakeholders. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. LEA current strengths include: 96% of parents indicated that the school encourages parents to partner with the school in educating their child and 85% feel welcome to participate in the school. 96% of parents feel the school is a safe place. 93% feel that the school motivates students to learn and that the adults care about the students. 93% of parents feel the school keeps families well informed about school events. School events, class events and parent-teacher conferences are well attended by families. A focus area of improvement would be to increase opportunities for parents to provide input before making important decisions as only 46% of parents felt they had input on decisions. Parents would also like more information on how to help their child at home, more information on their expected role. Families would also like to see increased programs for children with special talents, gifts, or special needs.|4|4|3|3|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 41689160000000|Jefferson Elementary|3|Jefferson Elementary School District provides many opportunities for families to get involved in the functioning of the schools and ways in which to support the schools through feedback and input. At the District level, there are also several opportunities for parents to provide input and feedback through the District English Language Advisory Committee, and the Parent Involvement Advisory Committee. We will focus more efforts in ensuring that our underrepresented families are clear about these committees, their functions, and provide our families with opportunities to attend these meetings and provide input and feedback. JESD partners with local Jefferson Council of PTAs and AFT to develop, promote and support at least 4 district wide opportunities. Every school site is encouraged to patronize at least 1.|Through our Parent Involvement Advisory Committee (PIAC), we provide various opportunities for parents to get involved and for their input and feedback to be shared. While this is a District committee, sites, too provide opportunities for parents and families to get involved in their schools, and opportunities for input and feedback through the School Site Council meetings, English Language Advisory Committee meetings, and the Parent Teacher Association meetings. As a District, we will work to ensure that those families who are underrepresented feel a safe sense of belonging, and feel that they have opportunities to share their input and feedback. For our staff, we will work with our leaders around how to have more impactful partnerships with the families of our district. We have provided opportunities for several of our schools to attend a two day Family Engagement Learning Institute that provides extended supports in working with families.|In the Jefferson Elementary School District LCAP, Goal 4 states, “Promote the district’s successes, challenges and initiatives to better engage and encourage broader community involvement in all JESD schools.” Metric #2 of this goal centers around our Family Survey that is given in the fall of the school year. The survey is provided in multiple languages and is provided to families in multiple ways (paper & online). Fourty one percent of our families responded to the survey in 2018-2019. Our focus questions that relate to family engagement show that between 94% and 97% of our families feel connected to our schools and feel that they have avenues to participate in their child’s learning. Ninety seven percent of our families who took the survey feel a sense of belonging here in the district. While we have the state mandated parent groups (SSC, ELAC & DELAC), JESD also has the Parent Involvement Advisory Committee (PIAC) that provides input into best practices to engage our community, as well as provides input and feedback into the LCAP process. All parents are welcome and encouraged to attend the PIAC meetings. Translation is provided to ensure equity of voice and understanding. We will continue to work with our families to ensure that 100% of our families feel a sense of belonging and that their voices are heard.|3|4|2|4|3|3|5|3|3|4|3|4|2019-10-23|Met|2019 41689240000000|Jefferson Union High|3|One of Jefferson Union High School District's strengths is seeking input through advisory committees. However, we need to improve on engaging parents and guardians outside of these advisory groups, most especially, the parents of English learners, Hispanics, African Americans, and Students with Disabilities. To improve engagement of the underrepresented families, the District and the schools will need to improve its outreach and emphasize the importance of having a voice in their student's education. We also need to cultivate a culture where parents and guardians feel welcomed and valued. Our plan is to create a clear and coherent 2-way communication plan for our parents and guardians to receive information and provide feedback using multiple avenues.|One of the strengths is staff's openness to receive training in working collaboratively to improve student outcomes. An area for improvement is how to inform the parents/guardians of their legal rights given that many parents and guardians have limited time to participate in school functions. We need to structure our meetings so that they are accessible to parents of varying needs. This may mean multiple meetings with home language translations.|One of the strengths in this area is that we have begun to train and build the capacity of our administrators and other staff members on how to build and strengthen positive relationships. We have partnered up with Circle Up, an organization which emphasizes the importance of relationships first in order to be able to resolve and repair harm. One area of improvement is to deepen the understanding and appreciation of each family's culture and background.|1|2|2|2|3|3|2|2|2|3|2|1|2019-10-15|Met|2019 39685856117675|Joe Serna Jr. Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 31668450121418|John Adams Academy|3|Since its inception, the Academy has excelled in its ability to build close-knit individual relationships between its staff, scholars, and families. Based upon mutual respect and the shared goal of developing servant leaders, we work with our families in many ways to achieve a collective outcome, larger than our individual parts. The Academy benefits from the strong integration of the Parent Service Organization, which is the primary avenue for parent input and involvement. The PSO’s primary objective focuses on the Academy’s 7th Core Value: Modeling what we teach. During the recent period of rapid expansion, the Academy faced the challenge of codifying what had been a key organic, cultural competency into a tangible, scalable, program element. Through, deliberate and intentional professional development, we have implemented systems parent information nights, social-emotional support groups and, curriculum nights to maintain and improve this core competency. Our Classical, servant leadership education is one that is naturally tailored toward the individual and one that promotes the mentor relationship. The Academy will continue to improve and refine our efforts for all families and specifically work to engage our growing EL populations in the coming months.|The Academy has always seen itself as a partner in the shared goals of families. A leadership education presupposes that each individual is born with a unique and individual mission to fulfill. Leadership Education consists of discovering, preparing for, and fulfilling this mission. It is not the role of Leadership Education to fill scholars with a pre-determined set of facts, beliefs, or processes, but to inspire them to discover their own potential and unique abilities that only they can contribute to society. The Academy has done well to articulate this partnership process by providing families continued opportunities to learn more about our classical, servant leadership, education as well as to gain valuable skills in learning more about how to help their children at home with their homework and character building. This is done through a multitude of avenues that include: Parent information nights, family reading groups, individual parent conferences, continued communication through various platforms such as, ParentSquare, Google Classroom, and the Aeries grading portal.|The Academy seeks multiple ways to engage all of our stakeholders in meaningful ways. Parents have an immediate conduit to the Academy Leadership through the Parent Service Organization (PSO). The PSO differs from traditional PTA or PTC structure as the PSO Board acts under the direction of the JAA Board of Trustees and works closely with academy administrators. As the executive officers maintain these channels of communication, our dedicated community members make a difference by offering ideas, providing assistance and implementing change with areas of concern. Board Members also correspond with the various PSO Committees, uniting efforts with the Committee Chairs to ensure all activities and events are aligned with the vision, mission and procedural policies of the Academy. Additionally, stakeholders are invited to attend all Board of Trustees meetings and encouraged to participate in open comments and discussion. Together, they seek to provide significant service opportunities and cultural experiences to our scholars and their families. Through the PSO structure, our families plan, execute and steward meaningful engagement for all stakeholders to represent our common mission of developing servant leaders.|5|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 09100900136036|John Adams Academy - El Dorado Hills|3|The Academy seeks multiple ways to engage all of our stakeholders in meaningful ways. Parents have an immediate conduit to the Academy Leadership through the Parent Service Organization (PSO). The PSO differs from traditional PTA or PTC structure as the PSO Board acts under the direction of the JAA Board of Trustees and works closely with academy administrators. A review of the proposed and new curriculum is made available to stakeholders and input is collected and considered. As the executive officers maintain these channels of communication, our dedicated community members make a difference by offering ideas, providing assistance and implementing change with areas of concern. Board Members also correspond with the various PSO Committees, uniting efforts with the Committee Chairs to ensure all activities and events are aligned with the vision, mission and procedural policies of the Academy. Additionally, stakeholders are invited to attend all Board of Trustee meetings and encouraged to participate through comments and discussion. Together, they seek to provide significant service opportunities and cultural experiences to our scholars and their families. Through the PSO structure, our families plan, execute and steward meaningful engagement for all stakeholders to represent our common mission of developing servant leaders.|The Academy has always seen itself as a partner in the shared goals of families. A leadership education presupposes that each individual is born with a unique and individual mission to fulfill. Leadership Education consists of discovering, preparing for, and fulfilling this mission. It is not the role of Leadership Education to fill scholars with a pre-determined set of facts, beliefs, or processes, but to inspire them to discover their potential and unique abilities that only they can contribute to society. The Academy has done well to articulate this partnership process by providing families continued opportunities to learn more about our classical, servant leadership, education as well as to gain valuable skills in learning more about how to help their children at home with their homework and character building. This is done through a multitude of avenues that include: Parent information nights, family reading groups, individual parent conferences, continued communication through various platforms such as, ParentSquare, Google Classroom, and the Aeries grading portal.|Since its inception, the Academy has excelled in its ability to build close-knit individual relationships between its staff, scholars, and families. Based upon mutual respect and the shared goal of developing servant leaders, we work with our families in many ways to achieve a collective outcome, larger than our individual parts. The Academy benefits from the strong integration of the Parent Service Organization, which is the primary avenue for parent input and involvement. The PSO’s primary objective focuses on the Academy’s 7th Core Value: Modeling what we teach. During the recent period of rapid expansion, the Academy faced the challenge of codifying what had been a key organic, cultural competency into a tangible, scalable, program element. Through, deliberate and intentional professional development, we have implemented systems parent information nights, social-emotional support groups and, curriculum nights to maintain and improve this core competency. Our Classical, servant leadership education is one that is naturally tailored toward the individual and one that promotes the mentor relationship. The Academy will continue to improve and refine our efforts for all families and specifically work to engage our growing EL populations in the coming months.|4|4|3|4|3|4|4|3|3|3|3|4|2019-10-10|Met|2019 31669510135871|John Adams Academy - Lincoln|3|The Academy seeks multiple ways to engage all of our stakeholders in meaningful ways. Parents have an immediate conduit to the Academy Leadership through the Parent Service Organization (PSO). The PSO differs from traditional PTA or PTC structure as the PSO Board acts under the direction of the JAA Board of Trustees and works closely with academy administrators. As the executive officers maintain these channels of communication, our dedicated community members make a difference by offering ideas, providing assistance and implementing change with areas of concern. Board Members also correspond with the various PSO Committees, uniting efforts with the Committee Chairs to ensure all activities and events are aligned with the vision, mission and procedural policies of the Academy. Together, they seek to provide significant service opportunities and cultural experiences to our scholars and their families. Through the PSO structure, our families plan, execute and steward meaningful engagement for all stakeholders to represent our common mission of developing servant leaders.|The Academy has always seen itself as a partner in the shared goals of families. A leadership education presupposes that each individual is born with a unique and individual mission to fulfill. Leadership Education consists of discovering, preparing for, and fulfilling this mission. It is not the role of Leadership Education to fill scholars with a pre-determined set of facts, beliefs, or processes, but to inspire them to discover their potential and unique abilities that only they can contribute to society. The Academy has done well to articulate this partnership process by providing families continued opportunities to learn more about our classical, servant leadership, education as well as to gain valuable skills in learning more about how to help their children at home with their homework and character building. This is done through a multitude of avenues that include: Parent information nights, family reading groups, individual parent conferences, continued communication through various platforms such as, ParentSquare, Google Classroom, and the Aeries grading portal|Since its inception, the Academy has excelled in its ability to build close-knit individual relationships between its staff, scholars, and families. Based upon mutual respect and the shared goal of developing servant leaders, we work with our families in many ways to achieve a collective outcome, larger than our individual parts. The Academy benefits from the strong integration of the Parent Service Organization, which is the primary avenue for parent input and involvement. The PSO’s primary objective focuses on the Academy’s 7th Core Value: Modeling what we teach. During the recent period of rapid expansion, the Academy faced the challenge of codifying what had been a key organic, cultural competency into a tangible, scalable, program element. Through, deliberate and intentional professional development, we have implemented systems parent information nights, social-emotional support groups and, curriculum nights to maintain and improve this core competency. Our Classical, servant leadership education is one that is naturally tailored toward the individual and one that promotes the mentor relationship. The Academy will continue to improve and refine our efforts for all families and specifically work to engage our growing EL populations in the coming months.|4|4|3|4|4|3|4|3|4|4|4|4|2019-10-10|Met|2019 31669280121418|John Adams Academy - Roseville|3|The Academy seeks multiple ways to engage all of our stakeholders in meaningful ways. Parents have an immediate conduit to the Academy Leadership through the Parent Service Organization (PSO). The PSO differs from traditional PTA or PTC structure as the PSO Board acts under the direction of the JAA Board of Trustees and works closely with academy administrators. As the executive officers maintain these channels of communication, our dedicated community members make a difference by offering ideas, providing assistance and implementing change with areas of concern. Board Members also correspond with the various PSO Committees, uniting efforts with the Committee Chairs to ensure all activities and events are aligned with the vision, mission and procedural policies of the Academy. Additionally, stakeholders are invited to attend all Board of Trustees meetings and encouraged to participate in open comments and discussion. Together, they seek to provide significant service opportunities and cultural experiences to our scholars and their families. Through the PSO structure, our families plan, execute and steward meaningful engagement for all stakeholders to represent our common mission of developing servant leaders.|The Academy has always seen itself as a partner in the shared goals of families. A leadership education presupposes that each individual is born with a unique and individual mission to fulfill. Leadership Education consists of discovering, preparing for, and fulfilling this mission. It is not the role of Leadership Education to fill scholars with a pre-determined set of facts, beliefs, or processes, but to inspire them to discover their own potential and unique abilities that only they can contribute to society. The Academy has done well to articulate this partnership process by providing families continued opportunities to learn more about our classical, servant leadership, education as well as to gain valuable skills in learning more about how to help their children at home with their homework and character building. This is done through a multitude of avenues that include: Parent information nights, family reading groups, individual parent conferences, continued communication through various platforms such as, ParentSquare, Google Classroom, and the Aeries grading portal.|Since its inception, the Academy has excelled in its ability to build close-knit individual relationships between its staff, scholars, and families. Based upon mutual respect and the shared goal of developing servant leaders, we work with our families in many ways to achieve a collective outcome, larger than our individual parts. The Academy benefits from the strong integration of the Parent Service Organization, which is the primary avenue for parent input and involvement. The PSO’s primary objective focuses on the Academy’s 7th Core Value: Modeling what we teach. During the recent period of rapid expansion, the Academy faced the challenge of codifying what had been a key organic, cultural competency into a tangible, scalable, program element. Through, deliberate and intentional professional development, we have implemented systems parent information nights, social-emotional support groups and, curriculum nights to maintain and improve this core competency. Our Classical, servant leadership education is one that is naturally tailored toward the individual and one that promotes the mentor relationship. The Academy will continue to improve and refine our efforts for all families and specifically work to engage our growing EL populations in the coming months.|5|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 49708056111066|John B. Riebli Elementary|3|The Mark West district schools regularly inform parents through newsletters, email, and postings about opportunities for families to engage in advisory groups and to provide input for decision-making. The district has a new position, Communication Coordinator, that will seek, through social media platforms and other communication modalities, to increase parent participation on committees involved with site-based or district-based decision-making. A focus area for improvement will be representative input/participation from families of students with disabilities and families of English learner students. Opportunities of focus will be DELAC/ELAC, LCAP, School Site Council, PAC, and Parent-Teacher organizations.|The Mark West district shows strength is in its ability to garner parent partnerships through teacher-parent meetings, school governance, and committees such as parent-teacher associations and English Learner advisory. The district has also been successful in gathering parent input via surveys and focus meetings. Yet, the district recognizes the need to more actively build capacity of families with information and resources that support student learning at home and in the local community. This need will be addressed through a monthly parent education series in which topics will cover navigating the school system, supporting academic learning at home, social emotional learning supports, and more. The new position of Communication Coordinator will lead a vigorous outreach effort to families, focusing particularly on underrepresented families. The district will also increase participation in the 2019-2020 English Learner Parent Leadership training provided through the county office of education and will seek increased participation of families of students with disabilities in the county’s Community Advisory Committee monthly meetings.|The Mark West School District recognizes the importance of establishing trusting relationships between school staff and the families it serves. To that end, annually, all staff review school protocols to ensure that procedures are welcoming for all parents, regardless of culture or primary language spoken by families, and that bilingual staff members are available to support Spanish speaking parents. The staff will continue to receive training in practices that engage in effective (meaningful and respectful) 2-way communication with parents, particularly the underrepresented families such as those of English learner students and students with disabilities.|3|3|3|3|2|2|2|3|3|2|2|2|2019-12-04|Met|2019 07617960132233|John Henry High|3|Through our Family Staff Team, we offer parents, teachers, students, and administrators the opportunity to evaluate our community engagement and academic supports and programs. The FST meets regularly and includes representatives from various stakeholder groups. The FST reflects the diversity of our school and parents of newcomers who contribute to our meetings, offering their expertise and insight into how to support all of the communities we serve. We have found that in listening to the wisdom of our most vulnerable members, we are better positioned to respond to the needs of all. Moreover, last year, we earned from WASC, a six year accreditation; something that would have been impossible if not for the strength of our partnership with our entire school community. Our community outreach organizers, as well as our regional superintendents, support our administrative team, who in turn, supports our faculty and staff to effectively engage our families around decision making central to the functioning of our LEA. While we have made great strides in this area over the past year and a half, and increased the number of FST participants, we recognize that this relatively small and engaged group of parents, while a strong asset to the school, would be stronger with more parent participation overall. In particular, we are focusing outreach efforts on our newcomer and McKinney Vento Act families to ensure that they feel welcome and supported to attend and share their stories and perspectives at our community functions.|At JHHS we train all our staff in how to reach out to parents effectively. In addition to our innovative Check In & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Senior parents are invited to one-on-one meetings to assist them to complete college applications, apply for the FAFSA and Dream Act federal financial aid, and to ensure that every student is on track to graduate and meet UC/CSU A-G requirements. A strength of our program is the support we offer our students and their families. At JHHS, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally the popular annual Sports Banquet and Senior Dinner offer opportunities for our community to gather together to celebrate our student’s achievements. We have strong communication with all community stakeholders and present information electronically and in paper in all student’s languages. Moreover we use data such as the Home Language survey collected annually and upon enrollment to inform our needs. The LEA endeavors to educate parents on how to support learning in the home and their rights as parents. To that end we offer regular Community nights, and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get all parents to the table including our students who are in transitional living or are newcomers to the U.S. While we have many robust programs and supports in place to support our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the Youth Truth survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our community outreach coordinators support us to develop plans to continually engage our students who are in transitional living situations and our newcomer students to ensure equity of access to the decision making process at LEA.|At JHHS, we believe that parents are partners. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as College Nights, Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use School Messenger to send announcements and updates to all parents in English and Spanish. We have a Family and Community outreach coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we play games, watch movies, eat and hang out together. Our student leaders in student council work with our staff to plan and execute these events. These evening events provide an informal forum for students, families, and staff to communicate, connect and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RISE center and Clinica de la Raza to share presentations with our community. This evening event focuses on supporting our families to support their students around topical concerns such as mental health, teens and technology, good study habits, and how to keep your student safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling learners receive robust support including weekly organization of school materials, daily academic tutorials and critically, weekly home to school phone calls offering good news and parents an opportunity to discuss their student’s progress. While we are excited for our progress in this area, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us to offer multiple parent workshop events to ensure that more families can participate and for the school to host community potluck celebrations for staff, students and families.|5|5|4|5|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 39685690132415|John McCandless Charter|3|John McCandless STEM Charter will continue to offer multiple opportunities to effectively engage all families. Families will be offered the opportunity to assist with planning in multiple ways. The LEA will conduct evening meetings, daytime meetings, and offer planning opportunities digitally.|John McCandless STEM Charter holds APTT (academic, parent, teacher, team) meetings to discuss student progress, analyze student data, and provide resources to parents. During these meetings teachers go over strategies to support student learning with parents. Parents leave APPT meetings with tools and strategies to assist their student. At times underrepresented families are unable to attend these meetings. Site administration will relay tools, information, and resources to all families.|John McCandless STEM Charter is working to provide support to families on and off campus. The LEA is increasing communication through the use of both email and telephone communication, school websites, social media, school bulletins, ELAC meetings, School Site Council meetings, informal community meetings and casual family events. John McCandless will work with community partners and parents to increase cultural awareness and inclusion for underrepresented groups.|4|4|3|4|4|5|5|3|4|3|4|4|2019-10-16|Met|2019 29102982930147|John Muir Charter|3|For this section, JMCS considers its client agency partners in lieu of families due to the majority of students being over age 18 and family engagement being inconsistent across our sites. We work closely with our client agency partners through on site meetings, phone calls and emails when making programming decisions in order to best meet our students' needs.|JMCS sites have open door policies and work closely with families of minors to ensure parents are aware of how to support students at home, student credit and skills needs for graduation, and what students are expected to do to be successful at school. We will continue to improve our capacity to engage families through reflecting on cultural responsiveness and ways to increase our cultural responsiveness in communication with students' families.|While the majority of JMCS students are over age 18 and family involvement is minimal, we do work with families who wish to be engaged and we actively reach out to families of our minor students. 99% of staff report consistently communicating with families of minors through meetings, open door policies, orientations, progress reports/report cards, phone calls, invitations to volunteer in classrooms, invitations to school events and emails/texts. JMCS will be focusing on ways to become more culturally responsive to student and family needs through its professional development for the 19-20 school year.|4|4|3|2|3|4|5|4|3|3|3|3|2019-06-12|Met|2019 07616970000000|John Swett Unified|3|The Parent Advisory Council, formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The DELAC, strengthened this year, has been tasked with advising the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. An area of growth for the district will be to support the sites in effectively engaging parents in site-based advisory groups.|Professional development for administrators and teachers is ongoing. Administrators meet monthly in a superintendent's cabinet meeting and collaborate on issues related to improving relationships and communication with families. During the District's Coordination of Services Team meetings, improving the ways in which district staff partner with and assist families is discussed monthly. The District's SARB (School Attendance Review Board) also is working to strengthen relationships with families to try to improve student attendance. These groups are working on improving relationships with families. Reaching out to families through invitations to join the groups that have formed, the PAC, the Racial Justice Task Force, ELAC, or DELAC are important ways to increase and improve relationships between families and the District. The District has annual training for parents in how to access the student information system, Aeries, which can be used daily to track student progress. School sites have their own trainings and parent/teacher conferences that focus on ways to work together to support improved student outcomes. The District is beginning to support families through the Parent Advisory Council, DELAC, and the Racial Justice Task force, in supporting families in understanding their legal rights and in learning how to advocate for their children.|JSUSD has worked to improve parent and family engagement over the past year. Through the development of a Parent Advisory Council, administrators, teachers and classified staff, parents and other community members are now meeting monthly to discuss issues of importance to the group, such as developing after school tutoring support and arts education. Another new group formed this year by the teachers' union, JSEA, is the Racial Justice Task Force, a group that has invited the entire community to learn and talk about issues of equity. The District's DELAC (District English Learner Advisory Committee) has become more active this year in inviting parents to participate in decision-making regarding reclassification of English learners and other issues related to their children's educations. In these meetings, conversations are being held regarding doing a better job learning about each family's cultures, strengths, languages, and goals for their children. Individually, teachers have traditionally met with families during parent/teacher conferences, but it is a goal for the District that a more focused and systemic approach will be taken. Celebrating students' cultures has been a topic discussed. Finally, the LEA is in the beginning development stage of engaging in 2-way communication between families and educators using language that is understandable and accessible to families. Translation services are offered in all formal meetings, but are not always readily available at the sites, and translation is not available for every language spoken in the District.|3|3|2|2|3|3|3|2|3|3|3|3|2019-11-13|Met|2019 18641130000000|Johnstonville Elementary|3|Ninety percent (90%) of our parents that participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District allows for input and welcomes parental contributions regarding the district operations. In addition, seventy-nine percent (79%) of our parents that participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District actively seeks parental input before important decisions are made. The district desires to increase the percentage of survey participating families from 18% to approximately 25%. This would allow for better insight into how parents and families desire to provide input into the District's decision-making process. The District also desires to explore methods to diversify ways for parents to be able to provide input into the District's decision-making process.|One hundred percent (100%) of our parents that participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. The district desires to increase the percentage of survey participating families from 18% to approximately 25%. This would allow for better insight into parental and family feelings regarding the ability of the school to build active partnerships with families. The District also desires to provide better professional development to staff and hold parent meetings to help inform the families of their educational rights.|One hundred percent (100%) of our parents that participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District creates a welcoming atmosphere and are treated with respect by school personnel. The district desires to increase the percentage of survey participating families from 18% to approximately 25%. This would allow for better insight into parental and family feelings regarding the ability of the school to develop a positive relationship with families.|3|3|2|3|1|2|2|2|3|1|1|1|2019-05-15|Met|2019 30664646117758|Journey|3|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes. In spring 2019, Journey School administered a local survey to all parents/guardians enrolled in the school in an effort to engage and receive input. Parents were invited to gauge their satisfaction with the school using a 1-10 scale (10 being highly satisfied). Parents had an opportunity to then share input as to what changes, programs and or decisions would be required at the school to improve the rating. Satisfaction levels were high, 92% of parents rated their satisfaction at 7 or higher. Input received was helpful for staff reflection and was used to form goals, actions and services in the school’s Local Control and Accountability Plan (LCAP). Other parent engagement efforts: 1.) Journey parents were encouraged to attend and provide input at various meetings hosted by administration throughout the school year 2.) Journey's parent association, known as Parent Cabinet, met with administration weekly to provide input and participate in decision making 3.) School communication included newsletters, emails and social media outlets 4.) Multiple school newsletters discussed the LCAP process and elicited input from numerous 5.) Teachers held numerous parent meetings for their class community throughout the school year 6.) Numerous festivals and events were scheduled throughout the year which welcomed parent participation at school 7.) Volunteer opportunities are posted and parents are encouraged to become involved 8.) Parent education events were offered 9.) Administration hosted several "coffee talks" centering discussion around various themes and school related topics.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|N/A - Journey is a charter school and based on an analysis of the underlying charter petition, this indicator does not apply as the indicator is not articulated or specified as one of the Charter's specific outcomes.|4|5|3|3|4|4|4|3|4|4|3|4|2019-10-28|Met|2019 33103300138024|Journey|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 33103300137851|Julia Lee Performing Arts Academy|3|Strength: Families and staff consistently work together to ensure effective and engaging activities for all students. JLPAA is a performing arts academy and the students participate in music and dance performances twice a school year (Winter and Spring). The parents participate in the productions in many capacities. When parents enroll in the school, they are aware of the need for them to volunteer especially for the performances. JLPAA has also incorporated the use of a Volunteer Plan, that has been board approved. The families regularly volunteer during the school day within the different areas of the school's office and the classrooms. Additionally, the families attend the quarterly Principal's Cafe; the quarterly School Advisory Committee, the Harvest Festival etc, and respond to the School Climate Survey annually. Areas of improvement are communication to a larger student/family audience;making more resources available due to increased social/emotional needs and behavioral issues.|Strength: 1.Teachers and Admin are able to fully engage with families to discuss progress and agree on resources and support for our students. Improvement: 1. Staff will continue to invite families to participate with School Advisory Committee and other committees to be apart of implementing in areas that would help families that may be underrepresented.|Current Strengths: 1.Meeting students were they are; 2. Creating programs to help them with their deficiencies and areas for improvement: 1. Due to the 64% increase enrollment over last year, we have an opportunity to ensure effective communication is delivered to our families.|5|5|4|3|4|3|4|4|4|4|3|3|2019-11-13|Met|2019 37681633731239|Julian Charter|3|School site council meetings are held three times per year via Zoom, and parents are able to attend Board meetings online as well. We are considering moving SSC meetings to a later time in the day to accommodate more families, particularly under-represented families.|JCS-LIVE meets with parents on a regular basis to monitor student work progress and achievement. Independently study families meet with their teacher at least every 20 days, and students meet weekly with their mentors. Virtual teachers are available daily to offer support to students and parents. In addition, JCS-LIVE virtual teachers offer several online synchronous sections in English, math, and electives to support all learners. Parents know that they have a voice in their child’s education, and work together with credentialed teachers to build a personalized education plan for their child(ren). We have two staff members who speak fluent Spanish.|Due to the fact that JCS-LIVE is an independent study school parent involvement and engagement is critical to student success. School staff communicate regularly with parents and students via multiple communication tools to ensure families have the supports needed, including ParentSquare, email, and telephone calls. Parents are encouraged to attend workshops and field trip opportunities for home study. Parents are also encouraged to complete surveys and participate in school site council. The director also hold virtual open-forums where parents are encouraged to come and speak about concerns, ideas, and opportunities.|5|5|3|5|5|5|5|2|4|4|2|1|2019-10-30|Met|2019 37681630000000|Julian Union Elementary|3|Our liaison staff and Julian Pathways groups work with our families to ensure our parent groups and advisory committees are diversely represented and that all families have input and are well informed about our school program and their student's achievement.|Julian Pathways is a local outreach program on our campus that works with all our families but especially the low income families to provide support and connect them with services in the area. Parenting classes and monthly collaboratives share information with these families as well as gather input for school decisions.|The district employees an English Language Learner Liaison to work with and connect our EL families. Parents come to school to take classes and communicate their needs and concerns. There is also a Native American Liaison to help coordinate our two local Indian Reservations. An Indian Advisory committee gets input from parents and works with the school to stay informed and help make decisions. School administrators meet with these groups to ensure communication.|4|4|4|4|5|4|4|4|4|3|4|4|2019-11-13|Met|2019 37681710000000|Julian Union High|3|JUHSD increased opportunities for the parents to be included in conversations and decision- making meetings involving their child’s education in order to increase student achievement for students whose parents participate in programs. The JUHSD LCAP is a plan that is strengthened by the input of all stakeholders, most importantly, students. The LCAP helps concentrate everyone's attention to the achievement and well-being of all students. It also helps provide a target for improvement. The parents attending the meeting suggested that more parents need to get involved in the LCAP process. In Parent Surveys, 83% indicated that “the school encourages parental involvement and participation.” Parents report that their opinions and input are valued. A clear indicator of parent connectedness to the school is the number of generations of families who have graduated or currently send their children to JUHS. These invested parents see a positive change in the new superintendent/principal, and have expressed that they now will keep their children in Julian for high school rather than send to Ramona High School, a larger comprehensive high school. Parents and community members report many ways to be involved at JUHS, including cheer, fundraising, booster clubs, scholarships, and supporting class field trips. However, parents and teachers report that the relationship with the feeder school is improving and that, along with the Cedar Fire of 2003, has affected the school’s enrollment, which has remained small and is expected to drop for 2019-20. The School Site Council is vital and necessary in the development and approval of the Local Control Accountability Plan and Annual Update. The administration and counselor meet regularly with parents, to review college and career information and answer any questions about below “C” notices or Drug Education, attends 504’s and IEP meetings, and they have a drop-in open-door practice. Parents are also provided a FAFSA Parent Information and Assistance Night. In addition, teachers encourage parents to contact them with questions and concerns about their student(s).|JUHSD continue to struggle for Parental participation, especially the parents of our unduplicated students and students with exceptional needs. However, we continue to offer Parental Outreach activities and communication through digital forums.|JUHSD continue to struggle for Parental participation, especially the parents of our unduplicated students and students with exceptional needs. During 2018-19 SY, we discovered small group parental meetings are more successful, therefore we conducted more small group meetings/outreach.|5|5|5|5|5|4|4|4|4|5|4|4|2019-10-24|Met|2019 53717380000000|Junction City Elementary|3|Junction City Elementary works diligently to solicit input for decision making from our all of our stakeholders. We have very active committees that encourage parent participation, such as the School Site Council (SSC), LCAP Parent Advisory Committee, Student Council, Wellness Committee, Safety Committee, and the District Governing Board. Activities that encourage parent and family participation include family game nights, community dinners at the school, visual and performing arts performances, academic assemblies, parent conferences, and graduation ceremonies. Parents are also encouraged to volunteer in classrooms, and assist with activities. Our SSC and LCAP Parent Advisory Committee developed our parent and family engagement policy based on local School Survey data, and it is revised annually based on feedback. Our School Survey is given annually to parents, community members, and students to solicit feedback regarding our school’s climate, programs, and policies. On our 2019 School Survey, 95% of parents indicated that they were given opportunities to be involved in school activities and events, and 83% of parents indicated that they were given opportunities to take part in school decisions. A focus area for improvement is to reach out to, and seek input from, any underrepresented groups in the school community. Although we have 83% of parents indicating that they were given opportunities to take part in school decisions, who are the 17% who did not feel they had the opportunity? There is a concern that not all families are being represented. We want to ensure that we are connecting with all of our families, and we want to increase the number of families who take part in school decisions.|At Junction City Elementary, parents are active partners in the education of their children. We make it a priority to educate all school staff regarding the value and importance of parent contributions and communications. We train staff how to reach out to parents, how to encourage and utilize their involvement, and how to strengthen the relationship between parents and the school. This training occurs at our weekly teacher meetings, monthly staff meetings, and at staff development opportunities that occur throughout the year. We also read and discuss literature on parent engagement as part of our professional learning community. We provide information and assistance to parents regarding challenging State standards, State and local assessments, monitoring student progress, and how to work with educators to improve achievement at our Back to School Night, during parent conferences, during Student Study Team meetings, and via our monthly school newsletters. We also include information regarding State standards and progress monitoring with Report Cards and Interim Progress Reports. We provide additional information regarding progress toward meeting State standards with the CAASPP testing results. We also have information posted in the school office. We provide materials and training to help parents work with their children to improve their achievement based on their needs. This information is provided during parent conferences and at Student Study Team meetings. All available trainings are offered to all parents in our monthly newsletters, on our webpage, our Facebook page, and through our text/email system and flyers sent home to parents. A focus area for improvement is to better support families in understanding and exercising their legal rights, and to assist them in advocating for their own students and all students. Although we make our families aware of their legal rights by ensuring that they get the Parents Rights Handbook at the beginning of each school year, we need to work on better communicating the information within that handbook, and how to utilize it more effectively.|Junction City Elementary staff strives to have a trusting and respectful relationship with our students, school families, and community. Our LCAP Goal #3 is: Ensure a safe, welcoming, and inclusive climate for all students and their families, so that all students are in their classes and ready to learn. We believe that having a welcoming environment is a top priority, and is necessary in order to achieve our LCAP goal. We feel that our welcoming school climate and positive relationships with our families is a strength of ours. According to our 2019 School Survey, 100% of parents indicated that they feel welcome at the school, that teachers/staff are available to them when they have questions or concerns, and that they are comfortable talking to teachers/staff about their concerns. 100% of parents indicated that our school has a good public image, and 98% of parents indicated that teachers/staff respond to the concerns of parents and the community. A focus area for improvement is to engage in 2-way communication between families and educators using language that is understandable and accessible to families. The invitations and information for parents is sent home in our monthly newsletters, posted on our website and Facebook page, with our all-call/text/email system, individual phone calls and notes home, and face-to-face contact. We make every effort to inform parents and families in their primary language, and in a way that they state is the best form of communication for them. We determine our modes of delivery based on the communication questionnaire that we give to parents in their Back to School packets, and by the feedback we get from our School Survey. We make all necessary and reasonable accommodations for parents and family members of our students in order to provide opportunities for informed participation, including but not limited to: interpretation and translation for all written and verbal communications (primary language and ASL as applicable), flexible conference and meeting schedules for working parents, home visits or phone conferences for parents who may not be able to travel due to work or disability. We strive to keep our campus a welcoming environment, including monitoring ADA compliance for students, staff, parents, and community. Although we currently do not have any migrant students, we will partner with Trinity County Office of Education to provide resources through Migrant Education programs. We will also work closely with our migrant families on specific plans to help their children overcome any education disruption. We are hoping that our efforts to strengthen 2-way communication will improve the engagement of our underrepresented families.|5|5|4|3|4|4|3|3|4|4|3|3|2019-10-10|Met|2019 45700450000000|Junction Elementary|3|The Site Council, Junction Education Foundation, and Local Control Accountability Planning Committee, and parent surveys are all ways we use to plan for better student outcomes. We need to spend more time evaluating our practices to improve upon parent engagement. We want to invite and solicit more input from all parents, especially underrepresented families.|We have three parent conference weeks throughout the year to ensure families are informed of student progress. The staff is willing to meet with parents at any time. We have red flag conferences to identify students that need extra support. The principal and teachers regularly give parents tips and tricks for educating their students. We could improve on parent engagement by having parents and staff reach out sooner before things become an issue. We want be proactive instead of reactive.|We are a tight-knit community and pride ourselves with strong community and parent relationships. We have numerous parent volunteers on campus on a weekly basis. We use multiple means of communication including: the principal weekly message through apps, voicemail, and email; teachers' weekly newsletters; school monthly newsletters, school website, school Facebook webpage/Twitter; and we pride ourselves in having a strong Junction Education Foundation. Finally, the principal goes out of his way to make a concerted effort to help the most at-risk families. A focus area for improvement would be to increase the principal access to parents. Additionally, we believe there would be a great benefit in having staff observe other school sites for continuous improvement purposes. We provide multiple supports for all students and families and will continue to reach out to the underrepresented families on a one-on-one basis.|4|4|4|4|4|4|4|4|4|4|4|3|2019-10-16|Met|2019 47703670000000|Junction Elementary|3|Junction Elementary invites all the families to Open House at the beginning of each school year and solicit for input. Surveys are sent out to all families at the beginning of the year and then the end of the year to see where the school can improve and what is working for the families. We have several parent meetings throughout the school year to discuss school and families needs.|Our teachers reach out to our parents often to discuss the student's progress. We need to improve on making the reach out to the parents more consistent. We have a new teacher this year, and so there are learning curves.|Junction Elementary's greatest strength is that we are in a very small community and all families feel comfortable in the school's environment. Wednesday packets and letter goes out to the families each week to assure that all families are communicated with. We still need to work on in-house staff communication with some staff turn-around.|3|4|3|3|3|3|3|3|3|3|3|3|2019-09-18|Met|2019 33670900000000|Jurupa Unified|3|To promote and inform parents and community on district-wide programs and resources, the District opened a Parent Center in the fall of 2017. Services and resources offered through the Parent Center include, centralized registration, administration of language assessment for our new English learners, immediate support for new students with an IEP, homeless students, and foster youth. Additionally, the Parent Center staff works with parents to connect them with district and community assistance. Annually, administrators are trained on advisory committee regulations, implementation of School Site Councils, Roberts Rules and Greene Act regulations, use of survey and data results to impact decision-making, and development of Parent Engagement and Partnership policies and programs. We annually administer an LCAP survey that goes to all parents, staff, and students. We use the LCAP survey results to assist in identifying areas of strengths and weaknesses. Parent LCAP survey results indicated an overall rating of 71% are aware of opportunities for involvement with school and district decision making.|The district created the office of Parent Involvement and Community engagement. This office has not only developed relationships with community and governmental agencies, but has also initiated those agencies through the contract process to provide services. Additionally, this office has increased funding and services allotted for our community. Multiple partnerships have been developed to address barriers to learning and support student outcomes. 1. Health Access: Lack of Health Access not only impacts student achievement due to poor health but also through missed school. In Jurupa we have a strong partnership with Borrego Health (the largest FQHC in California). The school based community clinic sees over 5,000 patients annually and the school based dental program serves over 2,600 students annually. Additionally, they support our Project HeART referral system mentioned above. 2. Behavioral Health: Years of building systems and relationships have led to a robust referral system and multiple partners providing mental health services throughout the school districts to the tune of over 2 million dollars in services annually from four different non-profit providers. Each of three main providers are assigned a high school and its feeder schools for Medi-Cal based services and one provider is able to serve students with a trauma experience but without insurance. 3. Mental Health Service Act: Services available through the Mental Health Service act are provided directly to our students and parents by those grant funded providers. Our district is directly funded as well to provide treatment services for student exposed and impacted by trauma. 4. Parent and Early Childhood: With LCAP as a launching point, parent and early childhood programs were launched. Now with grant funding, this department provide home visitation to over 230 families, center-based programs to over 200, and infant mental health consultation to head start and preschool families and teachers. These services exist through funding and partnerships with FIRST 5 Riverside, Cryoworks, and Riverside University Health Systems – Behavioral Health. 5. Graduate Universities: Our Student Assistance Program uses graduate level social work interns to provide such student supports as mentoring, counseling, and group supports for social emotional wellness. Interns are made available to every school campus. Parent LCAP surveys indicate an overall rating of 90% as Moderately/Extremely satisfied with the education their children are receiving at their school site and how well informed they are kept on their child’s academic performance.|Parent Involvement and Community Outreach (PICO) office has initiated several district wide strategies to support relationships amongst families and school communities. 1. Professional Development: Annually, all front office staff are provided a training to review and engage in practices surrounding the Strengthening Families Framework and the Five Protective Factors. Training provides resources and access for staff to connect parents and families too. Annually, administrators are provided training on available resource to connect and build relationships with families. 2. Community School Model and increase services: Resources and services are brought to every school site elevating the importance of schools as “community hubs.” Services include school-based dental, immunization clinics, counseling services, family physical activity through 100 Mile Club, and parenting classes at the school site. 3. Increased supports to reduce student and familial stress: Staff are able to requests items such as new shoes, back packs with school supplies, and hygiene kits. Items are delivered to the staff making the request and then to the student thus enhancing the relationship. Further, district staff have established a food distribution program (the largest being on a school campus) and “we care closet,” which supports families with basic needs for the purpose of mitigating the stress impact due to financial hardships. 4. Communication: Services and programs are communicated to families via Peach Jar, social medial, presentations to school sites, outreach events, and from our Parents as Leaders (PALs) which teach classes throughout the district. Every program has additional outreach connecting families to all our programs and services. 5. Bicycles for Children: Annually every elementary site participates in a program “bicycles for children.” Five bicycles at each school site are donated to students for the sole purpose of building stronger student / family to school relationships. There are no criteria other than needing a bike and needing a stronger connection to the school. 6. Project HeART (Healthy and Ready To Learn): This referral system was created solely to connect students to health services and basic necessities to support healthy development. Parent LCAP surveys indicate an overall rating of 87% as Moderately/Extremely welcomed at their child’s school which is a 1% increase from prior year.|4|4|3|4|4|4|4|3|4|4|3|4|2019-10-21|Met|2019 19647336017693|Justice Street Academy Charter|3|All stakeholders are encouraged to participate in all open meetings and provide input in the decision-making process. Advisory groups post meeting schedules in the weekly newsletter, monthly calendar, social media, weekly eblasts, Blackboard Connect messages, and parent center. Committees report progress to the Governance Council and PTA meetings to enhance the partnerships.|Justice St. Academy has provided professional learning and support to teachers and principal to improve our school's capacity to build partnerships with families. Teachers communicate with parents regarding student learning and how to support them at home. Teachers schedule conferences as needed and communicate on a regular basis about student outcomes. Parents are active participants in Student Support and Progress Team meetings, Governance Council, PTA meetings, School Site Council, parent workshops, and informational meetings. Justice St. Academy will analyze sign in sheets to identify underrepresented families and make follow up phone calls to encourage participation through other modes. Staff members will continue to use technology to facilitate participation.|Justice St. Academy is organized to support family engagement in the following ways: - weekly community assemblies - over 200 parent and community volunteers processed last year - over 7,608 hours of volunteer hours during the 2018-2019 school year - active parent center - parent workshops - monthly spirit nights - community events (i.e., STEAM Night, Family Spaghetti Bingo, Justice Jamboree) - parent/volunteer led art studio - community readers who work with students to support literacy - monthly Governance Council meetings - multiple modes of communication including weekly newsletter, weekly e-blast, regular Blackboard Connect messages, monthly calendars, and public marquee and whiteboards - enrichment programs offered to students after school ( i.e., chess, dance, theater, etc) - monthly PTA meetings (offered in the mornings and at night) A focus area for improvement is the increased use of social media to engage underrepresented families and and to provide them with a connection with what is happening at school even if they are not able to participate.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-29|Met|2019 48705730129494|Kairos Public School Vacaville Academy|3|Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 3 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community. The school engages administration and staff in implementing and evaluating family engagement through its Instructional Leadership Team (ILT) meetings, a group of teacher leaders and administration, Through Cabinet Meetings (Administrative) and Board of Directors meetings. Overall, Kairos Public Schools feel parents are very involved in the decision making at the school.|The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis. The school believes in voice and choice of its stakeholders at all age levels. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar that schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voices heard throughout the organization.|Kairos Public School administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2016, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 97% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2019 survey, 95% of parents responded that they are satisfied with their child's development at Kairos. 94% of parents responded that they are satisfied with the impact the school is making in the local community. 89% of respondents stated they participate regularly in school activities. 98% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders.|5|5|5|5|5|4|5|4|5|5|4|5|2019-10-15|Met|2019 49708880000000|Kashia Elementary|3|Kashia has a very small, active parent/grandparent group. Most changes in curriculum are presented to them during PTO meetings where their concerns/questions are answered. Community outreach happens daily due to the very small size of the school district.|The small school is able to have individual communications and relationships will all families. With an open campus, parents are invited to participate in daily activities as well as special occasions. The school board consists of three tribal elders (two are grandparents of students). The challenge is having adult buy in for education as a whole. The families change often which makes building a continuous relationship difficult.|Kashia is an open campus and allows parents and family members to participate and observe daily classroom instruction. With 12 to 15 students Kashia averages 6 to 8 families. Due to the small group of students and family members, it is fairly easy to have a relationship with all families. The challenge remains being respectful of native american beliefs and cultural needs of the families and students. The school offers several "events" during the year to invite local families and elders onto campus for celebrations, including native american day, Christmas, Easter and graduation. These events are usually well attended and casual conversations/observations are often the driving force of the curriculum to met all needs of the students.|3|4|2|4|1|1|2|2|2|3|3|3|2019-08-14|Met|2019 37683380126730|Kavod Charter|3|Kavod receives parent feedback via a parent survey detailing a multitude of school aspects that contribute to the school program and to suggest new programs/events they feel would be beneficial in future years. In addition, feedback from KPC meetings, and concerns voiced through the parent elected board member are brought forth at multiple times throughout the year to shape the goals for current and future years as outlined in the LCAP. In addition, we’ve enlisted a group of parents with specific skills to comprise the Safety Committee. Said committee is made up of individuals that can speak to various aspects of student safety. The committee makes recommendations which the board takes into advisement. Aside from more formal committees like ELAC, and the Safety Committee, Kavod elicits sub committees under KPC to help with our signature fundraiser, Mesiba, and run/plan other school events. To engage subgroups Kavod also collaborates with KPC, Military liaison and room parents via a closed Facebook page and ParentSquare platform. Engaging our room parents to connect more directly with every individual class parent is an area we can continue to work towards.|To incentivize parent engagement, Kavod has monthly Kavod Parent Committee (KPC) meetings during different times. These not only provide parents a way to get involved but to help disseminate important information and a space to voice their concerns. As a language school, we naturally attract a higher percentage of families that are bilingual yielding in a higher English Learner population. To help educate families regarding EL requirements, Kavod has established a English Language Advisory Committee (ELAC) to serve as a bridge between the parent community and school leadership to help inform EL instruction. To address cultural concerns and nurture school climate, Kavod has established the Israeli Cultural Committee whose objective is to provide culturally enriching opportunities to all Kavod families. To help support families understand and exercise their legal rights and advocate for students, Kavod schedules multiple information sessions and orientation opportunities.|We understand that we must work together to set students up for success. From the very beginning we help educate prospective families regarding school choice and what it means to be a Kavod explorer. Understanding that charters provide school choice enables us to have higher standards and consequently be held accountable to those standards. It is because we’ve successfully outperformed many traditional schools, that the majority of our marketing is done by current families via word of mouth. In addition, cultivating a diverse community that provides a space for everyone to voice their concerns and have multiple ways to engage with the Kavod community is at the forefront when we plan school events both during and after school hours. Procedures are in place to refer families to the appropriate support so that they can access resources from the moment they enroll. In addition, having staff that is multilingual allows us to engage with a diverse population and be sensitive to cultural differences. To support a diverse community, Kavod prioritizes communication that allows families to select their native language via our communication platform ParentSquare. Continuing translation services is an area of focus to ensure translation accuracy within the systems we have implemented. In addition, newsletters with vital school information are also sent home via hard copies. Appropriately too, Kavod has scheduled meetings for native Hebrew and Spanish speaking families in said languages and/or use translation devices during school wide functions.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-11|Met|2019 37683386039812|Keiller Leadership Academy|3|Next steps for action planning for improvement are brought to the Executive Board, ILT, SSC, ELAC, PVT, and KLA staff members for collaborative decision making.|KLA has created multiple opportunities for families and resources to connect. KLA hosts high school preview nights and assemblies to serve as a gateway to higher education. KLA is in compliance with parent notifications of all program options for all English Learners. KLA is partnered with multiple mental health agencies and family service agencies to serve underrepresented families. KLA continues to look for ways to improve modes of communication so that all families under all circumstances have access to KLA's family outreach methods.|Keiller Leadership Academy involves all stakeholders in the review of the LCAP through surveys and Town Hall meetings. All areas of concern and celebration are analyzed using the LCAP survey. KLA continues to expand it's modes of communication so that all families are able to engage with KLA's staff without limitations.|4|4|4|4|4|4|5|5|5|5|4|4|2019-10-08|Met|2019 17640140000000|Kelseyville Unified|3|Initial implementation in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making is focused on the recruitment and training of families for school site councils. KVUSD is at full implementation in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making, providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. This is evidenced by family participation in our Migrant Education Parent Advisory Council, English Learner Advisory Committees, and LCAP community input opportunities. A focus area for improvement for the district is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels where we are currently at the initial implementation level.|Initial implementation in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families will focus on student attendance and decreasing our chronic absenteeism rates districtwide. All school sites provide a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes including Back to School nights, regularly scheduled parent-teacher conferences, and encouraging parent requests for meetings with individual teachers. Families are provided with annual notifications that describe their legal rights for exercising their legal rights for advocating for their own students and all students. Notifications are provided in the families home language and translation services are available upon request. A focus area for improvement for the district is providing families with information and resources to support student learning and development in the home. Successful strategies that have been utilized with our Migrant Education families will be implemented on a wider basis including parent workshops on accessing the Powerschool parent portal.|Kelseyville USD has launched our Welcome Center, a one-stop, full-service facility focused on providing both new new and returning district families everything they need for a successful start to each school year. Kelseyville USD dedicates one half-day, districtwide staff development day for all staff focused on learning about each family’s strengths, cultures, languages, and goals for their children. All school sites and the District Office employ bilingual (English and Spanish) staff who are readily available for providing information and translating conversations for our Spanish speaking families. A focus area for improvement is the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. The focus for 2019-20 will be working with families to improve student attendance at all school sites.|3|4|4|4|3|3|4|4|3|4|4|3|2019-10-15|Met|2019 19647336017701|Kenter Canyon Elementary Charter|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for the Los Angeles Unified. These opportunities are offered at the school site, regional office, and central offices. From the school site perspective, principals, staff, families and students attend trainings, to effectively engage families in advisory groups and with decision-making. A district bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Governance Council at Kenter Canyon (and through LAUSD School Site Leadership Councils) specifically make decisions about programs and services and receive recommendations from parent membership for all students, including the English Learners, Foster Youth, Impoverished Youth, Students with Disabilities and ALL students. In addition, families are also invited to trainings and meetings where they learn about English Learners, and foster youth policies, programs and funding, which result with participants offering program recommendations. For the 2018-19 school year, 97 regional meetings were hosted known to parents as Study Groups. Three districtwide committees are also in place for parents to engage in decision making. The first committee is the district Central Advisory Committee (CAC), which offers recommendations to the district’s Special Education Local Plan Areas (SELPA) Local Plan. Members of the CAC participate annually in approximately ten meetings lasting three hours in duration. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners, and the Local Control and Accountably Plan. This advisory group meets approximately thirteen times per year in three-hour trainings. The third is the Parent Advisory Committee (PAC), which is assigned the responsibility of advising the district on the Local Control Accountability Plan. The PAC also meets approximately thirteen times per year in three-hour trainings. Both the DELAC and the PAC culminate their year of learning by reviewing, providing advice, and presenting their recommendations to the Board of Education. Families and school staff are also provided opportunities to work together to plan, design, implement and evaluate family engagement activities at school and district levels. Kenter Canyon ECS facilitates this process during the Governance Council meetings, and at the district level this process is facilitated as part of the study groups hosted geographically across Los Angeles. Because Kenter Canyon GC is comprised of parity representation, is equal between parents and staff. Parents and staff work together to benefit students. Governance Council and its committees are governed by Robert’s Rules of Order, as well as the committees’ assigned governance under the Brown and Greene Acts.|The Los Angeles Unified provides families with information and resources at multiple access points including the district, regional office and school site webpages, in addition to the five hundred and fifty Parent & Family Centers, and through workshops provided by school staff and community partners. Kenter Canyon parent volunteers and administration maintain the school's website and other avenues of communication, including Principal's Weekly Bulletin, Head Room Parent Weekly Blast, and Connect-Ed Messages. The majority of families surveyed in the District’s School Experience Survey stated that their school sites provide information on grade level requirements--90% for elementary, 87% for middle, and 85% for high school. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand—96% for elementary, 94% for middle, and 91% for high school. Regarding programs where teachers meet with families, the School Experience Survey reports that a majority of participants participate at teacher events, like parent teacher conferences and performances at a rate of 95% for elementary, 86% for middle, 73% for high school families. Families are also supported in understanding district and school policies, exercising their legal rights, and advocating for their own students and all students through the Governance Council. As a low-count English Learner school and low-count Impoverished School, all students are represented by the Governance Council and all students are addressed when conducting committee work. Another initiative where families learn about their legal rights is through the We Are One L.A. Unified: Standing with Immigrant Families campaign. The district-wide campaign empowers families with know your rights information in the areas of immigration, health, housing and education rights. Kenter Canyon Governance Council and committee determine and make recommendations for staff training, resources, and encourage families to advocate for their students.|The Los Angeles Unified is organized to support family engagement through a centralized Office of Parent & Community Services, and six regional Parent & Community Engagement Teams in coordination with the Federal & State Education Programs Office. Kenter Canyon ECS is located in Local District West. These teams support the implementation of school site trainings for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers. In 2018-19, the district processed 20,000 volunteers. The school district also has identified 550 Parent & Family Centers of which 279 (50.7%) were modernized with mobile devices, furniture and equipment. The centers facilitate workshops covering academic, health and enrichment workshops for families. Districtwide, during the 2018-19 school year, 90% of district schools reported hosting at least four academic workshops for families. Kenter Canyon workshops are provided by teachers, school staff and administration based on a needs survey from parents and Governance Council committees. Workshops have included Common Core Mathematics, Hands-on Science, A-G Requirements and School Climate. Welcoming environment indicators are also captured in the district’s School Experience Survey. Participants of the survey reported high response rates when asked I feel welcome to participate at this school: 98% of parents feel welcome at Kenter Canyon ECS. 81% of the families participated in the School Experience Survey. Kenter Canyon establishes a Governance Council at the start of the new school year comprised on 7 elected parent representatives and 7 elected staff members. Kenter Canyon's fundraising arm is called Parent Support Group (PSG). The PGS facilitates a family needs assessment where staff and families learn about family strengths, languages, and identify common goals for students. Although Kenter Canyon ECS Is not a Title 1 School, it highlights resources and workshops offered to families in collaboration with school staff and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 21653340000000|Kentfield Elementary|3|The Kentfield schools have very active School Site Councils that choose areas of focus. Underrepresented groups in the school community have historically been less involved at this level, but the District English Language Advisory Council has become a much more organized group in the past year, with officers and regular meetings. What is needed now is to meld parent groups and bring them to the table with district staff to collaborate on family engagement opportunities and improving student outcomes.|The district is actively working to improve teachers' and administrators' capacity to partner with families by smoothing communication channels such as Aeries Communication. The provision of information and resources including legal rights and ways to help your child at home have been routine practice in the district for targeted student groups as well as the general student population.|The District's commitment to soliciting input from families is evidenced by the time given to parent-teacher conferences, board and district committees, annual survey, and general availability for meetings such as "all calls" at Kent. Meetings for the District English Learner Advisory Committee have grown in attendance and frequency, going from four per year to one per month in the past two years. One focus area for improvement is ensuring that parents are receiving communication in a language and format they can access and understand. Another is ensuring all families are welcome and comfortable attending events in the district whether they be social or business.|4|4|3|3|3|4|4|4|4|3|3|3|2019-10-15|Met|2019 49707890000000|Kenwood|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 10101080127514|Kepler Neighborhood|3|Our Kepler Parent Group is supporting our Coffee Talks. Our Coffee Talks have a broad array of topics to meet the needs of more families. We provide translations for any family that needs it as well. This is at our front desk support and offered all event. Our parent group attends Board meetings and reports to families. They did not have a voice last year, and we are working to include our families much more. A booth for family involvement and information occurred at our Back to School Night as well as our Meet the Teacher Night. We have an events calendar and parents are reminded of events. Parents are personally invited to any recognition their student receives as well. All teachers/grade levels send home weekly newsletters. In last year's survey, students and families highlighted the opportunities to participate in decision making regarding events, social interaction and educational field trips.|We provide families with PowerSchool access to view their child's progress academically. We have full day parent/teacher conferences. If a student has a d or f, the teacher contacts the parents regarding their grades. Teachers communicate with families via Remind and phone calls. Families are provided with IEP rights before meetings. The Parent/Student Handbook outlines rights and responsibilities.|A Kepler Parent Group has been initiated. Monthly coffee talks occur with different topics for famiies. We are utilizing Remind to send communications as many of our families do not use email and text is much more efficient. We are hoping these items will help more families be involved with our school. We are working with the parent group to create a survey to find out better ways to support our families. We personally call families when students do not have forms for attending events and invite families to events their student(s) is recognized.|2|3|3|2|2|3|4|4|2|2|2|3|2019-10-09|Met|2019 19646420000000|Keppel Union Elementary|3|Seeking Input for Decision-Making In the section Seeking Input for Decision-Making, the prompt discusses how schools or the school district, seek input from parents for the Decision-making process. Stakeholders include: Staff, Administration, and parents. Strengths: Our area of strength is in building the capacity of and support principals and staff to effectively engage families in advisory groups and with decision-making. For example, during grade level meetings, we discuss strategies on how to engage more parents. During the DELAC meetings, we also not only encourage parents to get involved in different advisory committees, but we also encourage them to provide us with effective feedback through decision-making process. These have occurred when review the EL Handbook as well as the LCAP Community Forum. Progress: We continue to make progress by providing families the opportunities to give the district or school feedback on policies and programs. Families are allowed, and taught, to provide input by: meeting with their child’s teacher, request a conference with the classroom teacher or administrator, communicate with teachers via email or Class Dojo or other programs. Focus Area of Improvement (include how we will improve the engagement of underrepresented families): The focus area for the district is on how to train parents when volunteering to participate in an advisory committee so that they can learn how to effectively engage and be a participant during these meetings. It’s also important to train parents on how the decision-making process works and the difference between a decision-making body versus an advisory committee. This concern will be brought up to the principals during a principal meeting in order to gather ideas on how to improve in this area. The input of the teachers will also be sought before making a final decision.|Building Partnerships for Student Outcomes: In the section Building Partnerships for Student Outcomes, the prompt discusses the importance of seeking the input from parents in regards to parent engagement, teaching parents how to advocate for their children, support parents with student learning and development at their home, and professional development for staff, relationships between the school and the families. Parents, staff, administration are the stakeholder groups in this section. Strengths: Schools continue to seek the input of parents in regards to engagement, provide opportunities for parents to engage, provide resources and tutoring services, or after school programs to support the learning development at home as well as meet with parents during Parent Conferences to provide resources, techniques and support to parents in order to support improved student outcomes. Progress: We will continue to offer parenting programs, such as English Parent classes, Family Academy and other activities to equip parents with information and resources to help their children at home. We will seek more ways to help our English Learner parents as well as underrepresented families in this area. Focus Area of Improvement (include how we will improve the engagement of underrepresented families): Our Focus Area of Improvement is to build more capacity in the parents’ understanding of how to advocate for their children as well as exercising their legal rights. This topic will be discussed at the PAC meeting to come up with ideas on how to improve in this area. We will then ask the administration for their input, the teachers and lastly, the parents.|Building Relationships In the section Building Relationships, the prompt discusses the relationships between the school and the families, in particular the school staff (certificated and classified), the administration, and the parents. Those are the stake holder groups in this section. Strengths: The strength in this section is that our schools create a welcoming environment for all families in the community. The Needs Assessment Survey, conducted in March, 2019, demonstrated that 86.1% of our parents indicate that they always feel welcomed at their child’s school. Additionally, the schools continuously invite parents to school events, parent conferences, Saturday School, Coffee with the Principal, ELAC meetings, etc. At the District Level, parents are invited to participate in district-wide events such as the Family Academy, Project 2 Inspire Parent Courses, English Parent classes, the LCAP Community Forum as well as the Parent Advisory Council. Progress: District personnel as well as site administrators and office staff; continue to build trusting and respectful relationships with families. Costumer service is important, classified and certificated staff is continuously reminded of how to conduct meetings, how to respond to situations and are offered assistance whenever a situation arises that may warrant support. Additionally, we continue to provide avenues for parents to have a 2way communication system between families and educators using language that is understandable and accessible to families. Support staff is hired to support parents whenever the need arises for a translator. During Parent Conferences, schools sites develop schedules to ensure that Spanish-speaking parents have a translator. Class Dojo, school apps and other technology means are utilized to communicate with parents in a 2-way format. Focus Area of Improvement (include how we will improve the engagement of underrepresented families): The one area of improvement is in the area of supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. Although the district recognizes culture as an integral part by celebrating 5 de mayo as well as some schools having Folklorico dancing, most of the staff is unaware of the family’s strengths as well as the family’s goals for their children. During the PAC meeting, we will come up with ideas on how to seek this input from families, keeping in mind the engagement of underrepresented families. We will then take our recommendations and share them with administrators and staff. Lastly, we will seek advise of the parents during ELAC, Coffee with the Principal, or other parent events.|3|4|2|3|3|3|3|2|3|2|3|2|2019-11-14|Met|2019 10739990000000|Kerman Unified|3|KUSD has thriving parent participation at each site. Parents are involved via SSC, ELAC, and parent clubs. Parents are also involved in District Committees, such as DELAC, LCAP Advisory, and the Migrant Parent Advisory Committee. Input and parent involvement are encouraged at each site and district meetings. During the Public Input section of each school board meeting, parents and community members are allowed a specified amount of time to express concerns or share positive comments.|All KUSD schools hold a Back to School Night at the beginning of the year so that families can meet the teachers and administrators. Online registration and Parent Portal afford families with easy access to students’ grades, courses, discipline, Parent-Student Handbook, and all district forms and documents. KUSD has scheduled parent-teacher conferences twice a year at the K-6 school sites. Translators are provided to insure engagement with families whose primary language is not English. Parents are encouraged to make appointments with teachers, counselors, or administrators to discuss student progress. Progress reports/report cards are mailed home every five weeks. Student Success Teams are held with staff and parents to address ways to help struggling students succeed.|KUSD uses a variety of resources to keep families informed. These include phone messages, newsletters, emails, websites, Facebook, Remind app for text messages, and personal phone calls. The District will continue to focus on ensuring families who may not have access to technology are invited to events and included on committees (e.g., SSC, ELAC, LCAP). Parents now have 24-hour access to student grades and CAASPP and ELPAC test results.|4|4|4|5|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 15101570000000|Kern County Office of Education|3|The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students. The program actively recruits parents/guardians to participate in the Court and Community School Site Councils and the Court and Community English Learner Advisory Committees. Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input. Parents/guardians of students who receive Special Education services are invited to attend and actively participate in all IEP meetings. The high turnover rate in both Court and Community School sites makes it challenging to have continuous parent/guardian involvement. The program will explore ways to increase parent/guardian involvement, including communicating with other county offices of education to determine their parental engagement practices.|Each Community School site has an open door policy related to meeting with parents/guardians to discuss student progress and determine ways to work together to support student achievement, both behaviorally and academically. Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what the school can do to support the student and their family. At the annual Back to School Night events for both Court and Community school sites, parents/guardians are encouraged to visit the vendor booths in order to connect with a variety of services the community has to offer. The Alternative Education program is committed to continuing to foster positive relationships with parents/guardians through regular communication and invitations to school events.|The Alternative Education program believes that building relationships with students and their families is the foundation for students' educational success. Program staff regularly connect with parents/guardians through phone calls and strives to make them feel welcome every time they visit campus. In collaboration with School Community Partnerships, the Alternative Education program offers Parent Project courses twice per year. Due to the short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging. Court School restrictions typically limit access to parents outside of events such as Back to School Night and various meetings. An area of growth needed related to building relationships is supporting staff in their understanding of each family's unique dynamics. However, the high turnover in enrollment can make this level of understanding of each family difficult.|4|4|3|5|2|3|4|4|3|3|4|4|2019-10-08|Met|2019 15635290000000|Kern High|3|Regular stakeholder engagement remains a high priority for KHSD, in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue that will determine goals and actions to achieve academic success for all students. Essential to the success of this effort is the active participation of all stakeholders – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders. KHSD and stakeholders thoughtfully and openly work together to address and overcome challenges that under-served students are facing today and to provide the necessary means to maximize students’ learning. The district welcomes input and feedback from site and district decision-making platforms. Parents/guardians are invited to meet and organize to promote parental engagement – e.g., district parent advisory committees; Local Control Accountability Plan (LCAP) Advisory Council; school site councils; school open houses; booster clubs; English Learners, Migrant, and Title I parent advisory groups; and meetings with teachers, counselors, and administrators. School sites are always seeking input from parents through a variety of mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan and students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the LCAP 2019 Parent Winter Survey, 89% of parents surveyed believed the school valued them as important partners in their student’s education. 84% of “All Parents” and 90% of “Underrepresented Families” believe they have opportunities to take part in decisions made at their student’s school. The LCAP 2019 Winter Staff survey confirmed that 99% of KHSD respondents acknowledge that parent involvement can increase a student’s achievement. Survey results also established that 68% of staff would like professional development to strengthen their parent engagement strategies. An area of focus for KHSD is to continue to build on responses and suggestions from stakeholders and strive to increase their knowledge concerning the impact of parent involvement, as well as training KHSD staff on strategies in parent engagement at both site and classroom levels.|Providing parents/guardians with information and resources to assist their student(s) is an on-going, significant effort. The annual Parent and Student Handbook (available in both English and Spanish), provided to all parents/guardians, informs parents of the following: Educational rights Graduation and college-going requirements Guidelines for academic and social-emotional success Available support services Extra-curricular and co-curricular opportunities Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate. In addition, KHSD implements a variety of programs in collaboration with community organizations to support the engagement of underrepresented families. These programs include the following: After-school tutoring for low-achieving and at-risk students in math and reading, provided by university/college students Mentoring of Hispanic female students by Latina Leaders in the Kern County community Mentoring of African-American female and male students by African-American KHSD staff and Kern County community leaders Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education Recruiting and coordinating community partners and parent volunteers at the schools through KHSD Parent and Family Centers Promoting the participation of KHSD key staff (school community specialists, parent center liaisons, migrant program recruiters, Title I coordinators) at the monthly Kern County Network for Children collaborative to receive community- event highlights, trainings, and outreach to benefit KHSD underrepresented families A focus area for improvement is for KHSD to develop a mentoring program to support Hispanic male students and their families. KHSD will promote the collaboration of teachers, staff, counselors, district staff, and male Hispanic community members to pilot a program that fosters a sense of belonging for these students and improves their college-going rate.|Parents/guardians are valued partners of the district and each school site and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with its parents and parent groups to deepen understanding and mutual respect as well as to strengthen community. Each of the 18 comprehensive sites has a Parent and Family Center, continuing to provide meaningful resources to help parents become strong educational advocates. From August 2018 to September 2019, approximately 14,965 parents/guardians visited the Parent and Family Centers. Essential to the district’s continuous growth is regular feedback, promoted through site and district meetings and structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, open houses, activity and athletic clubs, college-going support nights, and one-on-one meetings with teachers, counselors, and administrators. The participants’ comprehensive input impacts district and site decisions on changes, improvement, and movement forward. A variety of communication means are used to relate to parents, such as the KHSD website, weekly and annual newsletters, the KHSD (Internet) broadcast, traditional mailers, meetings and telephone calls, Twitter, Blackboard, ParentVue, and the Achieve magazine. KHSD is committed to providing two-way communication between families and educators by use of interpreters and interpreting devices, available at all public and restricted meetings – i.e., Individualized Education Plan meetings and other supportive meetings with teachers, counselors, administrators and parents. Further strengthening the district’s relationship with its parents/guardians is the additional staff (social workers, counselors, interventionists, and behaviorists) hired to support the social and emotional well-being of all students. Areas for improvement are highlighted in the Parent and Family Self-Reflection Tool and identify an important professional-learning need for support staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff members requested additional resources for improvement in this area, as presented in the Local Accountability Control Plan (LCAP) Winter 2019 Staff Survey; as a result, parent and family engagement materials are currently being developed to provide staff members with these additional resources. An ongoing challenge for the district is increasing parent/family participation. All families, including those traditionally underrepresented, could have greater attendance at district/site parent and family events. Because KHSD is committed to this effort, it will continue to collaborate with parents/guardians and community members to explore meaningful ways to increase parent/family participation district-wide.|3|4|3|4|2|4|3|4|4|4|4|3|2019-10-07|Met|2019 15635291530435|Kern Workforce 2000 Academy|3|Strengths: Site/District advisory groups, parent surveys, parent centers, translation services, translation technology, culture of transparency Areas for growth: ELAC participation, personal conversations with and invitations to parents to participate|Strengths: Parent workshops, availability of data/information/resources, partnerships with neighboring school districts in work experience internships Areas for growth: Professional development for parent center staff, communication, more targeted parent workshops, select workshops from community and social services agencies|Strengths: Parent centers extended evening hours, district community & public forums, parent field trips, district advisory groups, parent representation on Site council and Governance Council, 2 parent nights per site per year Areas for growth: Continue to increase family engagement, communication, increasing evening hours at all Workforce parent center sites|3|3|2|3|2|2|2|3|1|2|2|1|2019-10-07|Met|2019 15635450000000|Kernville Union Elementary|3|Input from parents and families for decision-making has been solicited. However, participation has been limited. This is currently a priority in our continual improvement process. KUSD's written Family Engagement Plan will address inclusion of parent/family input for decision-making, along with training for parents to build their capacity in leadership.|Staff have been trained on Positive Behavior Interventions and Supports, Restorative Practices, Youth Mental First Aid, Mindfulness, Parent Project Trainers, and Nurturing Parenting Trainers. Classes are being held for parents to grow and learn more parenting skills. Parent Nights are held for families to engage in learning about Literacy and Science. Parent Conferences are held twice a year with student, parent and teacher. When applicable others are invited to attend that enhance student progress. Access to some activities are difficult for families that have limited resources. We will be addressing that as one of the barriers for parents.|KUSD has trained staff in Trauma Informed Practices, Adverse Childhood Experiences, and Resilience. Entrances to schools are staffed with morning greeters, and Check and Connect staff to engage families. More training is needed to review and expand knowledge of Trauma Informed Practices, Equity and Social-Emotional Learning.|2|3|2|3|3|3|3|1|2|1|1|1|2019-10-08|Met|2019 50711346113286|Keyes to Learning Charter|3|Keyes to Learning Charter School supports staff and families to effectively be engaged in the advisory groups and decision making opportunities we have available. KTL annually surveys all of its stakeholders and seeks input from any underrepresented groups in the school community. KTL's PTA provides opportunities to have families, teachers and administration work together to plan, design, implement and evaluate family engagement activities at school levels.|Keyes to Learning Charter School provides support to teachers and principals to build the school’s capacity to partner with families. KTL's staff and administration have not participated in professional learning opportunities. Because KTL is a non classroom based independent study school it is important that we provide families with information and resources to support student learning and development in the home. KTL schedules specific times throughout the year for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers and parents are also encouraged to routinely communicate with each other.|The staff at Keyes to Learning Charter School (KTL) is amazing when it comes to building ongoing trusting and respectful relationships with our families. Being a school of choice, it is important for each campus, office and classrooms provide a welcoming environment for all families who choose to bring their children to our school. KTL draws students from all over Stanislaus County and adjacent counties, staff are supported to learn about and understand each family. KTL has developed multiple means for its staff to have 2-way communication between families and educators through the use of email, phone, School Pathways and ParentSquare. The area for improvement has to be getting to know our families beyond their children's education. Being a school of choice, our students come from a variety of communities and though we build personal relationships with our families we need to understand them better.|4|4|4|3|3|3|4|3|4|3|3|4|2019-10-08|Met|2019 50711340000000|Keyes Union|3|The district chose to engage in a pretty extensive survey administered to the above stakeholders and used the results to conduct a district wide analysis of our strengths, weaknesses, opportunities for improvement and threats to success. These are the driving force of our strategic plan. S.W.O.T. Analysis Survey (Strengths, Weaknesses, Opportunities, Threats) WHAT ARE THE STRENGTHS OF THE KEYES UNION SCHOOL DISTRICT AND THE ACCOMPLISHMENTS IN THE PAST YEAR? School Safety Dedication to special education An environment where the district, teachers, teacher union and classified staff and union staff work as partners A superintendent who is willing to look outside and bring new things into the district Strong financial health We have a team approach to whatever we do at the district-working together Willingness to listen to all groups Dedicated employees Openness to change Commitment to excellence Good Governance from board WHAT’S NOT GOING AS WELL AS YOU WOULD LIKE INTERNALLY WITH THE KEYES UNION SCHOOL DISTRICT (e.g., challenges/weaknesses)? Limited music programs, visual and performing arts Lack of communication about site activities Parent Involvement Lack of technology training for students and teachers Achievement gap Challenging student behaviors Lack of time for teachers to process and analyze Out of touch with classrooms EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A POSITIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Funding from non-profits and foundations Attracting new talent because of the Motivation to unite as community Diversity of district staff and students More outreach about crisscrossing between the elementary and middle School Parent involvement EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A NEGATIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Lack of federal funding Sweeping impact of technology Increase in special education needs and enrollment Strains on the curriculum due to external mandate sand trends Overall operating costs increase Lack of unity in schools Increased federal mandates Inaccurate media reports / social media about schools being inefficient and poorly run IDENTIFIED THREE YEAR GOALS THAT SUPPORT LCAP GOALS Continue to promote and sustain student achievement (closing the achievement gap) Increase community partnerships Clarify roles, responsibilities and communication pathways Maintain educational excellence beyond just test scores Expand positive parenting image with district Vision of TK-12 District Establish a 21st century learning environment Provide safe school environments Promote collaboration, communication, and transparency with students, parents and teachers Create and maintain excellent facilities Educate the whole child Identify and implement cyber-bullying programs across the district Maintain quality staffing at all levels|The district chose to engage in a pretty extensive survey administered to the above stakeholders and used the results to conduct a district wide analysis of our strengths, weaknesses, opportunities for improvement and threats to success. These are the driving force of our strategic plan. S.W.O.T. Analysis Survey (Strengths, Weaknesses, Opportunities, Threats) WHAT ARE THE STRENGTHS OF THE KEYES UNION SCHOOL DISTRICT AND THE ACCOMPLISHMENTS IN THE PAST YEAR? School Safety Dedication to special education An environment where the district, teachers, teacher union and classified staff and union staff work as partners A superintendent who is willing to look outside and bring new things into the district Strong financial health We have a team approach to whatever we do at the district-working together Willingness to listen to all groups Dedicated employees Openness to change Commitment to excellence Good Governance from board WHAT’S NOT GOING AS WELL AS YOU WOULD LIKE INTERNALLY WITH THE KEYES UNION SCHOOL DISTRICT (e.g., challenges/weaknesses)? Limited music programs, visual and performing arts Lack of communication about site activities Parent Involvement Lack of technology training for students and teachers Achievement gap Challenging student behaviors Lack of time for teachers to process and analyze Out of touch with classrooms EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A POSITIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Funding from non-profits and foundations Attracting new talent because of the Motivation to unite as community Diversity of district staff and students More outreach about crisscrossing between the elementary and middle School Parent involvement EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A NEGATIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Lack of federal funding Sweeping impact of technology Increase in special education needs and enrollment Strains on the curriculum due to external mandate sand trends Overall operating costs increase Lack of unity in schools Increased federal mandates Inaccurate media reports / social media about schools being inefficient and poorly run IDENTIFIED THREE YEAR GOALS THAT SUPPORT LCAP GOALS Continue to promote and sustain student achievement (closing the achievement gap) Increase community partnerships Clarify roles, responsibilities and communication pathways Maintain educational excellence beyond just test scores Expand positive parenting image with district Vision of TK-12 District Establish a 21st century learning environment Provide safe school environments Promote collaboration, communication, and transparency with students, parents and teachers Create and maintain excellent facilities Educate the whole child Identify and implement cyber-bullying programs across the district Maintain quality staffing at all levels|The district chose to engage in a pretty extensive survey administered to the above stakeholders and used the results to conduct a district wide analysis of our strengths, weaknesses, opportunities for improvement and threats to success. These are the driving force of our strategic plan. S.W.O.T. Analysis Survey (Strengths, Weaknesses, Opportunities, Threats) WHAT ARE THE STRENGTHS OF THE KEYES UNION SCHOOL DISTRICT AND THE ACCOMPLISHMENTS IN THE PAST YEAR? School Safety Dedication to special education An environment where the district, teachers, teacher union and classified staff and union staff work as partners A superintendent who is willing to look outside and bring new things into the district Strong financial health We have a team approach to whatever we do at the district-working together Willingness to listen to all groups Dedicated employees Openness to change Commitment to excellence Good Governance from board WHAT’S NOT GOING AS WELL AS YOU WOULD LIKE INTERNALLY WITH THE KEYES UNION SCHOOL DISTRICT (e.g., challenges/weaknesses)? Limited music programs, visual and performing arts Lack of communication about site activities Parent Involvement Lack of technology training for students and teachers Achievement gap Challenging student behaviors Lack of time for teachers to process and analyze Out of touch with classrooms EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A POSITIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Funding from non-profits and foundations Attracting new talent because of the Motivation to unite as community Diversity of district staff and students More outreach about crisscrossing between the elementary and middle School Parent involvement EXTERNAL FACTORS/TRENDS THAT WILL/MIGHT HAVE A NEGATIVE IMPACT ON THE KEYES UNION SCHOOL DISTRICT IN THE NEXT THREE YEARS Lack of federal funding Sweeping impact of technology Increase in special education needs and enrollment Strains on the curriculum due to external mandate sand trends Overall operating costs increase Lack of unity in schools Increased federal mandates Inaccurate media reports / social media about schools being inefficient and poorly run IDENTIFIED THREE YEAR GOALS THAT SUPPORT LCAP GOALS Continue to promote and sustain student achievement (closing the achievement gap) Increase community partnerships Clarify roles, responsibilities and communication pathways Maintain educational excellence beyond just test scores Expand positive parenting image with district Vision of TK-12 District Establish a 21st century learning environment Provide safe school environments Promote collaboration, communication, and transparency with students, parents and teachers Create and maintain excellent facilities Educate the whole child Identify and implement cyber-bullying programs across the district Maintain quality staffing at all levels|5|5|5|5|4|4|4|5|5|5|5|5|2019-10-08|Met|2019 49402536116958|Kid Street Learning Center Charter|3|Kid Street administration continues to reach out to families to encourage them to be involved in LCAP development and other policy development meetings. Surveys are conducted and used to shape decisions.|Kid Street's intervention program continues to strengthen and grow. Part of this improved programming includes extended outreach to families. Specific areas that have improved include: increased access to basic needs for unduplicated students and increased face to face meetings to discuss intervention for students. Both academic and social emotional health concerns and interventions are discussed at these meetings. Over 20% of our students and their families have participated in intervention services meetings. We find that these up close and personal meetings create an effective partnership where families and school personnel work together as a team to ensure student success.|Creating trusting relationships with care givers remains a programming strength. Of notable improvement has been our outreach to families to be involved in our STEAM programming. STEAM displays, poetry recitals, art walks, portfolio displays, field trips and other STEAM focused campus events have served as a way for families to experience their child's school experience up close and personal.|4|4|4|4|4|4|4|4|4|4|4|4|2019-09-12|Met|2019 37679910139394|Kidinnu Academy|3|Kidinnu Academy is a new school that just opened its doors this year. We have had amazing parent involvement and offer diverse opportunities for parents to get involved in their child's education. That being said, with this being our initial year, we are determining baseline data. We will use this baseline data to set goals and determine ways to engage underrepresented families.|Kidinnu Academy is a new school that just opened its doors this year. We have had amazing parent involvement and offer diverse opportunities for parents to get involved in their child's education. That being said, with this being our initial year, we are determining baseline data. We will use this baseline data to set goals and determine ways to engage underrepresented families.|Kidinnu Academy is a new school that just opened its doors this year. We have had amazing parent involvement and offer diverse opportunities for parents to get involved in their child's education. That being said, with this being our initial year, we are determining baseline data. We will use this baseline data to set goals and determine ways to engage underrepresented families.|3|4|2|3|1|1|1|2|2|2|2|2|2019-11-12|Met|2019 30665300134221|Kinetic Academy|3|At Kinetic Academy, parent input in decision-making will take place through the following: • Kinetic Parent Organization • Serve on the Kinetic BOD • Local site council (advisory committee to the board) - comprised of parents, teachers and community members|Kinetic Academy will provide all parents (including unduplicated students, and Students with Disabilities) with numerous opportunities to engage as partners in their child’s education. • Annual Parent survey • Provide Oral and Written Translation to parents who speak a language other than English • Coffee Chats: bi-monthly informal meeting with parents to discuss schoolwide events, issues and concerns. • Email notification • Teachers will utilize an application like BLOOMZ or ParentSquare for daily/weekly to communicate with parents about their child • The school’s website will be updated regularly that will include the school’s calendar • Kinetic Academy will use social media to inform parents/public about schoolwide events • Monthly Dine-Outs at local restaurants to engage parents/families • Host schoolwide events: Assemblies, Back-to-School, Hour of Kindness, Lunch of Loved Ones, Open House • Annual parent appreciation event: recognize parents who volunteer. • Kinetic Academy will provide parents of students in grades 1-5 with access to PowerSchool Parent Portal to access their child’s academic grades, progress, and attendance.|Kinetic Academy continues to focus on an LCAP goal that addresses State Priority 3 which includes: Engage parents, families and community members as partners through education, communication and collaboration in order to provide all students with a safe, welcoming and inclusive, and positive learning environment. Kinetic Academy will engage all parents to include providing oral and written translation for parents who need language support and providing reasonable accommodations for parents with special needs. Kinetic Academy also deepens students’ commitment to public participation through community service learning and student government. Kinetic Academy’s small school model provides a nurturing and supportive learning environment for each child to ensure academic success. Kinetic Academy has further collaborated with parents, families and community partners to support student learning and achievement as evidenced by 95% of parents completing the annual survey and over 90% of parents attending school events. Kinetic Academy provides systematic professional development to teachers, staff and administrators to secure parents as partners. Kinetic Academy will implement the following actions to: Review and Revise the Comprehensive School Safety Plan Ensure Yard Supervisors maintain safety on the yard Continue to implement WAVES Character Education Investigate and implement a schoolwide Social Emotional Learning program Provide one nutritionally adequate free or reduced-price meal Participate in the annual student, staff and parent survey|5|5|5|5|5|5|5|4|5|5|5|5|2019-06-19|Met|2019 27660500000000|King City Union|3|In the fall and spring of the 2018/19 school year, parents of all students in grade TK - 8th grade were provided with the opportunity to complete an on-line survey. Parents had the option of completing the survey on their own time and device or as part of each schools parent-teacher conference week held twice per year. As a result of on-line surveys, lower parent completion rates were received therefore identifying an area of improvement needed for the 19/20 year. Increased outreach will be implemented including consideration of providing paper surveys. The parent survey selected for administration addressed actions within goals 1 and 4 of the district LCAP, seeking to support parent engagement, input on decision making, and communication between the school sites, the district, the community, and parents. In addition to the parent survey, input from parents is solicited at school site and district wide participation opportunities such as LCAP Stakeholder meetings, School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings.|KCUSD provides multiple opportunities for partnerships for student outcomes including School Site Council, Parent Teacher Organization, English Learner Advisory Committee, parent conferences, parent nights, and local governing board meetings. Additionally, each elementary school site has implemented opportunities for parent education to assist in understanding how to help their student at home and the district provides regular parent education opportunities focused specifically on mathematics. Partnerships with community organizations have provided parent education events throughout the year. Overall attendance at the variety of parent education events remains an area of focus for improvement.|The King City Union School District strives to build relationships with families and community at all levels. KCUSD's strengths are reflected in the increasing number of parents participating in School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee, Parent Teacher Organizations. Results of the annual parent survey indicate that the majority of parents feel welcome at school, the school provides a positive environment, and communicates well with parents. To further increase school to home communication and build relationships, KCUSD implemented the use of Parent Square during the 2018-19 school year. The application available on all devices provides instant opportunities for communication in the parents preferred language. Increasing the number of parents using Parent Square is an area of focus for the 19-20 school year with multiple outreach efforts targeted such as informational flyers, parent training opportunities, and sharing at parent conferences to ensure all parents are aware of this tool.|4|4|4|4|3|3|4|4|4|4|4|3|2019-05-15|Met|2019 37683386119598|King-Chavez Academy of Excellence|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KCAE makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 98% of parents agree the school allows input and welcomes parent contributions. 98% of parents and 95% of staff agree the school encourages parental partnership. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC, ELAC, and parent groups meet regularly throughout the year. An area for improvement is gathering data to determine the level of parent participation and attendance at events throughout the year. This data will be used to recognize engaged families and establish a baseline for future years.|KCAE prides itself on serving our families. Surveys show 98% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 94% of parents agree the school provides information about how to help their child with homework. KCAE also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intersessions. One focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication at all levels. KCAE provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data, and opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KCAE administered surveys to stakeholders from all grade levels. Key findings were that about 80% of elementary students, 58% of middle school students, 92% of staff and 96% of parents indicated caring relationships at the school. 97% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will improve the engagement of underrepresented families by encouraging frequent contact between home and school. KCAE is implementing email and text message communication systems this year. Our new instructional materials include reports that can be easily shared with families. The charter network is also offering Spanish language classes for interested staff.|4|4|4|4|3|3|4|4|3|4|4|4|2019-12-12|Met|2019 37683380109033|King-Chavez Arts Academy|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KCAA makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 94% of parents agree the school allows input and welcomes parent contributions. 94% of parents and 91% of staff agree the school encourages parental partnership. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC and ELAC groups meet regularly throughout the year. An area for improvement would be to provide relevant training for members of these advisory groups so members can more effectively engage in decision-making.|KCAA prides itself on serving our families. Surveys show 96% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 92% of parents agree the school provides information about how to help their child with homework. KCAA also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intercessions. One focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication. KCAA provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KCAA administered surveys to stakeholders from all grade levels. Key findings were that 83% of students, 80% of staff and 94% of parents indicated caring relationships at the school. 98% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year.|4|5|3|4|3|4|4|3|3|3|4|4|2019-12-12|Met|2019 37683380109041|King-Chavez Athletics Academy|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KCAA makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 97% of parents agree the school allows input and welcomes parent contributions. 95% of parents and 100% of staff agree the school encourages parental partnership. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC and ELAC groups meet regularly throughout the year. An area for improvement would be to provide relevant training for members of these advisory groups so members can more effectively engage in decision-making.|KCAA prides itself on serving our families. Surveys show 99% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 94% of parents agree the school provides information about how to help their child with homework. KCAA also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intercessions. One focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication. KCAA provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KCAA administered surveys to stakeholders from all grade levels. Key findings were that 84% of students, 85% of staff and 99% of parents indicated caring relationships at the school. 98% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will improve the engagement of underrepresented families by encouraging frequent contact between home and school. KCAA is implementing email and text message communication systems this year. Our new instructional materials include reports that can be easily shared with families. The charter network is also offering Spanish language classes for interested staff.|4|5|3|4|3|4|4|3|3|3|4|4|2019-12-12|Met|2019 37683380118851|King-Chavez Community High|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KCCHS makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 66% of parents agree the school allows input and welcomes parent contributions. 70% of parents and 90% of staff agree the school encourages parental partnership. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC and ELAC groups meet regularly throughout the year. An area for improvement is gathering data to determine the level of parent participation and attendance at events throughout the year. This data will be used to recognize engaged families and establish a baseline for future years.|KCCHS prides itself on serving our families. Surveys show 89% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 84% of parents agree the school provides information about how to help their child with homework. KCCHS also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intercessions. One focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication at all levels. KCCHS provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data, and opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KCCHS administered surveys to stakeholders from all grade levels. Key findings were that approximately 60% of students, 100% of staff and 77% of parents indicated caring relationships at the school. 85% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships. Going forward, the school will improve the engagement of underrepresented families by encouraging frequent contact between home and school. KCCHS is implementing email and text message communication systems this year. The charter network is also offering Spanish language classes for interested staff.|4|4|4|4|4|4|4|4|4|3|4|3|2019-12-12|Met|2019 37683380111906|King-Chavez Preparatory Academy|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KC Prep makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 89% of parents agree the school allows input and welcomes parent contributions. 95% of parents and 89% of staff agree the school encourages parental partnerships. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC, ELAC, ASB, and parent groups meet regularly throughout the year. We will gather data to determine the level of parent participation and attendance at events throughout the year. This data will be used to recognize engaged families and establish a baseline for future years. An area for improvement would be to provide additional, relevant training for members of these advisory groups so members can more effectively engage in decision-making.|KC Prep prides itself on serving our families. Surveys show 97% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 84% of parents agree the school provides information about how to help their child with homework. KC Prep also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intercessions. One focus area for improvement is to connect students and parents to a broader range of resources and information. The school will continue to build partnerships with families by offering ongoing training on effective communication at all levels. KC Prep provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data, and opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KC Prep administered surveys to stakeholders from all grade levels. Key findings were that approximately 72% of students, 100% of staff and 95% of parents indicated caring relationships at the school. 97% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will improve the engagement of underrepresented families by encouraging frequent contact between home and school. KC Prep is implementing email and text message communication systems this year. Our new instructional materials include reports that can be easily shared with families. The charter network is also offering Spanish language classes for interested staff.|4|3|2|3|3|4|4|4|3|3|2|2|2019-12-12|Met|2019 37683386040190|King-Chavez Primary Academy|3|Parents have many opportunities to provide input on policies and programs. Family engagement activities are discussed at regular meetings with parent groups. KC Primary makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. Generally, stakeholders feel these efforts are successful. 96% of parents agree the school allows input and welcomes parent contributions. 97% of parents and 96% of staff agree the school encourages parental partnership. The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. Our SSC, ELAC, and parent groups meet regularly. An area for improvement would be to gather data to determine the level of parent participation and attendance at events throughout the year. This data will be used to recognize engaged families and establish a baseline for future years.|KC Primary prides itself on serving our families. Surveys show 98% of parents feel school staff are helpful. We encourage parents to become involved in their child's education by sharing resources to support student learning at home. 97% of parents agree the school provides information about how to help their child with homework. KC Primary also works with community organizations to offer academic programming and enrichment before, during, and after the school day as well as during intercessions. One focus area for improvement is to provide meaningful and relevant parent engagement activities that promote attendance. The school will continue to build partnerships with families by offering ongoing training on effective communication at all levels. KC Primary provides for home visits and regular events where parents and teachers can discuss academic progress and ways to collaborate. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide enhanced learning opportunities and staff development.|KC Primary administered surveys to stakeholders from all grade levels. Key findings were that 83% of students, 80% of staff and 94% of parents indicated caring relationships at the school. 98% of parents agree the school staff treats them with respect. These high rates show strength in the area of building relationships, and have been consistent year over year. Going forward, the school will improve the engagement of underrepresented families by offering ongoing training on parent communication, encouraging frequent contact between home and school, and providing for home visits. The network is also offering Spanish language classes for interested staff.|4|5|4|5|5|5|4|5|4|4|4|4|2019-12-12|Met|2019 10622650000000|Kings Canyon Joint Unified|3|Kings Canyon Unified has a systematic strategy to engage stakeholders to provide input for decision making as a whole. From the District office to school sites, KCUSD has established a variety of advisory councils and groups to take stakeholder input. At the District level, KCUSD has a District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC), made up of representatives from each school’s School Site Council and English Learner Advisory Council respectively. Beginning in 2018-2019, KCUSD began hosting Special Education Connect meetings to take input from parents and community members as to how to improve outcomes for students with disabilities. In addition to these councils and groups, KCUSD corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how the District can improve. While these systematic ways of collecting input have been effective, KCUSD is looking to better engage parents. Beginning in 2019, Parent Resource Centers are being established in both Reedley and Orange Cove for the purpose of connecting on a more personal level and being able to connect directly with parents. In addition, KCUSD is currently conducting a study, engaging parents and site leaders on how the District can improve its communication and provide greater opportunities to engage our community for the purpose of improving outcomes for students in KCUSD.|KCUSD is always looking to improve how we partner with our stakeholders to improve student outcomes. Based on the parent survey, 92% of parents feel that the teacher(s) meet the needs of their child. Teachers meet with parents in a variety of ways through out the year through conferences, parent engagement and education opportunities and school and district wide activities. A total of 91% of the parents feel that they have been provided with information on how to help students at home, make better decisions. 6% were not satisfied and 5% had no opinion. The majority of this parent engagement take place through Parent Academy. The KCUSD Parent Academy is a district-wide program available to all parents within the district. The formation of the Parent Academy is in response to the input received from parents during the development of the LCAP. The goal of the Parent Academy is to provide parents with educational opportunities and connect them to our community and district-wide resources. Parent Academy offers educational programs such as Latino Family Literacy Project, Parenting Partners, PIQE, Creation Health and others parent workshops. Parents reported that the most common way KCUSD seeks parent input is by actual staff asking parents how they believe they can improve student performance. Forty five percent of the survey responses stated that teachers have spoken to parents on the phone or in person, twenty six percent said they have been invited to a parent meeting or conference. This data shows that there is room to improve the way the District and individual sites build these critical relationships and provide parents with valuable information and education on how they can provide supports for their students and legal rights. One area that KCUSD will focus on in improving District communication opportunities to engage and work with parents and site leaders to deliver meaningful education and engagement opportunities. In 2019-2020, KCUSD has hired a Parent Education and Engagement coordinator who will work with site leaders and the District administration to connect with parents in support of building meaningful partnerships for the purpose of improving outcomes for students.|Utilizing the 2019 School Performance Survey (Parent Survey), parents show tremendous satisfaction with their schools and District. When responding to the question: “Grade the quality with which you are greeted, treated with respect, and made to feel welcome on campus.” Parents responded with 95% marking satisfactory or higher, with 80% marking “good” or “excellent.” Parents responded by sharing that they appreciate school principal and learning directors who take the time to greet them in the mornings and during student pick-up. They also shared their gratitude for office staff who are willing to answer their questions. KCUSD continues to look at ways to improve the culture and climate of each site. KCUSD has contracted with a translating and interpreting provider to ensure that home/school communication can take place when there is a need. This has been effective in expanding KCUSD’s outreach for programs such as Puente a Tecnologia and for the Migrant program. Through feedback and input from advisory groups such as DAC and DELAC, KCUSD has utilized parent engagement opportunities such as the District Fair and Children’s day to highlight and honor the diverse community of Kings Canyon Unified School District. One area for continued growth is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities and determine what the District can do to improve. This will be done through a study conducted by the new Parent Education and Engagement Coordinator in conjunction with our Home/School Communications director. The results of that study will then be used to improve how we communicate and build relationships with our community members, families and all stakeholders. On the parent survey, it was noted that 91% of parents surveyed believe that KCUSD does a satisfactory job on communicating with parents that do not speak English well with 79% rating at "good" or "excellent." KCUSD will work with Bilingual aides and Family Connection Technicians to ensure families who do not speak English well are served with accurate translated materials.|4|5|3|4|4|4|5|3|4|4|4|4|2019-10-22|Met|2019 16101650000000|Kings County Office of Education|3|An area of strength where we would like to continue to improve is the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. Parents are invited to WASC accreditation process meetings on a monthly basis. They are routinely notified of School Site Council Meetings, English Learner Advisory Committee meetings and District English Learner Advisory Committee meetings. An area of improvement where we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Our goal is to explore other ways to reach out to parents to attend engagement meetings. Tapping into community groups as a way to better reach out to families would be a way to explore and solicit feedback. The LEA will improve stakeholder input of key decision making by exploring new ways to gain feedback. Ways include the use of technology to reach out to stakeholders and/or the implementation of community partnerships to form lasting and meaningful relationships.|An area of strength where we would like to continue to improve is the LEA’s progress in providing families with information and resources to support student learning and development in the home. We continue to include community partner flyers in our monthly student-created newsletter. These newsletters communicate to families ongoing curriculum or events that include and celebrate student learning. An area of improvement where we would like to continue to focus on is the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. To strengthen these relationships teachers will reach out to parents at a minimum of once per quarter. Currently, the goal is to call parents to share positive messages. The LEA will improve partnerships by soliciting feedback for upcoming coffee hour meetings and/or addition parent outreach activities. Parent surveys and phone calls by teachers will be used to obtain information for these meetings. Improve partnerships parents will be strengthened by continued outreach.|An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. We have a monthly coffee hour on the same day as visiting day to accommodate parent schedules. Monthly topics at these coffee hour meetings were based on parent interest. An area of improvement where we would like to continue to focus on is the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships teachers will reach out to parents on a more regular basis. Currently, the goal is to call parents to share positive messages. The LEA will improve the engagement of underrepresented families via the implementation of technology to regularly reach out to families. Reminders to be sent out to families and reinforced via community partners such as probation officers. We will look into incentives regarding family registrations to encourage participation.|2|3|2|2|2|3|2|3|4|3|3|3|2019-10-15|Met|2019 54719690000000|Kings River Union Elementary|3|Kings River Union Elementary School District continues to engage families in decision making and to encourage participation on advisory groups. KRUESD has two essential advisory bodies that are comprised of parents and school personnel. The School Site Council and the English Learner Advisory Committee are important avenues for collaboration and planning for our district. The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students’ needs. Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives. Kings River Union has long standing relationships and seeks input from several local community groups; including Citizens for a Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation. Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school wide initiatives and programs.|Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership for student achievement. KRUESD recognized that parents need to have more up-to-date information regarding their students’ grades and performance on state tests. In 2018-2019, we added additional parent-teacher conferences for those students who were at risk of not being able to participate in 8th Grade Promotion and made a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate. In addition, we put in place the necessary system changes so that in 2019-2020 students would have access to their test and grades through the Student Portal, and in 2020-2021 parents will be able to have access to their students information through the Parent Portal. These changes will help teachers, parents, and students communicate in a more timely manner and will allow parents to have the necessary information they need to help their students succeed. KRUESD continues to develop our Latino Family Literacy Program that provides reading and literacy instruction to the whole family. In 2018-2019, we had about 20 parents in Preschool to Elementary School Family Literacy program to help foster parent and school partnership in literacy. The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving. However, KRUESD is a rural district and we also partner with local committee groups in London and the surrounding area so that we can communicate our goals and get input into the needs of our committee. In light of this desire to communicate our goals and to seek input into our students education needs, KRUESD develops and mails out a Newsletter three times per year to connect the community to our work at Kings River Union Elementary School.|Kings River Union Elementary School District (KRUESD) utilized two separate annual surveys to determine parent satisfaction and engagement with our school. The first survey is sent to every family in our TK-8th grade single site school district to gather information from parents/guardians. The survey data is annually shared with the KRUESD Board of Education and school staff, School Site Council, and the English Learner Advisory Committee. The survey respondents overwhelmingly indicated (91%) that they are satisfied with KRUESD. The second survey administered at KRUES is the California Healthy Kids Survey and it was given to all KRUESD 5th grade students and 7th grade students, all parents, and all staff. KRUESD selected to administer the California Healthy Kids Survey to all Kings River Parents because this survey allows us to have more refined data about perceptions of our school district from parents, staff and students regarding safety, equity, and access to high quality instruction. The data from this survey indicated that 94% of parents felt welcomed to participate at KRUESD, 98% of parents felt that they were treated with respect, 92% felt that their concerns were taken seriously, 97% felt that staff were helpful, and 94% felt well informed about school activities. This data demonstrates that KRUESD connects with parents and that parents feel appreciated by the teachers and staff. Based on the data parents are participating in school events. In 2018-2019, 61% of parents attended at least one school-event such as Back to School Night, Family Literacy Night, the Winter Music Program, Open House or the Spring Music Program. KRUESD believes communication with families is essential and all communication home (phone calls, notes, flyers, notifications) is in English and Spanish, the two dominant languages within the district. Parent-teacher conference attendance was high with more than 90% attending and this in person opportunity is used to build parent knowledge of instructional programs while soliciting feedback on these services for their children. The annual survey method was selected because it has been successful in getting feedback from parents (typically 60% of families respond) and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 5 in the KRUESD LCAP is directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities.|3|4|3|3|2|2|4|1|3|3|3|3|2019-10-14|Met|2019 16639416010474|Kings River-Hardwick Elementary|3|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with our families. We are truly a team, working together with our parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintaining strong, trusting relationships with our families, and are aware of the important role they play in this endeavor. We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc. Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each school year, teachers make personal contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families. In addition, the district utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, and well as engage in two-way communication with school staff. This platform also enables parents within a class or specified group, to communicate with one another via text or email. In addition, teachers are able to post pictures of the learning taking place in their classrooms for parents to enjoy and stay connected with what their children are doing in class. This communication platform is available in multiple languages, which enables all families to access interactive communication with the school and district. The Bloomz platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families. It is our goal to continue to further enhance and extend our outreach to the families of our English Learner children. Although they only comprise approximately 9% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them. It is important that to we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas. Teachers and administrators receive ongoing professional development in effective ways to improve the school’s capacity to partner with parents. At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our students are able to achieve. Prior to the first day of school each year, we host our Back to School Night for students and their families. BTSN provides parents and families the opportunity to become acquainted with the school, their child’s teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child’s education. During BTSN, parents also have the opportunity to sign-up for the class communication account, Bloomz. In order to ensure parents receive the information and resources they need to support their child’s learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of first trimester. During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on. In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home. Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child’s work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child. The school also provides parent workshops and informational sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents’ ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home. KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education. We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site Council, ELAC, and other committee meetings.|The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities. It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering several meeting times throughout the day to increase the opportunity for parents to attend.|5|5|4|4|4|4|4|4|5|5|4|4|2019-10-08|Met|2019 16639410000000|Kings River-Hardwick Union Elementary|3|The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities. It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering several meeting times throughout the day to increase the opportunity for parents to attend.|The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas. Teachers and administrators receive ongoing professional development in effective ways to improve the school’s capacity to partner with parents. At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our students are able to achieve. Prior to the first day of school each year, we host our Back to School Night for students and their families. BTSN provides parents and families the opportunity to become acquainted with the school, their child’s teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child’s education. During BTSN, parents also have the opportunity to sign-up for the class communication account, Bloomz. In order to ensure parents receive the information and resources they need to support their child’s learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of first trimester. During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on. In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home. Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child’s work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child. The school also provides parent workshops and informational sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents’ ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home. KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education. We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site Council, ELAC, and other committee meetings.|The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with our families. We are truly a team, working together with our parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintaining strong, trusting relationships with our families, and are aware of the important role they play in this endeavor. We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc. Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each school year, teachers make personal contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families. In addition, the district utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, and well as engage in two-way communication with school staff. This platform also enables parents within a class or specified group, to communicate with one another via text or email. In addition, teachers are able to post pictures of the learning taking place in their classrooms for parents to enjoy and stay connected with what their children are doing in class. This communication platform is available in multiple languages, which enables all families to access interactive communication with the school and district. The Bloomz platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families. It is our goal to continue to further enhance and extend our outreach to the families of our English Learner children. Although they only comprise approximately 9% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them. It is important that to we understand the goals they have for their children and are properly equipped to help their children achieve those goals.|5|5|4|4|4|4|4|4|5|5|4|4|2019-10-08|Met|2019 16639580136556|Kings Valley Academy II|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, 89% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, LCAP meeting,s awards, student recognition days and parent-teacher-student conferences. Parents reported that the fact that the school notifies them on how their student is doing. Our SPED parents also appreciate the fact that during IEP meetings, they can share their input and they have translators in their language. We need to improve on making parents more aware of events they can participate in. Not all of the parents receive our invitations to the school activities and events. We are working on reaching all parents/guardians, so that they are more aware of the opportunities our school provides for their students. The ability to use technology via our school app/email/text will help with connecting to more families. The school can improve by engaging their underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC meetings and LCAP stakeholder meetings.|Parents feel welcomed when they enter our learning center, since we have a big Spanish speaking population, they appreciate the fact that staff members are able to speak Spanish to them. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. We can improve on conducting more school events and involving parents as well and sending informative flyers home ton engagement opportunities like LCAP meetings and ELAC meetings. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. 22 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 2,402 parents attending conferences and awards last year. Parents shared that they like the fact that the school reaches out to students in different ways, such as e-mails, phone calls, texting, and our student retention specialist making home visits. One parent stated, “It is a very positive atmosphere. The teachers here are amazing.” Another parent said, “Excellent, because I have noticed a huge improvement in my son, they are very friendly every time I attend a meeting and I leave satisfied.” The school can improve on getting more parents and students connected to L4L Connect. We will also ensure that making appointments with teachers is easy and works around their schedule so they can come in more often. The school can improve on increasing stakeholder involvement through survey’s, parent teacher conferences, community and on-site events. To improve engagement of underrepresented families, the school and ensure that Spanish speaking families all receive translation services when necessary.|3|4|2|3|2|2|3|1|2|1|1|2|2019-10-24|Met|2019 10622400000000|Kingsburg Elementary Charter|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child’s progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students’ parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child’s teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interest and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with the school community. To address these needs, the district will provide opportunities for parents to learn more about the state’s mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 10622570000000|Kingsburg Joint Union High|3|The parents rated the district high, but parent engagement at district and school committees is low. The average number of parents at district and school committee meetings averages less than seven parents. Though at events that directly impact their students, i.e. back to school night, grade-level parent meetings, etc, average numbers are between 100 and 200. The district continues to get input from parent surveys, at parent meetings and stakeholder committees on how to increase parent engagement. Parents suggested that the district use more social media, AERIES communication, and the district marque to improve communication with parents about upcoming events.|In reviewing data from the survey, parents rated the district high in engagement, but the administration and teacher leaders rated the district lower with engagement. The district will make a point to provide professional development opportunities to help staff feel they have the needed skills and tools to build engagement with their parents.|Based on surveys, parents state that they feel respected and communication is good. The results show 90% of parents surveyed stated that the school treats parents in a way they feel respected and 90% stated communication between school and parents is good. Parent engagement and building relationships is an area that the district will continue to work on.|4|4|3|4|3|4|4|4|4|4|4|4|2019-10-14|Met|2019 19647330128512|KIPP Academy of Innovation|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330101444|KIPP Academy of Opportunity|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 37683380101345|KIPP Adelante Preparatory Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 38684780101337|KIPP Bayview Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|4|4|4|3|3|3|4|3|3|3|3|2|2019-10-18|Met|2019 38771310137307|KIPP Bayview Elementary|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted 12 events on campus where all families were invited. On an annual family survey, 96% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|3|3|3|3|3|3|3|3|3|2|2019-10-18|Met|2019 01612590115014|KIPP Bridge Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|3|3|3|3|3|3|4|3|3|3|3|2|2019-10-18|Met|2019 19647330121707|KIPP Comienza Community Prep|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19734370137893|KIPP Compton Community|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330135517|KIPP Corazon Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330121699|KIPP Empower Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 41690050132068|KIPP Excelencia Community Preparatory|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|4|4|3|4|3|3|4|3|3|3|3|3|2019-10-18|Met|2019 43693690106633|KIPP Heartwood Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 events on campus where all families were invited. On an annual family survey, 96% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|4|4|3|3|4|3|3|3|3|2|2019-10-18|Met|2019 43694500129205|KIPP Heritage Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 events on campus where all families were invited. On an annual family survey, 93% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|4|4|3|3|4|3|3|3|3|2|2019-10-18|Met|2019 19647330131771|KIPP Ignite Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330127670|KIPP Iluminar Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 01613090114421|KIPP King Collegiate High|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|3|4|3|3|3|3|4|3|3|3|3|3|2019-10-18|Met|2019 19647330100867|KIPP Los Angeles College Preparatory|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 43771490137315|KIPP Navigate College Prep|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted 12 events on campus where all families were invited. On an annual family survey, 94% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|3|4|3|3|3|3|4|3|3|3|3|3|2019-10-18|Met|2019 19647330125609|KIPP Philosophers Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 43693690129924|Kipp Prize Preparatory Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 20 events on campus where all families were invited. On an annual family survey, 93% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-18|Met|2019 19647330131797|KIPP Promesa Prep|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330117903|KIPP Raices Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 38684780101352|KIPP San Francisco Bay Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 15 events on campus where all families were invited. On an annual family survey, 86% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|3|4|3|3|4|3|3|2|3|3|2019-10-18|Met|2019 38684780127530|KIPP San Francisco College Preparatory|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted over 18 events on campus where all families were invited. On an annual family survey, 86% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|3|3|2|2|2|3|3|4|2|2|2|2|2019-10-18|Met|2019 43694270116889|KIPP San Jose Collegiate|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families. The school hosted 19 events on campus where all families were invited. On an annual family survey, 94% of families indicated that there are adequate opportunities for parents to get involved on campus. KIPP will continue to use surveys, parent conferences, regular phone communication and other forms of contact to engage all parents and guardians.|4|4|4|4|3|3|4|3|3|3|3|3|2019-10-18|Met|2019 19647330125625|KIPP Scholar Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 19647330125641|KIPP Sol Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 01613090101212|KIPP Summit Academy|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|3|3|4|3|4|4|4|4|3|3|3|2|2019-10-18|Met|2019 41689990135608|KIPP Valiant Community Prep|3|Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (eg parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents on the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real-time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in the School Site Council and the English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.|At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities, as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents and how to communicate and work with parents as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents and families, all school staff must have evidence of strong connections with students and their families.|3|3|3|3|3|3|3|3|3|3|3|2|2019-10-18|Met|2019 19647330129460|KIPP Vida Preparatory Academy|3|KIPP SoCal is compliant with all required family advisory groups. Meetings of KIPP SoCal's School Site Councils and English Learner Advisory Committees prioritize member development on key topics including the California School Dashboard, Comprehensive School Safety Plan, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy so that families are informed and prepared to offer their input. These meetings are open to the public and inclusive of all families. KIPP SoCal provides regional training, resources, and technical support to the school-based leaders of these parent advisory committees. KIPP SoCal is committed to engaging underrepresented families however possible, including being flexible with meeting times and dates to accommodate schedules, providing School Site Council and English Learner Advisory Committee meeting materials in multiple languages as needed, and advertising meetings and other family engagement activities in multiple formats and/or venues (eg electronic bulletin and posted flyer in the office).|KIPP SoCal understands the importance of family partnership to increase student outcomes. As such, schools have developed regular systems of communication with families through family/teacher conferences to regulary share the progress for students. In these conversations, teachers and families not only discuss student work but also discuss ways in which both teachers and families can work together to help students improve. Additionally, KIPP SoCal supports families from across all schools through a Family Ambassador program. In this program, family members learn about legal rights, develop leadership through self agency, and are ultimately empowered and equiped to advocate for all students. Each year the Family Ambassadors host an annual convening that explores topics that are important to families. The convening hosts workshops that provides tools and resources for families to support their children. Additionally, this convening is developed by parents through the lens of being beneficial for parents. To continue to strengthen this area, we are exploring and developing systems that will connect the Family Ambassador program to school site family engagement so that education is diffused to larger numbers of families.|KIPP SoCal understands the importance of family engagement and emphasizes building relationships with our families at each of our schools. A key pillar to the organization involves home visits with families before students begin with KIPP SoCal. This effort is to lay the foundation and demonstrate the importance in building relationships with families. In these meetings, a school team member will share about the school but also listen to learn about the family in order to specifically address the needs of each child. In order to continue to improve in this area and understanding that relationships with families may vary at school sites, this topic was discussed at a organization wide professional development. This PD was specific for team members in schools that have had challenges in this area. Specific outcomes included building agency for each team member on how one can specifically contribute to building relationships. This included specific strategies that individuals could use immediately to increase engagement and improve relationships with underrepresented families.|3|4|4|4|4|3|4|4|4|4|4|4|2019-06-20|Met|2019 52715550000000|Kirkwood Elementary|3|Steam Night Winter Carnival Book Fairs K-8 VAPA Performances New ideas: Dr. Seuss Read Across America / Movie Night Ethnic performances Social emotional learning|Kirkwood provides parent teacher conferences twice a year and we use Aeries online.|We do weekly messenger in English & Spanish|4|5|3|3|3|3|5|3|4|5|2|4|2019-10-07|Met|2019 16639580000000|Kit Carson Union Elementary|3|Current strengths: Building capacity of principal and staff to effectively engage families in decision making, using surveys to gather input from families, family engagement activities are well attended and enjoyed by families. Improvement is needed in the area of seeking input from underrepresented groups in the school community.|Current strengths: The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are disseminated in the student handbook. Focus Area: The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population.|Current Strengths: Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC has 100% participation, parent nights are well attended, the # of families completing the parent survey increased from 31 parents in 2018-2019 to 88 parents in 2019-2020. Professional development for staff revolves around English Language development strategies. All communication to families is disseminated in english and spanish. Focus for Improvement: The district would like to focus on parenting support for parents. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families. Engagement of underrepresented families: The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.|4|4|4|4|3|3|4|3|4|4|4|3|2019-10-16|Met|2019 47703750000000|Klamath River Union Elementary|3|Strengths: parent/student/staff surveys; KUPS/Site Council Meetings, Board Meetings; Parent/Teacher Conferences; communicating with school staff via phone calls; notices home and school - all families are supported included underrepresented families Improvement: will encourage attendance/input at KUPS/Site Council Meetings|Parents will be invited to complete an annual School Experience Survey for our school to be better informed about the needs of all our families and the effectiveness of our family engagement. We provide opportunities for parent to learn how to support learning in the home, by providing a parent resource center. Parents are notified about state standards for each grade. Parent conferences are used to inform parents about resources and home access to online programs.|Strengths: staff always ready for open interaction and conversation with parents and underrepresented families; monthly newsletter and calendar sent home; weekly notices/updates as needed; phone calls; encouraged to attend KUPS and Site Council Meetings. Surveys indicate that 86% of parents approve of current communication practices. Area of Improvement: better attendance and participation at KUPS and Site Council Meetings Special accommodations will be made for communicating with underrepresented families|4|5|5|4|3|4|4|4|4|3|4|4|2019-10-08|Met|2019 12629010000000|Klamath-Trinity Joint Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 12629190000000|Kneeland Elementary|3|Annual parent surveys are distributed to all families in the Spring. Parent surveys are utilized to assess the school for areas of strength and areas requiring further adaptation to ensure accessibility of input for all families. The school also has a School Site Council into which are elected parent members who then provide input for school curriculum, LCAP, school safety procedures, school climate parent and student surveys, and academic progress and sustainability of the school. The CPTO (Community, parent, and teacher organization) meets monthly and welcomes all families to participate. The CPTO provides input for school based activities, supplemental materials and supplies to provide accessible learning for all students, fundraising, field trips, and determination of enrichment programs. School Board Meetings are open to the public and are posted one week prior to the meetings. All community members and school families are encouraged to participate in school organizations as well as school events in order to strengthen partnerships and communication.|Kneeland School has an annual parent, teacher, community meeting early in the year to establish open communication and expectations for students, staff, and parents. Parent/Teacher conferences occur twice yearly as a formal assessments of student progress. Weekly communications between certificated staff and parents are digitally communicated as well as provided through hard-copies to ensure adequate venues for communication and partnership building. Parents communicate questions, concerns, and needs through phone conversations, in-person meetings, through written correspondence, and through digital means. Parent volunteerism is also encouraged in the school to provide opportunities for parent involvement and educational support for the students.|Weekly staff meetings provide opportunities for communication for all staff members including administration, certificated staff, and classified staff members. Weekly communications between certificated staff and parents occur through both written forms and oral communication to ensure open lines of communication and partnership building. Kneeland School also has monthly Community, Parent, and Teacher Organization meetings to incorporate input from the community, parents, and staff to build partnerships in the school climate, campus environment, fundraising, and school based activity opportunities.|5|5|5|5|4|4|5|5|5|5|4|4|2019-10-07|Met|2019 50711420000000|Knights Ferry Elementary|3|The parents and families are very engaged at Knights Ferry School. The site administration and teachers are active in working together to solve problems and create a positive environment through the Parent Teacher Club and the School Site Council. Many families choose Knights Ferry School because of the availability of parent participation.|Our staff schedules formal parent conferences for each student and additionally, each teacher and the administration maintains an open door policy and parents are welcome to talk about their child without an appointment at any time assuming availability of the staff member. Teachers use Class Dojo to give information to parents on a regular basis and messages may be translated into a desired language. Parents are also able to respond to Class Dojo and communicate with teachers via that platform. Teachers also share their personal cell phone numbers with parents and are willing to engage in texting as necessary and appropriate. The LEA relies on all families as partners in providing high quality and creative education for all students.|The LEA has an open and positive relationship with parents and families. Outreach in recent years including inviting parents to teach Spanish through the Spanish Club, working with parents on School Site Council, rewriting the handbook, facilities improvements and major school activities gives parents, friends and families the opportunity to participate on a deep level at Knights Ferry School. It is notable that in the 2019-2020 school year we have seen an increase in the number of parents from all underrepresented groups of KFS. 5 We continue to need Spanish translation services and to provide more support for our primary Spanish speaking families.|5|5|4|5|5|4|5|4|4|4|4|5|2019-11-14|Met|2019 07617050000000|Knightsen Elementary|3|We have school site council at each site. Likewise, we hold coffee with the principal and have had an evening with the superintendent meetings. Parents are polled several times a year regarding school safety, LCAP, extracurricular activities, facilities and programs.|Being a small school district affords us the ability to personally reach out to students and families in need. We have an RTI monitoring process where teachers log their students who have concerns and keep a running log of RTI and parent contact. Beyond scheduling time to have parent/teacher conferences, we have frequent SST's and have 1.5 FTE intervention teachers and .5 ELD teacher. In monthly meetings, students of concern are discussed and contact is initiated with families. In our middle schools, we have shifted to reflect a student led conference model of meeting having opted to move away from the traditional parent/teacher format. At the beginning of the school year, we have a walk through registration. Families have the opportunity to meet office staff, have assistance with transportation, lunch and enrollment forms. Families who do not attend this registration time receive a phone call from the school welcoming them to the new year and letting them know to expect paperwork.|One of the true strengths of the Knightsen Elementary School District is the parent community and involvement. There are many ways for our parents to be involved within our school that stretched volunteering in a classroom or being on a parent club committee. Likewise, each year we gold at least 2 family activities for our Spanish speaking families. We have held coffee with the principal dates as well as an evening with the superintendent. We host several community events each year. Parents of students with exceptional needs are asked to complete an annual survey regarding their participation in the IEP process. Families and students are surveyed using the California Healthy Kids Survey. We have a bilingual staff member in each school office and during important meetings. We provide free transportation to and from school for unduplicated students. We partner with many community entities to allow them access to our facility. 4-H and athletic programs who sponsor socio-economically disadvantaged students.|5|5|5|5|4|4|5|5|4|4|4|4|2019-09-11|Met|2019 19647336017743|Knollwood Preparatory Academy|3|At Knollwood Preparatory Academy our primary mission is to help parents become involved in school-based decision making. We collaboratively strategize ways to improve parent involvement and build positive community relations. Knollwood Preparatory Academy prioritizes it's efforts to foster greater parent–school relations. We make parents equal partners with our teachers by allowing them a voice in school decisions, schedule meetings at times convenient for parents, show respect for parents' perspectives, cultivate an open and civil atmosphere, keep parents well informed and encourage two-way communication, and celebrate parent participation.|Knollwood Preparatory Academy collaborates with families to support student learning and academic success. We lead family engagement through various strategies that send a message to families that they are welcome partners in the school. Parents and teachers work together as partners to create important opportunities for children to develop social, emotional, and academic competencies. Our collaborative efforts support a family engagement bridge with high expectations of families and teachers that strengthen family/school relationships. Knollwood Preparatory Academy develops a warm environment to help families feel welcome in the classroom, the front office, the parent center, and throughout the school community, and creates opportunities for conversations and interactions with families throughout the year to maintain communication on how families can support schools in their child’s education.|Knollwood Preparatory Academy nurtures meaningful relationships with families. Building trusting and respectful relationships with families is key to student success. Throughout the school year we use a variety of communication methods to build and sustain solid relationships with parents. We establish strong communications with parents from the beginning, encourage our staff to see the parent, and not just the student, as a customer, develop a "Parent Compact" for parents and school personnel to articulate behavior expectations and establish the baseline for professional and courteous exchanges between parents and staff, and develop a strong parent association. Knollwood reminds parents that we have an open door policy and that they are always welcome.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 01611920127696|Knowledge Enlightens You (KEY) Academy|3|Parents are an essential part of the KEY Academy's learning community. KEY Academy will continue to develop and refine the existing parental policies already developed. At KEY Academy, we invite parents to be part of the educational process. Parents are encouraged to get involved in the school by volunteering, joining the Parent Teacher Organization (PTO), Advisory Committee (this group is included in the planning review and improvements of the school's goals and Title 1 programs), attending various school events (i.e., Multicultural Day, Paint Night, Cinco de Mayo), participating in surveys, and attending parent universities. KEY Academy has employed a Student Support Coordinator to help coordinate communication between the school and parents. The current goal is to increase the number of parents that participate in the surveys and attend our various events.|Parents throughout the year have opportunities to partner with KEY Academy staff to enhance their understanding of the standards as well as the curriculum and to celebrate student success. Our monthly newsletters include parent tips. Additionally, principals hold Coffee Talks and Parent Universities that feature topics that include resources parents may use at home. Teachers also communicate to parents via their website page, emails, phone calls, newsletters, and during parent/teacher conferences. KEY Academy holds two parent/teacher conferences throughout the year that allow for parents and teachers to talk in more depth about student progress. Special Education staff receive both training and coaching on how to work with parents through the IEP process. Our Special Education staff ensure that they provide extensive, clear explanations that are free of jargon. The Student Support Coordinator collaborates with the principals and counselors to identify families’ needs and support them in accessing necessary programming. Our focus area continues to be educating our parents on how to be an advocate for their child. We are working on a plan to add more Parent Universities and Coffee Talks to our calendar.|KEY Academy strives to build relationships with our students and families every day. Teachers and administrators have an open-door policy and encourage parents to ask questions, voice concerns, etc. KEY Academy has employed multiple staff members that speak the languages of our students. If additional translators are needed, we outsource to a company that provides translators for various languages. Coffee Talks, Parent Universities, and monthly events are open to all our families. The activities are advertised in multiple forms and multiple languages. The PTO (Parent Teacher Organization) works with parent volunteers and staff to plan events, activities, fundraise, and give input into developing policies and programs for our school. KEY Academy would like to continue our work on building relationships with our families. We will keep sending staff to attend seminars on engaging parents in the educational process. A future goal is to increase having teachers and admin develop a personal rapport with parents, so they feel more encouraged to get involved with the school.|5|5|4|5|4|4|4|4|4|3|4|4|2019-10-24|Met|2019 17640220000000|Konocti Unified|3|The District transitioned from a survey model of sending electronic surveys out via social media and the website to all families for survey completion, to a format in which parents were engaged at school events and presented data about the District prior to be being invited to fill out an electronic survey. The District will look at sending out electronic surveys District-Wide, while continuing to promote local parent engagement events and having parents fill out surveys/provide input at these events.|The District will move away from a District wide single event to a localized, school site events. This grass roots/town hall approach will continue to focus on engaging parents, seeking parent input, providing family resources and offering education to parents. Additionally, the District has trained staff to use Parent Project as a means of reaching out, engaging, educating, and collaborating with parents to support student success.|The District has put considerable time, resources, funding and marketing to promote the annual parent summit. While, attendance did improve from year one to year two, the event did not have the participation or impact intended. The District is reconsidering how to reach out to parents in a way that will improve participation.|3|3|2|3|2|3|3|2|3|3|2|3|2019-10-16|Met|2019 19646590000000|La Canada Unified|3|As part of LCUSD’s commitment to engage all stakeholder groups in district and school-wide decision-making, families, staff, students, and community members are encouraged to participate in several committees at the district and school level. LCUSD parents are given the opportunity to provide meaningful input in decision-making when serving on committees such as the Local Control Accountability Plan (LCAP), Advisory Committees, District English Learner Advisory Committee (DELAC), Textbook Adoption Committees. District and school site staff have also established strong partnerships with several school community organizations including the La Canada Flintridge Education Foundation, the Parent Teacher Associations, the Boosters, JPL, Assistance League of Flintridge, (ALF), the Kiwanis Club, the Child Educational Center, YMCA of La Canada, City of La Canada Flintridge, the Chinese Parents Organization, the Armenian Parent Group, and the Korean Outreach Organization. Families are invited to be active participants in regularly scheduled School Board meetings. Data from the 2018-19 Panorama Education Survey indicates that 78% of secondary families and 69% of elementary families are aware of when School Board meetings are held. Sixty-nine percent of parents of elementary students (grades TK-6) thought it was mostly or totally true that the School Board communicates with them before making important decisions. Almost as many, 64%, of high school parents thought so. With regard to the School Board keeping parents informed of its actions, 75% responded favorably at the elementary level and 72% at the high school level. In overall parental engagement, 85% of elementary parents and 72% of secondary parents who took the survey responded favorably to the degree to which families become involved, interact, and communicate with their child's school. The district also conducts an annual Local Control Accountability Plan (LCAP) survey. All parents in the school district are asked to participate. They rank district priorities and provide input on progress. Parents also make up the majority of participants on the district’s LCAP Steering Committee. This decision-making body considers the survey results, provides input, measures progress and sets annual goals for all five schools taking all students’ needs into consideration.|LCUSD is intentional and systematic in building partnerships with families to support student learning academically, socially, and emotionally. At the commencement of every new school year, parents receive a copy of the Notification of Parents’ Rights. Families also receive an electronic copy of the Parent/Student Handbook at both the elementary and secondary level, which provide families with information about school and district policies, educational support services, enrichment programs available, and general school information. At the elementary level, parent/teacher conferences are held in the fall. This is another opportunity to build teacher/family partnership for student learning and thriving. Teachers across the district meet with parents as needed throughout the school year to discuss student progress and make adjustments to student learning goals using multiple measures. According to the 2018-19 Panorama Education survey results, 79% of elementary families who responded, reported teachers helping families understand how to best support their children at home. Eighty six percent of these families believed teachers motivated their child to learn, an increase of 1% over the previous year. At the high school, 72% of families reported helpful information being provided about preparation for high school, college and career.|La Cañada Unified School District (LCUSD) is committed to engaging all stakeholder groups and incorporating their feedback and insights into the decision-making processes that drive the mission, vision, and goals of our district. Various programs and events have been established to initiate outreach and make connections with families including Back-to-School nights, parent/teacher conference week, Parent Teacher Association (PTA) meetings and family events, parent education nights offered through the LCUSD Family Learning Series, Open House events, and Family Nights including Math Night, Multicultural Fair, STEAM events, College nights, and more. Establishing these family connections and developing relationships has led to highly involved and engaged parents in LCUSD. At the elementary level, school administrators share a handbook with all staff members at the beginning of the year. This handbook includes ideas and suggestions for staff members on strategies for building trusting and respectful family/teacher relationships. During staff meetings at all school sites, administrators and staff discuss ways to build effective family partnerships and ways to purposefully integrate family and community engagement. The Panorama Education Survey, given annually to all stakeholder groups since 2011, provides opportunities to measure parent perceptions about key areas like engagement, opportunities for involvement, and overall satisfaction with instructional programs and school governance. Recent 2018-19 results, where 1,239 parents of students in grades TK-12 responded, showed that parents are highly involved and engaged in LCUSD. At the elementary level, 93% of families who responded felt they had opportunities for involvement. At the secondary level, 72% of parents who responded reported favorably to being engaged at their school. Eighty-five percent of these families felt parent/teacher communication was frequent, an increase of 4% over the previous year. Eighty-eight percent of elementary families felt teachers followed up with them once a problem had been identified and 85% of respondents felt teachers communicated with families as frequently as needed. At the high school level, 81% of families reported feeling welcomed at the school and 82% of these families would recommend LCHS to other families. Seventy-three percent of parent respondents at the 7-12 level replied favorably that the school valued parent feedback and 74% of these parents believed the school offered a wide variety of opportunities for parental involvement. Seventy-nine percent of high school parent respondents, an increase of 2% over the previous year, felt they were well-informed about what was going on at school.|4|4|4|4|4|4|4|4|5|5|3|5|2019-10-29|Met|2019 30665630000000|La Habra City Elementary|3|LHCSD provides several opportunities to engage families in decision-making, such as PIQE and School Readiness parenting classes. All sites train parents in how to be actively involved on school committees such as School Site Council, Parent Teacher Association and English Learner Advisory Committee. Families are annually encouraged to complete surveys to give input on school improvement and family engagement. Each site has a Community Liaison whose primary role is to communicate with and increase participation of parents/guardians of English Learners. In addition, families of students with disabilities have regular parent meetings to solicit input and address their specific concerns. One area for improvement is specifically seeking input from under-represented groups such as families of foster youth, those who qualify for aid under McKinney-Vento, so we can capture their voices and address their specific needs.|All of our schools in LHCSD have many parent outreach activities and opportunities for engagement that will build partnership to improve student outcomes. Teachers regularly meet with parents/guardians at Back to School Night, Open House, conferences and family engagement nights. LHCSD recently adopted iReady as a Universal Screener and will focus on using this tool, along with newly revised reports of progress, to communicate strengths, set goals and discuss plans for improvement. Schools are also beginning to use apps that quickly notify parents of upcoming events and share student work. All of these serve to connect parents and guardians to our schools, provide resources, and assist students’ academic and social success. One area for improvement is to provide specific trainings for staff and principals on how to address needs identified in our end-of-year parent survey.|In 2018-2019 LHCSD reconfigured the District to return to a more traditional grouping of grade spans (TK-5/6 and 6/7-8). This reconfiguration provides opportunities for families to stay at one school longer and develop relationships with staff and each other. One area for improvement is to learn more about our students’ cultural, linguistic and ethnic backgrounds. The importance of this work is to foster positive relationships, celebrate that diversity and to become more culturally aware and sensitive to the differences our students bring.|4|4|3|4|1|4|4|4|4|4|3|4|2019-10-10|Met|2019 41689400000000|La Honda-Pescadero Unified|3|LHPUSD continues to provide multiple avenues to engage families, particularly the engagement of underrepresented families. School governance positions continue to be a struggle to fill at the site levels. A parent group has been formed at the elementary level by teachers and parents to support school activities and over the past year, several events have been organized successfully by this new parent group.|Progress on measures to promote parental participation in programs: School sites have access to interpretation services for all individual meetings and educational programs with parents. LHPUSD continues to fund two positions to support community and family engagement- Community Liaison and Community Engagement Coordinator. The strategy of hiring a community team allows for dedicated staff to promote and support parent participation in the schools. LHPUSD and Puente partner to deliver a 10-session workshop series, Abriendo Puertas, for parents of young children related to early learning. A session of the workshop directly addresses parent advocacy in the schools and supports parents to advocate for their children in the context of the school.|LHPUSD partners with community-based organization, Puente de la Costa Sur to support family engagement and authentic participation in the schools. In 2018-2019, Puente and LHPUSD partnered to deliver a workshop series related to the transition to middle school. Employees from both organizations attended a facilitation training and delivered 4 workshops to parents. Progress on one measure related to seeking input from parents/guardians in school and district decision making: LHPUSD holds regular joint parent meetings in the Pescadero Schools. The meetings are well attended, translated and provide a forum for the schools and families to discuss topics important to families. Topics are generated by the parents at the start of the school year and revisited throughout the year. The meetings are used to gather input for the LCAP process, mission and vision statement and district goals. Additionally, parent participation is critical in staffing decisions at the schools.|4|3|3|4|3|3|5|3|3|3|4|3|2019-10-10|Met|2019 37681970000000|La Mesa-Spring Valley|3|The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DAC) meets seven times per year to advise the Superintendent • District English Learner Advisory Committee (DELAC) meets seven times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input Parent members of advisory committees (ie: ELAC, SSC) annual receive training on their roles and responsibilities as members, and their suggestions are always meaningfully considered and incorporated into our plans whenever possible. The district parent survey is the primary method for engaging parents for feedback about education matters and is offered annually to all parents and guardians. The survey, sent to all families, and translated into Spanish, was created and selected because it includes a range of questions and provides insights outside our traditional parent meetings including SSC, ELAC, DELAC, parent teacher conferences and various action committees. We hope to continue to increase the number of responses we receive each year. We also gain input from our District Parent Advisory Committee (DAC), which is comprised of parent representatives from every school site. Specific results from the 2018-19 parent survey show 84% of parents are satisfied with their ability to participate in decision making as it pertains to their child’s education and are satisfied with their level of engagement. This was a 14% increase as compared to last year’s survey results. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their child’s education, we know that we must work on more effectively engaging the families of our Foster Youth and Homeless students. Our Community Services Facilitator will be leading this work in the coming year.|The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success. On the district level, we offer many resources to families to support student learning and development in the home. We have increased our work on an “attendance campaign” to help parents understand the importance of daily attendance. We also continue to offer support and education to parents through our district-led “coffee talks”, workshops and meetings on special education issues and English learner trends, and though our annually distributed Parent Handbook. In addition, our district website has additional resources for parents. The Parent/Community Liaison does outreach to parents of English learners and assists parents at Title I schools in navigating the school system. The liaison supports parents to find community resources, holds parent workshops, and gathers information about community needs. Each of our 21 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent trainings as partners, learning alongside one another, with the school's parent participants. La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences, home visit protocols, and the IEP process. While district teachers and administrators regularly attend staff development which often focuses on best practices for working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills.|Employees of La Mesa-Spring Valley are dedicated to building positive relationships with our students and families. As we work to build the capacity of our staff, this year we are offering numerous professional learning opportunities for both our classified and certificated staff which will help them to work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities include instruction/information on trauma-informed care, restorative practices, and mental health. Certificated employees at six of our schools will also receive additional professional learning opportunities while participating in a US PREP and SDSU partnership to reform teacher education, ensuring each and every student reaches high levels of achievement. An important component of this work is engaging educators in courageous conversations regarding race and social justice for historically marginalized groups. While we feel that our new online and face-to-face professional learning opportunities are strengths for us, we intend to focus more attention on them in the coming year so that we can offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. To emphasize the value of building parent relationships, one of the strategies we have employed is to provide our school classified staff with customer service training, presented by an outside expert, to improve our user-friendliness and to make our schools more welcoming. Our 2018-19 Parent Survey data reveals that 97% of our parents feel welcomed on school campuses. We feel that our efforts to make the schools welcoming environments for all families in the community have been extremely successful. We also believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student achieve academically. Opportunities for two-way communication in La Mesa-Spring Valley include: • Parent conferences • Parent-teacher organizations or school community committees • Weekly or monthly folders of student work sent home for parent review and comment • Phone calls • E-mail • Jupiter Grades Although the district translates district-wide notices for events into Spanish, as required, notices are translated into other languages whenever possible. We have also partnered with LinguaLinx, a company which completes translations for families in real time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the District provides childcare, transportation, sign language, and other support services, whenever possible. Our parent survey data shows that 94% parents are satisfied with the communication between the school/teacher and home.|3|5|3|4|3|5|4|5|5|5|3|2|2019-10-01|Met|2019 54105465430327|La Sierra High|3|With more programs for students there are now more opportunities for family to attend advisory groups.|La Sierra continue to find ways to engage families. In 2019, the staff goal was to increase opportunities for parents to attend more school activities and eliminate cultural barriers for families.|La Sierra is working to increase communication to families and develop more opportunities for parents to learn and become part of the school.|4|4|3|4|4|3|4|3|4|4|4|4|2019-10-09|Met|2019 19646346014518|La Tijera K-8 Charter School Academy of Excellence|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19649076021984|La Verne Science and Technology Charter|3|La Verne Science & Technology believes in shared leadership. With the Instructional Leadership Team, the school develops the capacity of staff, uses parent advisory committees to share information and provide parents with a voice regarding policies and programs. The School Site Council has an important role in decision making with regard to the development and analysis of the LCAP and school policies and procedures. An area for improvement would be to provide stakeholders with a variety of engagement activities for input, planning, and evaluation of school activities.|La Verne Science & Technology implements two programs focused on creating and nurturing positive relationships, resilient classrooms, and self-regulated adults and children. The first is Conscious Discipline which is a research-based program focusing creating a “School Family” and providing students with a safe and caring environment so they can learn. The second is Leader In Me which uses the 7 Habits of Happy Kids to teach and model leadership and citizenship skills. In addition, creating opportunities in the school family for students to be leaders, greeters, safe keepers, setting and tracking personal and academic goals. Areas for improvement are: 1) to continue to provide professional development for staff to be able to effectively implement these programs; 2) Target our underrepresented families through family workshops, family nights, and school involvement so they better understand their legal rights and how they can advocate for their child.|La Verne Science & Technology Charter’s strength is communicating effectively with our families through newsletters, school website, marquee, phone blasts, Apps for school wide messaging, and social media strictly for school news. Parents are invited and encouraged to attend all school events, workshops, meetings, conferences, and to volunteer in classrooms and school. A focus area for improvement would be to work with School Site Council, parent groups, and staff to develop a plan for underrepresented families to motivate and engage them in their child’s education and school.|4|5|4|5|4|4|5|5|5|5|4|4|2019-10-16|Met|2019 23656230112300|La Vida Charter|3|Board Meetings are always open to staff and parents who would like to have input. The style of the meeting is open and inclusive. The primary venue for parent input, analysis, evaluation and brainstorming is through the parent teas. Usually twice a year, but last year only once because of all the parent activity needed for charter renewal and WASC midterm report. The teas are very productive and always yield an improvement to implement or a direction; such as for curriculum. Parent and Student end of year surveys are another mechanism for gathering input on direction for decision making. Reviewed for LCAP and then published and reviewed in the End of Year Report for the District, the feedback Is taken seriously. The Student Services Liaison is constantly speaking directly with individual members of the community. People are responsive to her open and nonjudgmental way and provide daily feedback which is valuable and provides direction for ongoing fine tuning.|Developing the Weekly Check-in has been the focus activity the past few years for building partnerships for student outcomes. Students and parents provide evidence of weekly progress which is tracked and provides focus for discussions at weekly or monthly meetings. Lack of engagement, as stated in the school’s charter, triggers warning letters and possibly eventual disenrollment. Participation rates have been steady or incrementally improving. More people participate each year. The consistency of week after week is a challenge. Creating SMART Goals is an ongoing activity. Students are awarded at monthly assemblies for achieving their goals. Learning how to create a short term goal is the focus of the current year, since the tendency is to create broad long term goals. The school uses the Northwest Evaluation Association, NWEA, Measures of Academic Progress, the MAP test two or three times per year. Students in grades 3-11 are tested in Reading and Math. Grades 5, 8 and 10 are tested in Science. Results are immediately available. They are used for SMART goal setting in a group meeting with Parents, Student and Teacher and reviewed. Results also provide focus for supplemental academic support. Faculty has a monthly meeting with a focus on the Educational Coordinator job. Dynamics with families are sometimes discussed and problem solved to achieve a win-win solution for the child’s education and the family comfort level. The school hosts two parent professional developments a month for five months. Entitled Morning Institutes, topics range from Parenting and Homeschooling, Reading & Writing Intervention methods, Close Reading, Expository Writing, Math the Singapore Way and more. Parents are expected to attend at least one. Participation rates are an area that could improve. The Benchmark Project Fairs in January and March for Elementary and High School respectively has been a energizing community academic event. Each grade level has a topic area which is written in the charter and handbooks. Students participate with gusto creating and presenting their projects. The Math Challenge in March is an all Elementary School event which demonstrates problem solving and dynamic discussions using a shared language. Student advocacy rights are part of the Master Agreement for Independent Study. It should be noted that the parents “of underrepresented groups “were among the most positively vocal at last spring’s public hearing for charter renewal. They even came out on a dangerously stormy night to stridently support the school.|La Vida Charter School is a home study program supported with onsite classes two days per week each for K-8 and 9-12. School and Family engagement is at the core of the educational activity of the school. There Is a relatively low student to teacher ratio of 11 to 1 (15 to 1 highest in past years.) Therefore teachers have the capacity to spend time and work closely with families. Teachers meet with parents and students once or twice a month depending on the age. High needs students may meet more often. The school devotes great effort in getting the year started with families. Orientation before the first day of school provides hands on support for managing the home program as well as reviewing the school policies and developing a common language. A comprehensive packet with calendars, planners, handbooks and other related materials are provided for all. The Student Services Liaison spends three days of every week supporting families in whatever they need, especially with curricular questions. Community building happens through a number of activities which happen every three weeks in the fall, once mid winter and several times in the spring. Examples include, Orientation, Peace Day Ice Cream Social, Pumpkin Patch Field Trip, Dias De Los Muertos Celebration, Thankfulness Feast and Performance, Community Thursdays, Benchmark Project Fair, Spring Plays and Open Houses, end of year Games Days. A frequent comment heard is that the La Vida community is like a family.|4|4|4|4|3|4|4|4|4|4|4|4|2019-06-12|Met|2019 07617130000000|Lafayette Elementary|3|Lafayette School District provides opportunities for parent/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups as well as our District sponsored parent education. Schools have also established School Site Councils where parents review academic content standards and academic progress. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings and one on one meetings with parents. These meetings focus on input from families and development of family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards. There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Materials and resources are available to parents through the District website, and translation materials are available if needed.|The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. Information is collected and reviewed using the home language survey. The committee reviews the District's reclassification procedures and written notifications required to be sent to parents and guardians. Our English Learner parents are also invited to parent education nights that review curriculum focuses across the content areas and other health and wellness parent education. Parents are given multiple modalities, both written and online, in support of ways to improve/help their student's achievement. These are provided in different languages, as needed. The District provides site-based dialogue meeting for families with students with disabilities twice a year. These meetings provide special accommodations for families who have special accessibility needs. The District website, as well as the school websites contain information about ways parents can engage with site administrators as well as teachers.|Lafayette School District provides opportunities for parent/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups as well as our District sponsored parent education. Schools have also established School Site Councils where parents review academic content standards and academic progress. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings and one on one meetings with parents. These meetings focus on input from families and development of family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards. There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Materials and resources are available to parents through the District website, and translation materials are available if needed. The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. Information is collected and reviewed using the home language survey. The committee reviews the District's reclassification procedures and written notifications required to be sent to parents and guardians. Our English Learner parents are also invited to parent education nights that review curriculum focuses across the content areas and other health and wellness parent education. Parents are given multiple modalities, both written and online, in support of ways to improve/help their student's achievement. These are provided in different languages, as needed. The District provides site-based dialogue meeting for families with students with disabilities twice a year. These meetings provide special accommodations for families who have special accessibility needs.|5|5|4|4|5|5|5|5|4|4|4|5|2019-10-16|Met|2019 30665550000000|Laguna Beach Unified|3|Schools and staff seek feedback and input through a variety of surveys, focus groups, and student learning outcomes, along with LCAP Advisory Committee meetings, School Site Council (SSC) meetings, Board Study Sessions, Special Education Parent Mentors, Community Advisory Committee meetings, District English Learner Advisory Committee (DELAC) meetings, district-wide Parent Teacher Association (PTA) Council meetings, and school PTA meetings that occur throughout the school year. District stakeholder groups meet several times during the school year to drive goals and services. The District also facilitates a range of events for families, including many parent education nights, as well as partnerships with Laguna College of Art and Design, Saddleback College, and Irvine Valley College. In our annual parent survey, more than 75 percent of respondents are satisfied that LBUSD communication to parents, guardians, and the community. Furthermore, approximately 80 percent of parents/guardians annually indicate that they agree or strongly agree that LBUSD effectively partners with local businesses and community organizations, encourages parents’ input in school/district goals and actions plans, and provides parent education opportunities. The District continues to seek and increase input from parents/guardians, as well as their participation in school and district programs, through our ongoing committees, stakeholder groups meetings, surveys, and social media. To help improve and evolve how we collect stakeholder input, staff provides opportunities to take surveys in class for students and at stakeholder meetings for families.|In addition to the professional learning described previously, the District provides a range of student learning resources through it’s 1-to-1 device program that includes need-based internet access at student homes. A series of parent workshops are provided at each school level to support student academic and social-emotional needs. Goal-setting conferences with families were initiated at the elementary level to gain insight into each child’s strengths and needs, learning styles, and interests. These efforts to better understand parent aspirations and perspectives foster mutual respect, build a trusting partnership, and foster a personalized learning experience. The Special Education Department continues to develop its Parent Mentor program to provide guidance and emotional support to families of students with exceptional needs.|All school sites have been trained and currently utilize multiple programs that emphasize building positive relationships and connectedness between students, staff, and families. The most recent staff professional development programs include Growth Mindset, SPACE Framework (Challenge Success, Stanford), No Place for Hate (ADL), Unconscious Bias, and Strengths-Based Learning & Leadership. These programs align with the implementation of a TK-12 SEL curriculum, universal screeners, and additional parent education opportunities. LBUSD has increased the number of parent education opportunities available for underrepresented families through outreach from the District English Learner Advisory Committee (DELAC) and District Community Liaison and the availability of translation services. Based on feedback and input, the district continues to focus on improving and expanding parent education opportunities related to social-emotional wellness, academic stress, and college readiness. In addition, elementary schools host goal-setting conferences with families each fall to better understand the strengths and needs of each student and collaboratively develop student goals.|4|4|4|4|4|5|4|5|4|4|4|5|2019-10-22|Met|2019 21653420000000|Laguna Joint Elementary|3|Again, our smaller size affords us the opportunity to mitigate barriers to communication. We are able to connect with all families and have established a culture that encourages, welcomes and values parent and family input.|Laguna school encourages and provides opportunities for home-school connections during which parents are partners in their children’s learning. Laguna Parent Club meets regularly with the faculty to discuss and plan school activities, events, and plan for the future. They are an integral part of developing this LCAP. A survey approach has not been the most effective means to engage our parents, but frequent conversation and volunteer requests encourage participation. Laguna school staff will be focusing on expanding the communication opportunities to include Remind 101. We already have social media presence and our smaller school size allows for ongoing, authentic and in-the-moment connections with families as needed.|Laguna school has a very active, but smaller parent population, consistent with its overall size. Parents are engaged on a day-to-day basis and provide valuable input to the school programs. Parent input is sought through a monthly parent meeting and welcome at School Board meetings, which is deemed the most effective means of engagement and sustaining participation.|5|5|5|5|5|5|4|5|5|5|5|5|2019-10-17|Met|2019 27660760000000|Lagunita Elementary|3|Parents have a variety of ways to share their input at Lagunita, from School Board meetings to the Site Council, Teacher/Parent Club, and advisory committees like the ELAC. Parents are also encouraged to attend quarterly Parent Education Nights as well as morning coffees and other events. Biannual online surveys further collect parent feedback. Our team is small but collaborative, and is effective at soliciting, receiving, and responding to parent input.|Lagunita has improved its transparency and communication with respect to parents' rights and responsibilities, making regular calls and sending letters home to share information regularly and consistently. Partnerships between teachers and parents include classroom blogs, parent-teacher conferences, and greater access to online learning platforms that can be accessed from home.|Building parent partnerships at Lagunita is a challenge we work hard to meet. Parents are challenged by packed schedules, conflicting demands, and extracurricular activities that are also a priority for their kids. Lagunita has worked hard to build trusting relationships with parents and to be welcoming to all families, including staff training on mindfulness, Social-Emotional Learning, Trauma-Informed Care, growth mindset, and brain science and its impacts on both teaching and learning.|5|5|5|5|4|4|5|4|4|4|4|4|2019-10-29|Met|2019 21653590000000|Lagunitas Elementary|3|In addition to the authentic decision making role of the parent/ teacher groups mentioned earlier, the District as a whole has gone to substantial effort to ensure that all members of the school community are able to provide input for goal setting and for District-wide decision making including financial decisions. The on-going, iterative Long Range Plan which has been under construction for over a year included six focus groups, a survey and a community forum guided by the essential question- “What outcomes and activities do we want for our children?” As the Plan takes shape and goals are solidified, it is clear that the priorities of the community are being accounted for and included by the governing board.|With 3 distinct programs the Lagunitas School District faces a challenge in developing a shared vison of what outcomes and experiences it wants for all students. Over the last few years, the District has seen progress in core academic areas (literacy and math) in regard to expectations that can be agreed upon among all programs. In 2019-2020 the District has employed a coordinator to manage outreach to underrepresented families and will continue to build capacity in that area.|The Lagunitas School District is an exemplar of robust relationships between school and family. Its strength in that area is due in large part to a decades-old tradition of allowing the community to decide what kind of schools it wants for its children. All three programs, Montessori, Open Classroom and Middle School feature parent/ teacher groups that meet monthly and provide guidance and in many cases decision making about student outcomes and resource allocation. These groups have been so strong that the governing board has not even approved a textbook adoption in years and has instead deferred to the parent/ teacher groups for matters related to curriculum and instruction. The school also provides space for a vibrant Community Center that has partnered with the school for 50 years in a spirit of ensuring a “community school.” The Center offers a point of entry to new families and works with the school to ensure that all students receive the ancillary services that they need for success. In partnership with the school, the Center offers affordable aftercare for students in all grades including daycare for younger children and a supervised space for older students to do homework, play or socialize. In addition, the school and the Community Center work together to provide tutoring, social services referral, translation, cultural events and nutritional support.|5|5|3|3|3|4|5|2|5|5|5|5|2019-10-17|Met|2019 17640550108340|Lake County International Charter|3|We send out multiple surveys to gather information from the parents about how our programs are working for their families. We have an open door policy and invite communication and the expression of any concerns or new ideas and try to actively implement suggestions that would benefit the community as a whole.|This year we have a group of parents who are committed to building our PTC and engaging as many parents as possible!|We have multiple ways through which we reach out to and engage our families. We hold many events and offer opportunities for parent/guardian involvement. There is a renewed effort to build and grow our Parent/Teach/Staff Organization this year.|4|4|4|4|3|3|4|4|4|3|4|4|2019-10-14|Met|2019 17101730000000|Lake County Office of Education|3|LCOE schools have very small staffs, so the opportunity to plan, design, implement and evaluate is built in. Our staff work together and often reach out to their families and the community. With a small staff and student population some of our communication with families has been more informal but we will continue to strengthen our School Site Councils as an advisory and decision-making group.|The county Healthy Start program is an amazing resource for all families and students in Lake County and has been especially responsive to the schools in the LCOE LEA. Healthy Start has provided oral and physical health screenings, access to medical care, food, clothes and housing for our students. They provide translation services for meetings and conduct wellness and attendance checks for our students. Currently, every family and student meets with the administrator for the school in which they are enrolling. Next year more formallized, quarterly family/school conferences will take place.|A number of issues are being addressed as LCOE works with our own administrators and teachers and work with districts in our county. We have been addressing the need for language translation and support for families at a variety of meetings throughout the county, especially related to students transitioning to LCOE schools. This would provide greater access to families and support stronger Agenda Item VI-C June 12, 2019 family/school relationships. At our schools we will provide PD and collaboration time for staff to learn about each family’s strengths, cultures, languages and goals for their children.|4|4|2|3|3|4|3|3|3|2|3|4|2019-06-12|Met|2019 11625960000000|Lake Elementary|3|The parent survey identified the following evidence to support parents have a voice in the school’s decision making process: 88.3% of parents strongly agree (51%) or agree (37.3%) that they are comfortable speaking with teachers or administration about problems/concerns 88.3% of parents strongly agree (51%) or agree (37.3%) that they feel welcome to attend PTO (Parent Teacher Organization) or SSC (School Site Council) meetings 74.5% of parents strongly agree (39.2%) or agree (35.3%) that they feel welcome to attend Board meetings Comments received from the parent survey resulted in the following changes: CONCERN: More opportunities to support students who don't require Learning Center, but have challenges in class (i.e. the “middle kids”) CHANGES MADE: All but one teaching staff attended UDL training this year. It is our belief that the effective implementation of UDL strategies will address the concern regarding the "middle kids". Additionally, the increased push-in services have provided more opportunities for individualized support beyond students with special needs. We've seen growth school-wide in both iReady reading and math that supports push-in services are having a positive impact on all students. (LCAP Goal 2, Action 6, 2.2.1) CONCERN: SPARK for kindergarten CHANGES MADE: The District provided SPARK for kindergarten in 2017-18. It was determined that misbehaviors from kinder students increased significantly, resulting in a non-impactful program for young students. We will continue to monitor enrollment numbers and may provide SPARK for kinder students should space allow. (LCAP Goal 3, Action 4, 4.1.1) CONCERN: Contact with SPARK after school hours CHANGES MADE: SPARK contact numbers are provided on the school website and the SPARK handbook. The District needs to communicate more effectively where to find this information. (LCAP Goal 3, Action 4, 4.1.1) CONCERN: Consistent implementation of school-wide discipline policy and philosophy during lunch recess CHANGES MADE: Staffing changes in April provided consistency throughout the day for all students, including underrepresented families. (LCAP Goal 3, Action 4, 4.1.1)|Some highlights from the parent survey regarding building partnership for student outcomes include: 98.1% of parents strongly agree (56.9%) or agree (41.2%) that their children’s academic needs are being met 86.3% of parents responding to the survey had attended three or more school functions in the previous school year 55% of parents surveyed indicated they can volunteer during the school day|Parent feedback provides information and guidance to the district, specifically regarding engagement and school climate. A survey was distributed during Parent/Teacher conferences. The percentage of parent surveys completed was 42% (51/120). This is the lowest participation response to date. The decrease in participation is likely due to the one day school closure, which emanated from the Camp Fire. Acting Governor Newsom declared a State of Emergency Declaration in Butte County. Given Glenn County’s proximity to Butte County, the air quality was hazardous and many of the district’s stakeholders were impacted by homelessness and trauma. All these factors account for the low participation in the parent survey. 95.9% of parents strongly agree (69.4%) or agree (26.5%) that they feel welcome at the school 94% of parents strongly agree (52%) or agree (44%) that the school communicates effectively with parents 92% of parents strongly agree (68%) or agree (24%) that their children are safe and happy at Lake Elementary School Comments highlighting strengths include: • great staff • small classes • familial community • wonderful communication • strong academics • school wide participation in the flag salute|4|5|4|5|4|4|3|3|4|4|4|3|2019-10-22|Met|2019 33751760000000|Lake Elsinore Unified|3|Strengths: LEUSD values the partnerships with our advisory groups in supporting the decision-making process at the site and District level. Currently, the District counts on its partnerships with PTSA, the SpEd Power Network, the African American Parent Advisory Committee (AAPAC), the English Learner Advisory Committee (ELAC)/District English Learner Advisory Committee (DELAC), and Title I families to provide District staff the input from various groups, inclusive of underrepresented groups, in the school community. For example, the AAPAC in 2018/19 began its journey to support African American families in forums focused on Educating, Impacting, and Imparting. This partnership will lead to providing opportunities for stakeholders to learn more on how to support and engage students. Improvement: LEUSD recognizes the need to explore additional training for principals, staff, and families on how to successfully engage and empower stakeholders regarding their willingness to attend advisory groups and the importance of their voice in decision-making process. For example, the District and/or school sites have these advisory groups, but many times, lack the participation and/or ability to engage with District/site leaders – a challenge for the District and sites. Additional training to support the inclusion of underrepresented families will also be explored.|Strengths: LEUSD has continued to partner with families and stakeholders to support academic and social emotional learning needs of students. Last year, the District continued to provide Boys' Town Training for staff and families who are experiencing social emotional learning behaviors with their children and/or students. The District implemented Special Education Power Network meetings where topics included (Parent Self Care, Supporting a Child with ADHD, Importance of Social Emotional Learning, ‘What to expect from your child’s IEP?,’ mental health concerns, navigating high school to the Adult Transition Program, ‘How to develop a support steam,’ Dealing with Substance Abuse, and Meeting your child’s needs). In addition, the District took steps to continue to expand the number of Social Emotional Learning Support Providers who not only work closely with students referred by site staff, but also provide strategies for families to be used in the home reinforcing social skills taught at school. The District has also continued its partnership with the Student and Family Essential Resources (SAFER) program to provide a safety net to support the District’s most fragile families suffering from mental health and poverty challenges. Specifically, the SAFER program works to provide the basic needs for those families in severe need – food, shelter, and clothing. In addition, the District partners with the Victor Community Support Services to not only work with students during the school day, but also WRAP services at the home for those students who need these additional supports. To support families who struggle with chronic absenteeism, the District continues to implement SART and SARB meetings where families can collaborate with District staff and resources with the goal to improve attendance. In 2018/19, the District was awarded as a Model SARB program. In addition, the CareSolace partnership has provided families with community-based mental health referrals where families can access these resources, at home, via a weblink that outlines several resources for families in need. Valley Adult School has continued to partner with school sites to offer courses (such as ESL, GED, etc.) to stakeholders who are looking to further their education. Lastly, the State and Head Start preschool programs are a model for the LEUSD K-12 environment where family partnerships have been paramount to their successes. Improvement: LEUSD recognizes the need to explore additional areas where professional learning and support is provided to teachers and principals to improve a school’s capacity to partner with families, to provide families with information and resources to support student learning at home, and to support families in their understanding of how to exercise their legal rights and to advocate for their own students and all students.|Strengths: LEUSD has had all school sites continue to offer family during/after school/evening engagement activities where families not only learn more about educational topics, but also engage with their children and staff members providing opportunities for families to make connections (a sense of community and/or a sense of belonging). Family engagement activities have included: Red Ribbon Weeks, Kindness Weeks, Senior Nights, Parent Institutes, Career Days, Elementary Book Fairs, Parent University evenings, STEAM events, Coffee/Pastries with the Principals, Elementary Friday Flags, Food Drives, Lunch with a Loved One, Science & Engineering Fair Info Nights, Holiday Evenings, Visual and Performing Arts performances, Awards Assemblies, Cyber Safety Cop parent workshops, and New Student Orientations/Preview Evenings. Many teachers continued to use the SeeSaw and/or REMIND applications to keep the line of communication open between home and school. The District negotiated bilingual translation stipends to support non-English speaking families to ensure their voices are heard and have access to open communication. In addition, the District has continued to offer free fingerprinting services for families to obtain volunteer badges allowing these volunteers to assist in classrooms and school activities. LEUSD was proud to establish the Equity Committee which recently focused on bringing the Unconscious Bias and LGBTQ trainings to District stakeholders. Improvement Areas: LEUSD has identified the need to explore ways to continue to develop capacity of staff to build trust and relationships, to create welcoming environments, and to learn about family’s strengths, cultures, languages, and goals. In the late 2018/19 school year, LEUSD implemented the user-friendly Parent Square communication tool which provides two-way communication between the user and all stakeholders. From 2018/19 stakeholder input, LEUSD scheduled multiple Unconscious Bias trainings for District stakeholders in the 2019/20 school year. Specific actions to engage underrepresented families must be explored with the LCAP Committee and District stakeholders through SSC, ELAC, DELAC, AAPAC, and Special Education Network opportunities.|1|2|1|2|1|2|3|1|2|1|1|2|2019-11-14|Met|2019 09619030000000|Lake Tahoe Unified|3|LTUSD partners with the Family Resource Center to facilitate Cafecitos (Spanish-speaking parent group) meetings regularly held at all school sites. The District funds this service, which promotes parents of EL students to stay involved in school activities and participate in decision-making. The District needs to expand existing groups and committees to further represent underrepresented groups in the school community. This will also be addressed through the District’s focus on equity for all students and full implementation of the LCAP Parent Advisory Committee.|LTUSD is providing professional development in supporting teachers and principals to improve a school’s capacity in partnering with families. The District’s focus to achieve equity for all students calls for teachers and staff to get to know their students, understand the dynamics of their student’s family, and increase communication. Families are informed of their legal rights to advocate for their children, and all students, through multiple modes of communication, mandatory postings, and the Annual Notification of Parents’ and Students’ Rights. Notifications are sent via email, text, and phone calls through Aeries Communications; posted to the District website; and posted in visible, accessible locations in classrooms. Parents of students with Individual Education Plans are regularly informed of their student’s rights to a free appropriate public education.|School Site Councils, the Board of Education, and staff participate in Visioning exercises to develop the capacity to build trusting and respectful relationships with families, including those that are underrepresented. LTUSD creates a welcoming atmosphere through hosting family meetings at all schools, Back to School Nights, parent-teacher conferences, and partnering with the Family Resource Center to facilitate Cafecitos meetings at all schools. Parents who attend the Cafecitos meetings are becoming more involved in school committees such as boosters and School Site Council. Through parent-teacher conferences, teachers have the opportunity to learn about each family’s culture and home language. Teachers are encouraged to learn about individual students and their families to determine appropriate instructional strategies and develop student goals in partnership with the parents/guardians. Focus will be to modify current activities to more family-oriented and less formal interactions to promote and increase family participation in their student’s education. Significant time and resources have been put into creating and refining the vision and goals for high school students to prepare them for post-secondary education and/or entry into the workforce. Viking goals echo throughout all school sites to help families understand the anticipated educational outcomes for their students using language that is understandable and accessible.|3|4|3|3|3|4|3|3|3|3|3|2|2019-10-22|Met|2019 17640300000000|Lakeport Unified|3|During our staff development time this year we have spent time learning about Cultural Competencies. We continue to seek to provide staff development that builds capacity to work with our underrepresented families.|We continue to make progress in building relationships with our Native American Families. We believe that this still room for growth in working with all of our underrepresented families and are attempting to engage them new and interesting ways. We formed a district LCAP Advisory Committee and we have representation from all of our significant subgroups including Migrant Ed, ELD, Native American and Special Education.|During the 2018-19 school year TMS, initiated a Native American Advisory Committee to build a relationship with our local tribes. We continued to work with both Migrant Parent and English Learner parents at each school site. We hold Title I parent information nights as well as parent education in the areas of Cyber and Campus Safety. Our elementary school continues to hold Family Math and Reading Nights twice a year to help parents work with their students.|3|4|3|4|3|2|3|3|3|2|3|4|2019-05-29|Met|2019 43694920000000|Lakeside Joint|3|Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. The school is developing a number of committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community.|The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Classroom Conversations, weekly Superintendent email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English.|Lakeside JSD has developed a number of opportunities to build and maintain strong relationships between families and school staff. The Lakeside Principal has identified families who are underrepresented as participating in community events and activities, and has begun to individually reach out to these families and both invite them to participate more and engage in school events and activities as well creating goal setting conversations with these families with her personally to build connections and develop relationships. the school currently has a number of successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families included in the school community. The school uses digital translators for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, Classroom Conversations, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, and a newly implemented parent induction program for parent volunteers.|4|4|3|4|3|4|5|4|3|3|4|3|2019-10-10|Met|2019 15635520000000|Lakeside Union|3|The district provides many opportunities for staff and family members to be part of advisory groups such as: School Site Council, District/Site English Language Advisory Committee, Local Control Accountability Plan Advisory Committee, Positive Behavior Intervention and Supports Committee, and Parent Teacher Committee and Booster Club. Increased genuine and collaborative participation in the decision making process by staff and family members is a focus area for this section. As with previous sections, the district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process focused on seeking input for decision making to increase outcomes for all students. The district will continue to reach out and engage with underrepresented families to invite their input for decision making at school and district levels.|In 2019, the district participated in the Student Support and Academic Enrichment (SSAE) Grant that was used to promote safe and healthy students. The district was able to provide professional development opportunities such as Positive Behavioral Interventions and Supports, Trauma Informed Care, Grief Counseling, Aggression Replacement, and Restorative Justice, all of which help to improve the district’s capacity to serve students. Building on family partnerships continues to be a focus area of improvement for the district. Going through multiple cycles of inquiry helps to define family needs and determine supports. With this information the district can reach out to underrepresented families to improve student outcomes.|With the district’s emphasis on Positive Behavioral Interventions and Supports (PBIS), all staff members are working to build trusting relationships with students and their families. The improvement in relationship building and on-task behavior brought on by our PBIS program is obvious, with increased student engagement in all academic areas. The district recognizes the need to engage in root cause analysis, and commit to a Continuous Improvement Process that focuses on building relationships to increase outcomes for all students, and close performance gap(s) using multiple cycles of inquiry. With information from the California School Dashboard, the district can define groups that may be difficult to reach due to language or cultural perspectives. Then, the district can message out these groups and strive to develop meaningful family engagement. We will continue to cultivate collaborative cultures to produce strong groups and individuals, develop internal accountability, and be responsible within our system. We understand that positive relationships breed success.|3|4|2|4|4|4|4|5|4|4|4|3|2019-10-08|Met|2019 16639660000000|Lakeside Union Elementary|3|Lakeside chose to use a locally created survey to garner parent input. We include questions that relate to all district LCAP goals, actions and services. We have a specific parent engagement goal: Lakeside Union School District will provide opportunities and services to parents that establish and maintain a positive and collaborative relationship for the benefit of our student’s academic success. This goal includes actions to support parent engagement, such as a parent liaison. This position works to build positive partnerships between home, school, and community. Lakeside has established foundations through aligned systems for parent engagement to support continued student success. As we have had an increase in parent participation within our committees , we continue to maintain an area of focus for improvement relating to ensuring that parents of all student groups are represented.|Increasing parent participation continues to be a focus at Lakeside. We continue to have a high rate of parent participation in parent-teacher conferences. Parents indicated that they felt their child’s school and teachers are providing flexible parent conference times to increase access for parents to attend. An area of focus for improvement in this area is establishing increased opportunities for parent-teacher communication throughout the school year beyond the two parent-teacher conferences offered.|88% of parents attended school events such as: back to school, family game nights, open house and school carnival. We also had 5 parents attend nutrition classes. Parent survey comments for these events were very positive. The Lakeside family encourages teachers, staff, and families to work alongside one another during these opportunities as “One Big Family”. An area of focus for improvement in this area is increasing parent participation in classes offered by the Parent Liaison and outside agencies including topics relating to academic standards and strategies to support students at home .|4|5|3|5|4|5|5|4|5|5|5|5|2019-10-10|Met|2019 37681890000000|Lakeside Union Elementary|3|The California School Parent Survey revealed that 62% of parents felt that LUSD schools actively sought the input of parents before making important decisions. 79% of parents believe that school staff members take parent concerns seriously. While 94% of parents attend regularly scheduled parent-teacher conferences with their child's teacher, and 87% of parents attended a school or class event; less parents engaged in parent-teacher organizations (555) and even far fewer parents (12%) served on a school committee. LUSD has committed to increasing involvement in School Site Councils/English Learner Advisory Committees at the site level, and the District Advisory Committee/District English Learner Advisory Committee at the district level so that all stakeholders have a voice in developing the LCAP for the 2020-2021 school years and beyond. All principals have received training to increase capacity in establishing and running a successful SSC/ELAC at their sites. The CSPS indicates that there is significant room for growth in inviting parents to serve on committees at the school and district levels. As such, during the 19-20 school year, staff members and families will be invited to participate in the district learning team, for the purpose of studying LUSD's existing policies and practices so that all stakeholders have a voice in supporting students. While all family members are invited to participate in the PTA and other family engagement activities, the CSPS indicates that there is also room for growth in this area. These findings will be shared at the monthly PTA chairperson meeting at the district-level, so that LUSD and families can collectively develop better ways to engage families.|Using the LEASA, FIA, CSPS, empathy interviews, and locally developed surveys, it was discovered that LUSD has many partnerships with the community to in turn help students and families achieve positive outcomes. The California School Parent Survey revealed that 84% of respondents felt that LUSD schools allow input and welcome parents' contributions. 88% of respondents believe that LUSD schools encourage them to be an active partner with the school in educating their child. 91% of respondents believe that school staff are helpful to parents. In the 19-20 school year, LUSD is strengthening its relationship with law enforcement and probation officers, particularly to support students experiencing truancy. Furthermore, LUSD continues to explore new ways to support faculty and staff so that they may better engage with families. LUSD is continuing to utilize programs, such as School Smarts, to better provide families with information and resources to support their students. While many families are aware of legal rights and effectively advocate for students, LUSD has opportunities for growth in this area, with particular regard to families who speak a language other than english, and families who have students with exceptional needs.|A team of administrators, teachers, counselors, classified staff members and families worked together during the 18-19 school year to utilize a variety of tools for LEA self-evaluation in the areas of family engagement and stakeholder involvement. CCSSEA's LEASA (LEA Self-Assessment component 6, SWIFT's FIA (Fidelity Integrity Assessment), the California School Parent Survey, empathy interviews, and LEA-created surveys were used as a framework to examine current relationships with families. Overall, LUSD is on the way to having strong relationships with families. The district office and schools are inviting and welcoming to families. There are many opportunities for two way communication at the district level, including PTA, DAC, DELAC, CAC, SSC, LCAP advisory, and board study sessions. The the site level, there are a variety of opportunities for families to engage in communication, however, there are opportunities for growth with regard to reaching families of all languages and cultures. During the 19-20 school year, LUSD has begun using a parent portal in both English and Spanish to reach more families than in years past. In the 2018-2019 California School Parent Survey, 91% of respondents felt welcome to participate in school, and 92% of parents felt that school staff treat parents with respect.|3|4|3|3|4|4|4|3|4|3|3|3|2019-10-10|Met|2019 39767600000000|Lammersville Joint Unified|3|LUSD seeks input related to policies, LCAP, expenditures, programs and parent engagement from stakeholders through DELAC, ELAC, DAC, Education Committee, Facilities Committee, Wellness Committee, Citizens Bond Oversight Committee, parent foundations, booster groups and open houses. CTE pathway nights and curriculum fair engage parents in two-way communication related to the academic pathway and program. LUSD continues to explore new ways to communicate with families of underrepresented students.|LUSD survey results indicate 62% of 5, 7 and 9 grade parents believe LUSD schools prepare students academically for success in life. 68% of the students in grades 5, 7 and 9 believe LUSD is preparing them to be successful in life. 98% of families prefer school and district communications come via email. Student progress is communicated to parents via AERIES parent portal, Canvas parent portal and reports from the school and Educational Services division. Learning in the home is supported through parent trainings and online opportunities. The homeless and student services liaison support parents who want to advocate or exercise their legal rights. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades 2-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate.|LUSD actively engages the community through established sub-committees, foundations, parent nights, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities. Weekly newsletters provide parents and families with information related to school and District events. Parent conferences are an opportunity for 1 to 1 outreach and goal setting. Student data is sent home to inform parents of student progress. Regular outreach to underrepresented families occur through the homeless liaison and student services worker. The LUSD Parent LCAP survey revealed 71% of parents felt school communications are timely and informative.|4|4|4|4|4|4|5|4|5|5|4|4|2019-10-16|Met|2019 15635600000000|Lamont Elementary|3|At the Lamont School District parents are full partners in the decisions that affect students and families. During Title I meeting and academic parent meetings we encourage parents to become part of the decision making committees at the school sites. The administration explains the important role parents play during school site council meetings, the English Language Advisory Committee, and the parent school representative for the DELAC. Parents receive a yearly nomination form as they decide to become part of one of these decision making committees. Parents who have been part of any of the school committees come to this meeting to encourage other parents talking about their experience making decisions for all the students and how it made them feel. The district provides a Yearly training for School Site Council and ELAC elected parents. We provide parents training and deliver the content in the language the parents understand, with accessible times: morning and evening meetings. Decision making parent members are provided with current information regarding school policies, practices, and both student and school performance data. They review the Schools Educational Plan goals, actions, and budget. Parents of our community have asked to have an Open Forum meeting with the principal three times a year. The schools have named this meeting “Coffee with the Principal.” This meeting is well-publicized amongst our community of parents that it is an open forum where parents can ask any question or express any concern, influence decisions about safety or any school related topic, appeal and resolve problems. Posters are posted at drop off and pick up areas where our families can see them. A school messenger (automated phone call) is sent to all parents of each school site, and a flyer is send home with the student. During the Parent and Community LCAP Advisory, DAC/PAC Meetings the district examines and reviews the results of the previous year's implementation of the LCAP and begins discussion regarding the existing issues and needs that the district has that can be included in the LCAP. For example, the need for Intervention Reading teachers, Social Workers at school sites to assist with the implementation of PBIS and the need for English Language Learners to have their own goal. Parents were engaged, had round table discussions in small groups with parents being facilitators for each group, they were providing constructive criticism, suggestions and ideas as to what they felt were important action/services for the success of their students in our community. We were able to discuss goals and establish new actions and services for the LCAP. Parents were also asked to complete a survey regarding the LCAP to help implement goals and suggestions for the district.|As part of the Parent Involvement Policy, each school has developed, in partnership with the staff and parents, a Yearly Calendar of Academic Parent Meetings/Nights. During the meetings, principals or a group of teachers presents information so parents can understand: Common Core academic content standards for English Language Arts and Math. They provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, how to support fluency at home, the importance of technology, how to identify math at home, the importance of school attendance, etc. In addition, the district has established 4-days of Parent Teacher conferences every year, a Back to School Night, and an Open House. These are established times for our families and teachers to meet and talk about student progress and ways they can work together to support student academic achievement. We have a district School-Family open door policy for parents to visit their students’ classrooms whenever they can and upon parent request. Parents are given a copy of the School Parent Compact and it is reviewed at the Yearly Title I meeting as well as during School Site Council meetings. The School Parent Compact describes the way the School, the Parent, and the Student will work together as well as their responsibilities. In addition, parents receive a yearly Beginning of the Year packet which includes the Parent Handbook: parent rights, the revised and School Site Council approved Parent Involvement Policy and School Parent Compact.|In order to develop capacity of staff, every school has established a yearly staff meeting to revise the Parent Involvement Policy and the Parent Compact. During a staff meeting, in teams, the staff revises/develops opportunities for parents and school to work as partners. They are presented Reading research about the importance of parent involvement “Beyond the Bake Sale” and Joyce Epstein’s Six types of Family Involvement and they develop research based activities and actions to build effective relationships with our community of families. In order for our community of families to feel welcome, we provide with interpreters for parent nights, parent teacher conferences, back to school night, and any time a parent needs to meet with a staff member who doesn’t speak the parent’s language. In addition, we send all information home in the language parents understand as soon as the schools reach the 15% of a specific language spoken at the school site. The district and the four school sites send everything bilingual English/Spanish. Our area of focus: How do parents feel when they enter our school? During a staff meeting, principals have the staff define how does a “welcoming environment’ looks like when parents enter our school’s door? and why is it important? The staff develops a protocol for the front office, for maintenance, aides, and teachers, all staff. Principals then present their welcoming environment protocol to other administrators during a principal’s meeting. The Lamont School District is building a culture that screams “relationship with our families is a priority.”|4|3|4|5|5|5|5|4|5|5|4|5|2019-10-22|Met|2019 19646670000000|Lancaster Elementary|3|Lancaster School District continues to make progress in building the capacity of and supporting principals and staff in their efforts to effectively engage families in advisory groups and with decision making. In the 18-19 school year a strength that we identified was that of surveying families regarding their needs and their perceptions of the school environment. Principals were trained in the 18-19 school year as to how to utilize information gathered and in creating actionable goals for their school sites, in conjunction with other information. In order to best serve students, Lancaster School District has employed the use of Family Ambassadors to assist us in building capacity of families to effectively engage in advisory groups. We have also provided opportunities for training in the engagement of decision making within our various advisory groups, such as ELAC, DELAC, AAAC, SSC and SAC. In all of these groups, the district and site provide for training in order to secure input. All families are provided with opportunities to provide input on policies and programs, and in implementing strategies to reach and seek input through district and site surveys, and focus groups (we began to pilot the use of focus groups in 2018-19). We also have had various family engagement opportunities towards providing feedback through district family nights, and through our Family Roundtable Discussions, the focus of many of these conversations were focused around English Learners, Foster and Homeless Students, as well as through families of students who were socio-economically disadvantaged. Regarding having staff and families plan together to plan, design, implement and evaluate family engagement activities, we have provided for Family Roundtable discussions, as well as PTO/PTA. There is room for growth here in that we are looking to require sites to further offer opportunities towards engagement opportunities. An area for growth here is going to be the enhanced use of focus groups at all sites in order to bring parents and families along the journey of building goals, and then taking those goals to our School Site Councils.|The Lancaster School District has continued its efforts in developing professional development for staff (both administrators and teachers) regarding improving capacity in the area of partnering with families. This is an area of weakness for us, in that time has not allotted itself for training in this area as of yet. We have utilized Parenting Partners to provide training to our families in order to increase family engagement at the site and district level. Teachers and Family Ambassadors were trained in this, as well as Principals. However it is extensively important that we provide a wider range of staff to training as to how to best work with families. As we have implemented a Parenting Partners program, as well as the attainment of Family Ambassadors, we have been successful in providing families with access to resources, and support for student learning and development in the home. We continue to seek other avenues in which to serve families and students in this way. We have policies in place that have our teachers meeting with families during Parent-Teacher Conferences which results in parents being provided information as to how they can better support their students’ in continuous improvement. Teachers also utilize SST’s to assist students when they are struggling, and help to provide resources for students and families. Families are engaged during AAAC meetings, DELAC meetings, ELAC meetings, and in SSC meetings in their legal rights and advocating for their own and all students. An area for focus here would be in direct contact with some of our underrepresented family groups. All meetings are scheduled and provided for all parents, however we find that our underrepresented families, rarely attend such meetings. We continue to seek out ways in which to reach our underrepresented populations.|Family Engagement in Lancaster School District is a focus of both the site and district. In order to better build relationships with families the district has put the following actions in place in the 18-19 school year: 1) Family Ambassadors, 2) Parenting Partners (Family Leadership Group), 3) African American Advisory Councils (AAAC), 4) District English Language Advisory Committees, (DELAC), as well as English Language Advisory Committees, 5) the Superintendent's Advisory Council, and 6)School Site Councils. PTO’s and PTA’s are present at sites as well. In order to develop the capacity of staff, i.e administrators, we have provided informal staff developments for both administrators and teachers. We have provided for a training entitled Capturing Kids Hearts, which is geared towards students, however has been adopted towards our with families as well. The process is strength and we continue to work towards proficiency in actual implementation. Furthermore formalizing staff trainings is currently a weakness, however, the informal nature of how we work with our staff suggests that there is a structure in place to increase our ability and tools towards implementation in the 19-20 school year. In April, we were able to bring on Family Ambassadors to our sites in order to increase the sites ability to create a welcoming environment for all families. This has been a strength for our district, as they have monthly training as to how to better reach families at the school level. We have seen an increase in the presence of families at events at both the site and school because of the communication that has been provided by the Family Ambassadors. This has also helped us begin the process of supporting our families as they are made aware of their family strengths, cultures, languages and goals for their children. We continue to grow this area within our district. In terms of engaging in effective two-way communication, we have been successful in ensuring that all materials meant for families, go home in both English and Spanish, our two primary languages within the Lancaster School District. This has been a relative strength for our district, as we have built a portion of the Special Programs department to ensure the presence of effective, and understandable two-way communication. A focus area for improvement in this area is to provide more systemic training of site administrators as well as teachers and classified staff in order to support staff further in learning about each families strengths, cultures, languages, and goals for their children.|2|3|2|4|3|4|4|3|3|4|4|4|2019-10-15|Met|2019 19647330108928|Larchmont Charter|3|Larchmont considers the frequency of the survey administration and school leadership’s responsiveness to the data from the survey as a source of the strength in seeking input for decision-making. In the most recent administration of the parent survey in Fall of 2019, the key finding related to seeking input from parents in school decision-making indicated that over 75% of parents feel involved in decision making directly impacting their child’s education. The monthly school site council meetings provide parents from every campus the opportunity to get involved in this decision-making process. In the parent survey, parents are also asked open-ended questions asking for any ideas they may have to improve the school and its climate, and these comments are shared with school leaders and the board of directors, resulting in decisions being influenced by stakeholder input. The focus area for improvement in seeking input for decision-making is similar to that for building relationships, as the key challenge is to help families who are less engaged or less inclined to respond to the survey or become involved with groups such as the site council become engaged in these opportunities to influence the decision-making process. Further pairing of underrepresented families with more engaged families will be necessary to improve overall engagement in decision-making.|Larchmont Charter has historically prioritized collaborating with families to support student learning. The results from the most recent parent survey in Fall of 2019 showed more than 80% of parents believe that their students’ teachers and school keep parents sufficiently updated regarding their student’s academic progress, challenges, and successes. Parent Coffee meetings occur at all campuses at least once monthly, such that principals have a regular opportunity to share academic and social updates and resources, and allowing parents to share their input or express their needs. Summer resources including academic and social opportunities are shared at the end of the school year, and each school year includes several parent education nights that serve to provide parents with skills and resources to support student learning and social-emotional growth. As part of the MTSS (multi-tiered system of supports) process, parents of students with SSTs (student success teams) are coached on the behaviors and habits that students are to mirror at home to provide consistency and support for their progress at school. While Larchmont Charter has successfully sustained these practices over time, the identified area for improvement is to have more availability of translators during these events, to ensure that underrepresented families have the same access to the resources provided. Written communications including the parent survey are translated and available in the languages most commonly spoken by our families (Spanish and Korean), however there is an identified need to focus on improving access to translation when parents are communicating verbally with the school. Increasing access to translation will involve further identification of bilingual parent volunteers.|Larchmont Charter administers a survey to all stakeholders, including parents, students, and staff, twice yearly. The items included in the surveys assess many aspects of the school, including academic environment, communication processes, physical environment, leadership structure, the school’s alignment with its stated mission, and student engagement. Parents of students in all grades are invited to take the survey, and thus the survey covers parents of students in all grade spans in Larchmont’s TK-12 school. Parents are asked to rate their agreement with items relating to how they interact with the school, including items relating to communication regarding school events and student progress, parental involvement in decision-making with respect to spending on programs, and parental participation in programs through volunteering and engagement. The most recent survey results from the administration in the Fall of the 2019-20 school year revealed that 95% of parents who took the survey feel welcome at the school. This strong sense of community between and within stakeholder groups is a clear strength for Larchmont Charter. Larchmont Charter is currently focusing on more consistent notification of parents regarding student progress. While conferences between the student, teacher, and parents now occur twice yearly for all grade levels TK through 12, the main point of focus is to bolster 2-way communication with more regular notification about student performance and progress before and between the conference times in the Fall and Spring, via email and parent meetings. Other initiatives to help build and strengthen relationships between stakeholders include more regular non-fundraising and culturally informative events such as the Dia De Los Muertos, World’s Fair, and Taco Fusion events. As part of the goal to increase engagement for underrepresented families, Larchmont facilitates pairing of community members, introducing more active and engaged families to families who appear to be less engaged.|4|4|3|3|2|4|4|3|4|4|4|4|2019-11-05|Met|2019 21653670000000|Larkspur-Corte Madera|3|LCMSD has a very active PTA, PTO, foundation, parent education committee, and representation on school site council. Parents, students, and staff are surveyed on like questions to provide a 360 view on how we are doing on the eight state priorities. The District is working on preferred language communications, ensuring technology and internet access at home, and explicit outreach to underrepresented families.|All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored to catch learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams. LCMSD is exploring ways to provide tutoring services in more geographically convenient areas for underrepresented families. Additionally, the District is improving in providing communication in preferred languages.|LCMSD has been committed to staff professional development in how to build inclusive classroom and school climate, effective parent communication, and collaborative partnerships. Parent and student surveys indicate significant improvements in these areas. Additionally, this year at Back to School Night there was a more active translation service and parent outreach meetings. LCMSD's focus area will be on the development of an English Learner Leadership Team. Members of this team will serve as representatives on many district committees such as LCAP, SSC, District Leadership Alliance (PTA and Foundation), as well as others.|4|4|3|3|2|3|4|3|4|4|3|4|2019-10-23|Met|2019 41689570000000|Las Lomitas Elementary|3|LLESD provides opportunities for involvement in decision-making. The District provides resources to parents to support student instruction and offer opportunities for underrepresented groups to provide input in a meaningful and productive way. Surveys from the PTA, school sites, and district are provided annually. During the 2017-18 and 2018-19 school years, discussion of the schedule change at Las Lomitas, community forums, study groups, and a design team were all incorporated to study the schedule at Las Lomitas and design new schedules. In 2019-20 the sites will be piloting their second schedule and will solicit feedback from all stakeholders throughout the year. In addition to surveys, the administrators at both school sites often engage the parent community to elicit feedback. Groups such as School Site Council, Coordinating Council, and PTA Executive Board meet regularly to share information and determine courses of action that will provide educational benefit to all students. An area for improvement would be to have more representation from underrepresented families in these working groups.|LLESD will interview all new English Learner Families in the district to understand their needs and expectations. We will continue to provide meaningful and robust Parent Education in core curricular areas including Social Emotional Learning and Parenting topics. Our goal is to identify the needs of our English Learner Families so that we may develop the best educational program for the children. We also aim to create as many opportunities for parent engagement and events like "Coffee with the Principal and Superintendent" so we can to solicit feedback and address concerns our students and their families are facing. We utilize our registration platform to create a bank of "family buddies" comprised of parent and student volunteers to help new families assimilate into the school community. Such new families are often English Learners.|LLESD works with our parent groups to build trusting and respectful relationships. The participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. Both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. Our plan to improve the staff-family relationship and improve the engagement of underrepresented families is to discover barriers that are preventing families from attending events and to create solutions to reduce and eliminate these impediments or innovate creative solutions to work around them. Providing child care and food at these events as well as moving events into the communities of our underrepresented families are examples of solutions we are investigating. Incorporating more events in our underrepresented families' community is a focus area for improvement.|4|4|4|4|4|4|5|4|4|5|3|4|2019-10-09|Met|2019 19101990135582|LA's Promise Charter High #1|3|LA’s Promise Charter High School #1 provides parents with venues and opportunities to provide input in decision-making at our school such as School Site Council (SSC); the English Language Advisory Committee (ELAC), and the annual update and development of our school’s LCAP. In addition, our school administers a parent survey to measure school connectedness, climate, and seek input on our school’s program and identify key areas of interest to support our families. A focus area for improvement is to continue to increase parent participation in the SSC, ELAC, parent survey and LCAP development. We understand that our families have very hectic work schedules; therefore we host meetings at various times (morning, afternoon, evening), to maximize parent engagement as we seek their input in decision-making.|LA’s Promise Charter High School #1 strives to build partnerships that improve student outcomes as outlined in our school’s LCAP Goal #3. The bilingual Parent Coordinator collaborates with school leaders to develop resources and information to share with families during monthly meetings and facilitates parent education workshops designed to help parents build literacy and social-emotional support at home. Our school has a systematic approach in meeting with families to discuss student progress through five-week standards-based progress reports, individual and parent team conferences, workshops, and volunteer opportunities that allow parents time with their child(ren). Our school collaborates with a myriad of community partners including CHIRLA for immigrant family advocacy, and the LACOE SELPA to fully inform families of Students with Disabilities (SWD) A focus area of improvement is to continue to strengthen community outreach in order to provide essential resources targeted for parent needs. In addition, our school will develop a plan to provide professional learning and support to teachers and principals to improve our school’s capacity to further partner with families.|LA’s Promise Charter High School #1 (LAPCHS #1) has established a caring, supportive school climate for high schools learners built on positive relationships with all stakeholders. Our school is engaged in year 1 PBIS team (2018-19) initiative through our authorizer, the Los Angeles County Office of Education (LACOE). Our PBIS Team is comprised of teachers and school leaders whose mission is to ensure that our school staff develops respectful and trusting relationships across the school community through engagement, restorative practice, and social-emotional learning. Our bilingual parent coordinator’s role is to build relationships, engage, inform, communicate and involve parents at the school site and in their child’s education. The LA’s Promise Fund’s Parent Engagement and Health and Wellness initiatives further support our parents/families through the Parent Promise College, and mobile health clinics. Our staff regularly engages families to share information about the school and student progress through Coffee with the Principal, School Site Council, ELAC, parent conferences, and Academic Family Nights. Communication occurs through newsletters and flyers sent weekly through Parent Square. A focus area for improvement is to continue to implement effective methods to positive build relationships with families and to engage them in their child’s education including but not limited to student-led activities.|4|4|3|3|2|3|3|4|3|3|4|3|2019-10-10|Met|2019 19101990134361|LA's Promise Charter Middle #1|3|LA’s Promise Charter Middle School #1 provides parents with venues and opportunities to provide input in decision-making at our school such as School Site Council (SSC); the English Language Advisory Committee (ELAC), and the annual update and development of our school’s LCAP. In addition, our school administers a parent survey to measure school connectedness, climate, and seek input on our school’s program and identify key areas of interest to support our families. A focus area for improvement is to continue to increase parent participation in the SSC, ELAC, parent survey and LCAP development. We understand that our families have very hectic work schedules; therefore we host meetings at various times (morning, afternoon, evening), to maximize parent engagement as we seek their input in decision-making.|LA’s Promise Charter Middle School #1 strives to build partnerships that improve student outcomes as outlined in our school’s LCAP Goal #3. The bilingual Parent Coordinator collaborates with school leaders to develop resources and information to share with families during monthly meetings and facilitates parent education workshops designed to help parents build literacy and social-emotional support at home. Our school has a systematic approach in meeting with families to discuss student progress through five-week standards-based progress reports, individual and parent team conferences, workshops, and volunteer opportunities that allow parents time with their child(ren). Our school collaborates with a myriad of community partners including CHIRLA for immigrant family advocacy, and the LACOE SELPA to fully inform families of Students with Disabilities (SWD) A focus area of improvement is to continue to strengthen community outreach in order to provide essential resources targeted for parent needs. In addition, our school will develop a plan to provide professional learning and support to teachers and principals to improve our school’s capacity to further partner with families.|LA’s Promise Charter Middle School #1 (LAPCMS #1) has established a caring, supportive school climate for middle-grade learners built on positive relationships with all stakeholders. Our school is engaged in year 1 PBIS team (2018-19) initiative through our authorizer, the Los Angeles County Office of Education (LACOE). Our PBIS Team is comprised of teachers and school leaders whose mission is to ensure that our school staff develops respectful and trusting relationships across the school community through engagement, restorative practice, and social-emotional learning. Our bilingual parent coordinator’s role is to build relationships, engage, inform, communicate and involve parents at the school site and in their child’s education. The LA’s Promise Fund’s Parent Engagement and Health and Wellness initiatives further support our parents/families through the Parent Promise College, and mobile health clinics. Our staff regularly engages families to share information about the school and student progress through Parent Town Hall Meetings, Coffee with the Principal, School Site Council, ELAC, parent conferences, and Academic Family Nights. Communication occurs through newsletters and flyers sent weekly through Parent Square. A focus area for improvement is to continue to implement effective methods to positive build relationships with families and to engage them in their child’s education including but not limited to student-led conferences and the 8th-grade presentations of learning.|4|4|3|3|2|3|3|4|3|3|4|3|2019-09-26|Met|2019 19646830000000|Las Virgenes Unified|3|LVUSD engages parents in parent groups, advisory boards, and committees to seek parent input for decision making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as School Site Council that allow parents to share input on school goals and strategic actions. Additionally, we have an SDC (PFA Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Student 360 committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).|Parent responses from the California Healthy Kids Parent Survey reveal that LVUSD has established a strong partnership with parents for student outcomes. The following questions from the survey showed 85% or more of parents Agreeing/Strongly Agreeing to the following statements: -School keeps me well-informed about school activities. -Learning environment is supportive and inviting -School promotes academic success of all students -School provides high-quality instruction -School motivates students to learn -School has a supportive learning environment -School has adults that really care about students -School is a safe place for students -School staff treat parents/students with respect|Parent engagement is a top priority in the district’s Local Control and Accountability Plan. A Community 360 group consisting of school district, law enforcement and social service agencies was formed in 2017 to provide a forum for dialogue around the district’s key initiatives. Our LCAP Committee consists of majority unduplicated families. We have a robust DELAC to help reach our EL network. We have had targeted academic outreach (ECA) for First-Gen/Low-Income college counseling. Finally, podcast and live streaming of events, and weekly updates have reached several thousand parents to date.|4|5|4|5|5|5|5|4|4|4|4|4|2019-10-15|Met|2019 19101990128025|Lashon Academy|3|It is the goal of Lashon Academy to promote parent participation in the school program and gather their input for decision-making. We know we are making progress toward this goal by providing ELAC meetings scheduled and hosted annually to address and provide feedback on the ELD program and develop methods of student learning; the School Site Council meetings are scheduled regularly to address the school’s Title I program and the academic support programs to increase ELA and Math student academic achievement; parent attendance at school conferences; completion of the annual parent survey has increased year-over-year, and at least two parent workshops are hosted annually. Our parent communication online tool, LivingTree, provides a language translation feature, which facilitated frequent school wide information access and communication between the school and parents who speak different languages. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, also provided for higher attendance during parent meetings with an inclusion model for all stakeholders allowing for more frequent parent input for decision making. Parent decision making and input increased as a result of our ELAC, SSC, and PTO meeting days/times as evident by our parent survey results. As an area of improvement, Lashon will be working with all underrepresented families to increase their involvement and ensure they have a voice in decision making. Lashon Academy has a full time Community Outreach Coordinator whose focus will be to reach out to these families to develop a relationship and understanding of the barriers that may be preventing consistent involvement.|The school provides bilingual staff to translate and accompany parents to teacher conferences, site meetings, and assist with applications, forms and understanding parent notifications regarding report cards, assessments, and other school related materials. Parents are provided with workshop opportunities that are translated into a parent’s home language including, but not limited to sign-language, language interpreters, etc. on such topics as Common Core State Standards, standardized assessments, and reading skills. Family members with disabilities including, but not limited to visually impaired, hearing impaired, and/or mobility impaired are provided with reasonable special accommodations to provide opportunities for parent participation and involvement. Both qualitative and quantitative data regarding reaching and or meeting our LCAP goals is presented using charts and graphs in PowerPoint presentations at parent meetings, in addition to academic benchmark results through school wide data PowerPoints, and individual student data presented at parent/teacher conferences. Teachers, support staff, principals, and other school leaders receive professional development training during staff PD days throughout the year on various topics related to parent communication and implementing strategies to promote partnerships between parents and the school. These workshops are given throughout the year, and assessed through parent/stakeholder surveys. An area of improvement that we will continue to focus on is increasing the engagement and partnership with parents by providing opportunities for resources and support on how to be an active participant in their child’s learning at home. Families needing additional support through parent workshops, language classes, and additional parent/teacher meeting times, will be a focus area for this year.|To facilitate ongoing parental/guardian involvement at Lashon Academy parents are given the opportunity to participate in numerous volunteer activities in the classrooms and during off-site field trips. Opportunities for involvement are announced on the school’s website, Facebook page, and in regular communication to parents via the school-home communications platform, LivingTree, on the annual school calendar, posted in student classrooms and the school lobby, and in information sent home with their students. Every parent at Lashon Academy has an account and is setup to not only receive all school communication, but has the ability to respond back through a written post, a question, select email to administration, teacher, etc., classroom parents, etc. This internal school communication forum allows us as a school to interact with many more parents without any issues of language barrier, attendance at meetings, or schedules. The transmission wireless headset microphone audio system for translation and simultaneous interpretation tool, provided for higher attendance during parent meetings with an inclusion model for all stakeholders. An area of improvement that we will continue to focus on is with family members of migratory children to ensure they will have opportunities for the informed participation with the school by providing time for these families to attend parent workshops, parent conferences, etc. before extended leaves of absence and a welcome meeting upon their return to address any supports that may need to be implemented to help with the adjustment back to school.|5|5|5|5|4|4|5|4|5|5|4|4|2019-10-23|Met|2019 18101810000000|Lassen County Office of Education|3|The LEA strengths are that our stakeholder committee and site council include members from the CALWORK program, Foster Youth and Probation. We will seek to identify parents, guardians, foster family members or group home staff to include in our stakeholder groups to increase engagement.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. Our focus will be to identify strategies and activities to improve parent engagement.|The current strength of the LEA lies in the relationships between LCOE, Lassen County Probation, Child and Family Services and the courts. Our students are incarcerated and so the opportunities for family engagement is limited. We will work to develop strategies to increase engagement that will fit the needs of our program.|2|2|2|1|3|1|1|1|2|2|2|2|2019-04-17|Met|2019 18641390000000|Lassen Union High|3|The district has multiple opportunities for engaging in the governance and decision making within the district. A greater focus is needed to attain feedback from all parents regarding modifications to policies that effect their learners.|Professional Development was an intentional focus of the district to build capacity towards partnerships for student outcomes. Greater attention is required to focus in on strategies for developing parental capacity to help their child learn in the home environment.|During the current year 2018-19 Lassen High School rolled out a program called We Are Lassen to have a dramatic effect on culture. This program was instrumental in building relationships with students, staff, and families. An area for growth will be engagement of underrepresented families of limited English proficiency to understand their culture and educational expectations.|3|3|2|3|2|2|3|3|3|2|3|3|2019-04-09|Met|2019 52715630000000|Lassen View Union Elementary|3|Strengths- We have numerous opportunities during the school year which bring students and families of all groups for family engagement activities. Some of these include Back-to-School Night, Parent Conferences, Dairyville Orchard Festival, Halloween Carnival, Winter Program, Spring Sing, Open House, Father-Daughter Dance, and Mother-Son Dance. Areas of improvement- We have identified the need to improve communication with our Spanish-speaking parents. To assist with this, we have started making personal phone calls for events and other needed times for increased family input.|We have done very little in teacher or administrative training regarding parent outreach. We do have a large majority of parents attend parent conferences in early October. We also reach out with an All Call every Sunday, have recently updated and upgraded our school website, and meet every Friday morning to discuss students who are having behavior and/or academic issues.|Lassen View is very proud of the relationships with our families. We have great turnout for events like Back-to-School Night, parent conferences, and the Winter program. We will even be contacting the sheriff's department and Cal Trans for assistance with traffic this year at our Winter program. Areas of Improvement- Communication with our Socioeconomically Disadvantaged Students... we have come to the conclusion that despite all of our communication, there are still some families who do not receive the communication. Most of these families fall into the SED category.|5|4|3|3|2|3|4|1|4|4|2|4|2019-11-12|Met|2019 52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 43694274330668|Latino College Preparatory Academy|3|TFHE has put effort into building the capacity of LCPA administrators to effectively engage parents in both advisory groups and decision making. Beginning this past year, principals attend a monthly meeting, for the majority of the day, that focuses on building their professional skills. One major area of professional development is how to drive better engagement with LCPA families and the community that we serve. Principals receive support in the purposes and how to best conduct regular meetings with families, be they SSC, LCAP meetings, ELAC meetings, and parent workshops. This year, participation in the stakeholder survey has increased from 1% to 11%. While it is good to see an increase in participation, LCPA wants to see the number of parents responding to the survey dramatically increase during the 19-20 academic year. Another area of growth is in providing additional opportunities to meet, design and evaluate family engagement activities. Parents are engaged in financial decisions and outreach activities through the Parent Coordinator (Cafecito, Poder de los Padres, Parent University) and community meetings (SSC, LCAP, ELAC, etc.). The Parent University and Poder de los Padres meetings provide family-focused, as well as academic, support. During these varied points of engagement, families regularly express opinions on how the school can improve in their eyes. Families have requested additional academic support for their children beyond classroom instruction. As a result, LCPA has put a good deal of focus into establishing regular tutoring support for the upcoming academic year for foundational math concepts, writing, and SAT preparation. Families have also expressed a desire to see increased levels of communication from teachers and more timely feedback on the progress of students. As a result, we are implementing a new D and F communication policy for the upcoming year. These are but a few examples of how LCPA listens to community feedback, and does its best to implement their suggestions in partnership with other community resources.|Teachers, parents, and principals attend meetings to form meaningful partnerships and interventions to support student success. Planning for these often takes place during weekly staff collaboration time. The parent coordinator works directly with teachers and administrators to provide relevant and timely information to parents In order to support their children’s progress. Over the past year LCPA redoubled its efforts to ensure that families understood how to better exercise their legal rights and ability to advocate for their community through Poder de los Padres workshops. The Special Education department regularly meets with all IEP and identified students, alongside their families and teachers, to ensure that families understand how to advocate for their children and how to best support their growth and academic development in the classroom. One area of growth would be in implementing policies for teachers to meet with families on a regular basis to inform them of their child’s progress. LCPA is planning to use a new office hours policy so that time to meet with both students and families is embedded into every week.|PowerSchool is the student information system that is currently being used by all teachers to inform parents of student progress. PowerSchool allows students and families review their child’s historical record, current grades, and previous scores on state assessments. Parents have been introduced how to access PowerSchool, and for the most part, many parents have learned how to use email regardless of their home language. For any questions that might arise, LCPA’s parent coordinator works directly with both teachers/parents in order to address the needs of families. LCPA also hosts regular meetings with parents and families, such as monthly Cafecitos and Poder De Los Padres meetings. One area of growth is improving teacher communication with families. LCPA is seeking to implement a new policy that mandates that teachers have multiple points of contact/outreach directly with families for students that are receiving a D and F in a class. In implementing new policies such as this one, LCPA seeks to grow its capacity to establish 2 way contact with families and keep them better informed. Most importantly, we hope that the adoption of such policies will not only keep families informed, but also provide a better way to intervene early when a student is falling behind. This communication also facilitates parent understanding of how they can best support their child’s learning at home, and what opportunities for additional support exist at the school site (office hours, tutoring) that they can already take advantage of.|3|5|4|3|3|4|3|4|4|4|4|3|2019-10-30|Met|2019 01771800138289|Latitude 37.8 High|3|Latitude’s principal and Dean of Students hold monthly parent engagement events and monthly Family Leadership Council meetings. An SSC and ELAC are each in place, to ensure formal input into governance by families. In the Latitude charter petition, we identified the following outcome: Each year, at least 70% of students and families positively rate their voice in school decision-making and/or opportunity for feedback. Latitude administered the SCAI Survey (School Climate Assessment Instrument) in February 2019. On the Parent Engagement Measure, family responses averaged a 4.67 out of 5. On the Consideration of Student Input measure, student responses averaged a 3.63 out of 5. In our April 2019 Family Leadership Council meeting, we engaged our key stakeholders in reviewing the current year’s data to date. We also discussed new developments in academic interventions and in our instructional program. Through this process, we began our Site Plan engagement for the Single Plan for Student Achievement. At our Family Leadership Council meeting in May 2019, we reviewed the Title I Parent Involvement Policy and School-Parent Compact for the following school year. We also reviewed and adopt our site plan (including categorical funding budget and expenditures).|To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June. To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure. Latitude administered the SCAI Survey (School Climate Assessment Instrument) in February 2019. The survey responses from Students, Families, and Staff were consistently positive, averaging well above a 3.0 out of 5. On the School Safety Measure, student responses averaged a 3.98 out of 5, and family responses averaged a 4.67 out of 5. On the Learning and Assessment Measure, student responses averaged a 3.88 out of 5, and family responses averaged a 4.57 out of 5.|Involved parents anchor Latitude in the community. Recognizing that parents are a child’s first teachers, the Latitude team envisions a true partnership among parents, teachers, and students in order to create a thriving school. Toward this end, we hold the following goals: Create empowered families that actively participate in school decisions Build strong family and school relationships Maintain clear, consistent, and inclusive communication As reflected in our School Climate Assessment Instrument (SCAI) data, we have strong buy-in from our families. We engaged our families through beginning-of-the-year home visits, twice a year Student-Led Conferences, twice a year Exhibitions, and twice a year Presentations of Learning. We also held monthly dinners that brought together families and student leadership, and we sent out monthly newsletters with stories, photos, and updates on the school. For shorter communications, we used ParentSquare to stay in close touch with families. Our staff also updates our school website and social media sites regularly to stay connected with families.|3|3|3|4|3|4|4|3|3|3|5|4|2019-10-31|Met|2019 10622810000000|Laton Joint Unified|3|Laton Unified School District’s (LUSD) teachers, support staff and administration engage in continuous collaboration/discussions, focusing on creating opportunities and increasing the awareness of the significance of parent involvement in providing input in the district’s decision making process. LUSD believes they provide a range of opportunities but only find moderate success with attendance and participation of the events scheduled. For the 20 19/2020 school year, the district will be sending out surveys in the fall and spring. This survey will focus on asking parents what topics and items they are interested in to help us better understand how we can continue to engage parents in providing guidance and input in the decision making of our district. Beginning in the 2019/2020 school year, the district has employed a Community Liaison to assist in this area and increase parent engagement.|Laton Unified School District (LUSD) provides multiple opportunities for teachers, administrators, support staff and parents to collaborate and work together to improve student education and improve their experience in our district. Throughout the school year, workshops, notifications, flyers, and bulletins are provided for parents to give them the information and resources to support student learning at school and at home. Some of these events include but are not limited to parent-teacher conferences, IEP meetings, emails, phone messaging, meetings such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), parent workshops, along with Student Study Team meetings created to allow for all stakeholders to discuss student progress and ways to work together to support improved student outcomes. While LUSD continues to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students, this is an area the district would like to continue to develop and improve on.|Laton Unified School District (LUSD) recognizes the importance of parent engagement in the success of our students and schools. We believe the school, parents, and the community should work together to promote the well being and learning of all students. When we actively involve parents and engage community resources we are able to respond more effectively to the needs of students. We are proud of what we have established but are aware that more must be done to further engage our parents and increase participation. Therefore, we will continue to seek ways for continual growth of building relationships with families and community stakeholders. LUSD has established an open-door policy, welcoming families to discuss their child’s educational and social-emotional needs. Parents are a vital resource/partner in building relationships with the district. We ensure every stakeholder has the opportunity to connect/communicate with the school community. Bilingual support can be found through school sites/district mailings, publications, notification systems, and verbal interactions. Bilingual support can be found at the district level along with at each school site. Translators are used for various meetings such as: parent conferences, Back-to-School Night, social interaction events, community events, and Special Education meetings. Through various interactions, the parents of the Laton community are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children. LUSD continues to search for ways and approaches to improve connections with our families. Our goal is to further our understanding of their strengths, cultures, languages, and goals for their children. LUSD’s objective is to continue to grow and expand the building of relationships with families.|3|4|3|4|3|3|3|3|3|3|3|2|2019-10-09|Met|2019 09619110000000|Latrobe|3|We currently ask all of our parents to complete an annual survey regarding the current programs and opportunities within the district. We would like to engage more families in the process. Our current response level is 35% of families. We would like to raise that level to at least 50%. The survey is taken online. We plan to advertise the survey dates well in advance and lengthen the window that the survey is open to complete.|The Latrobe School District staff is currently being trained and implementing Positive Behavior Intervention Strategies. This training has focused on student social and behavioral development. The training also includes a component to partner with families and open dialogue regarding both student and parent involvement in the success of the student. Staff members regularly communicate with families on student success and areas of improvement. All parents will be asked to attend a parent/student/staff conference in November where student progress is discussed. It is our goal to have 100% attendance at the face to face conference or a phone conference if necessary.|The Latrobe School District seeks to engage all families in the district in the academic, social and emotional development of their students. To accomplish this goal the district uses several strategies. Parents, staff and students participate in an annual survey. Survey results are reviewed by the district Site Council/ Parent Advisory Committee and the staff. The district also has boosted our communication efforts making use and tracking our communications through our parent communication system, ParentSquare. Parents and guardians are invited to partner with the schools throughout the year by attending Parent/Teacher/Student conferences and other family centered events.|2|2|2|2|2|2|4|3|5|4|3|3|2019-10-15|Met|2019 12626870124263|Laurel Tree Charter|3|We have a large Board so that more parents can be involved in decision making for our school. We use yearly surveys and put out information weekly that allows parents to understand what is going on and give input into the process. We have five community meetings a year called Potluck and Performances. Parents are involved as chaperones on many of our field trips and are welcome in our classrooms.|We plan our professional development based on self-identified needs at the Summer Staff Retreat. We are currently focused on training and certification of Forest School for all teachers in Laurel Tree Wild courses, as well as implementing Grace Dearborne's ideas on discipline and connecting with students. We are just implementing NWEA testing for all 5th-8th graders so that we can create an Exact Path computer based skills program for each student. This individualized program provides skill instruction and practice for each student and can be accessed from home computers so that parents can work with us to support improved student outcomes. Parents are always advised of rights and encouraged to advocate for their own students.|We provide numerous informal settings for staff to meet with parents. Staff is usually outside greeting parents as they pick up in the afternoon. We are available for drop in chats before and after school. We have provided Restorative Justice training to our staff and are working on Grace Dearborne's ideas on effective discipline and creating strong relationships with our students. One of the most important ways that we connect with students and families is that we have a team approach to working with students. Several teachers share a group of students over a number of years, giving time to build strong relationships among teachers and families. We send out a Monday Note weekly with pictures and descriptions of what students have been doing, as well as a calendar and links to important information. We use Jupiter Ed to keep parents informed about grades and assignments. We have just gotten our first Spanish speaking families and are beginning implementation of outreach in Spanish, using interpreters, and providing more supports for those families.|4|4|3|4|3|3|4|3|3|3|4|4|2019-11-12|Met|2019 36750440118059|LaVerne Elementary Preparatory Academy|3|LEPA makes every effort to continue to seek and utilize parent input within the school decision making. The administration is aware of the importance of parent input and therefore regularly holds Coffee with the Principal meetings and maintains an Open Door Policy for communication and visits by the parent community. The school, at one point, even had a parent on the school board who was vital in school decision making. LEPA does acknowledge that there is a need for more family engagement activities. Thus, the school has taken strides to hire staff members who work in close relation with scholars and parents in various programs on campus such as counseling, sport teams, and various extracurricular activities. This is an effort to gain dialogue with parents and meet their needs and interests as well.|LEPA maintains a welcoming environment for all families in the school community. Parents play a vital role to the success of the school. Parents are often welcomed to volunteer and work on programs for the improvement of the school. The parents are invited to attend regularly scheduled Coffee with the Principal meetings and ELAC meetings. Parents are also invited several times per school year to meet with teachers during Parent-Teacher conferences. Further, parents are made aware of school policies and state education laws which are shared annually with parents in the Parent-Scholar handbook. LEPA will continue to implement and enhance the professional development that teachers and staff receive regarding building healthy relationships with our LEPA families.|LEPA is open and transparent in all communication with stakeholders. We maintain on Open Door Policy where parents have access to teachers and administration to communicate the needs and successes of our scholars. The school provides ongoing and regular professional development regarding cultural diversity and fostering relationships including offering three set meeting times per school year for Parent-Teacher conferences. The school always provides important documentation in both English and Spanish in an effort to make communication understandable to all families. Furthermore, LEPA will continue to make progress of meeting the goal of getting stakeholders more involved with scholar growth and building a positive school culture.|5|5|5|4|5|4|4|4|5|4|4|4|2019-10-24|Met|2019 19646910000000|Lawndale Elementary|3|LESD has built the capacity of family members, principals, and staff to effectively engage in advisory groups and decision-making through a two-pronged approach: (1) creation of the community liaison position, and (2) targeted building of parent knowledge of and participation in ELAC/DELAC and SSC/DPAC. When the Community Liaison role was first introduced into LESD schools, the role was not defined and duties varied by site, so the district created “Family University”, which is a program that encourages parent engagement via stamps on a “participation passport” which is linked to a tiered recognition system. Creating a system of incentives created curiosity and excitement amongst parents, and rewarding them to come to school to participate in our committees and workshops really helped with attendance during these initial stages. The role of the Community Liaisons includes telling families about the program, scheduling workshops to which families from all schools are invited to attend, and encouraging parents to become more active at school and district committees. LESD is also building the capacity of parent leaders through its DPAC and DELAC structures, where parents are given opportunities to learn about the programs in place and give feedback and ideas for additional improvements. As an example, the feedback provided through these structures made it clear that parents wanted a reclassification policy that included K-3 students as well as students with disabilities, Family University to be expanded from one school to all eight to improve availability of workshops and leadership development opportunities, and an expansion of the dual language immersion program. At the school level, parent participation in their English Learner Advisory Committee and School Site Council is growing, and many parents not only participate in both school committees, but they are also active members of these committees’ district-level counterparts—the District Parent Advisory Committee (DPAC) and the District English Language Advisory Committee (DELAC). At the final joint DPAC/DELAC meeting of the 2018-19 school year, over 60 parents attended, indicating an increase in attendance of over 100%.|LESD provides high quality parent support through its funding of a community liaison at each school, and has built a powerful partnership between the leadership of the district-wide and school level parent advisory committees, community liaisons, and district administrators to develop more meaningful parent engagement. DPAC and DELAC parent leaders plan district level meetings to inform school level parent leaders of district policies, state standards and assessments, Title I requirements, and how to monitor their child’s progress and work with teachers to improve their child’s achievement. Parent leaders at the district and school level are also building their leadership skills through participating in LESD Family University workshops and attendance at external conferences such as the California Association for Bilingual Education (CABE) where they have attended workshops on topics such as English Language Proficiency Assessments for California (ELPAC), Parent Leadership and Engagement, and Common Core and ELD Standards. Upon return from such conferences, parents present what they learned to their school level ELAC and SSC groups. Parents also debrief what they learned with community liaisons and school and district personnel and provide feedback, suggestions, and potential resources to add to our plan to increase family engagement in Lawndale. The work with parents on LESD parent and family engagement is shared with district and school leaders at District Leadership Team and principal meetings to ensure that they are informed and supported with how to communicate and work with parents as equal partners. Each school also provides family nights and parent workshops facilitated by teachers, community liaisons, and curriculum coaches. Teachers, specialized instructional support personnel, administrators, and other staff are informed of the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school by parent leaders who have participated in the Building Better Communities training and who serve as DELAC, DPAC, ELAC, and SSC officers; by community liaisons and ELIRTs who are collaborating to build resources and materials for newcomer families; and by resources and communications provided both in person and digitally through Lawndale’s Family University. A focus area for improvement is in providing translation and support for parents who speak less common languages so that they also feel included. Currently translation is provided in Spanish and Vietnamese as needed, but there are 26 languages spoken in the district. Resources such as online translation and vocabulary banks, identifying bilingual staff who speak languages such as Arabic, Portuguese, etc., and providing teachers with toolkits of classroom resources in multiple languages are some of the ways LESD is addressing this need.|LESD is working to ensure that the district’s policies and practices respond to the diverse strengths and needs of English Learners by embarking on a 3-year learning project with TNTP, a national education non-profit organization, with the goal of developing comprehensive support systems for English Learners aligned to LESD’s vision to be “champions for equity and access for all”. This learning process began with TNTP conducting a system wide diagnostic by collecting and analyzing all available quantitative data (test scores, policies, procedures, professional development plans) and qualitative data (interviews of representatives of all stakeholder groups) to better understand English Learners’ academic experiences and the root causes for existing performance gaps. The focus groups included the Instructional Cabinet, principals, assistant principals, English Learner Instructional Resource Teachers (ELIRTs), Language Arts Specialists, Math TOSAs, Student Support Staff, Educational Services staff, parents, and students. Several trends emerged as points of pride as well as areas of opportunity for LESD to move towards increased alignment to the Principles in California’s English Learner Roadmap: 1. English Learners have big professional goals and want to go to college, but many students are likely not on a path to reach their goals, and schools in LESD do not have all the data they need to track that progress. 2. LESD has committed to a clear path forward to improve instruction for English Learners through designated and integrated ELD, ELIRT positions, and a focus on academic discourse, but actual implementation of these resources is falling short of the intended vision and more is needed to address rigor. 3. Schools are eager to support student and family needs outside of the classroom, but without a systematic process in place to assess and integrate information on newcomer and student social-emotional needs, some English Learners likely do not have the support they need to be successful in school. 4. LESD has worked hard to cultivate a sense of pride about what English Learners and their families bring to the district, but work remains to ensure all staff are brought into this vision and that all students and families are informed about services and feel like valued members of the LESD community. LESD is responding to the results of this diagnostic by continuing to refine the systems and structures already in place for teachers and principals to accomplish two main goals: (1) build teacher capacity to strengthen the rigor of both designated and integrated ELD, and (2) infuse data collection, analysis, and response in our learning to get to know our students - by ELD levels; by typology (newcomers, normally progressing ELs, LTELs, students at risk of becoming LTELs, RFEPs, IFEPs), and by instructional and social-emotional needs.|3|3|3|3|4|3|4|3|4|4|4|4|2019-11-14|Met|2019 23739160000000|Laytonville Unified|3|Current strengths and progress in this area: Through the efforts of Site Council, Healthy Start, parents, the staff, administration and school counselors, planning, designing and implementing family engagement activities on both the school and district levels has increased. Students are recognized during board meetings for their accomplishments, honor banquets are held for students and their families and many other schoolwide activities are held throughout the year. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Build capacity of supporting principals, staff and family member to effectively engage in advisory groups by doing more outreach for members of Site Councils and the District Advisory Committee.|Current strengths and progress in this area: Through implementation of MTSS new venues for providing parents information about available resources have been introduced. A counselor at the elementary middle school site has been added to help with improving attendance and parent engagement/communication. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Develop strategies for supporting families to understand and exercise their legal rights and advocate for their own students. Counselors and other school staff will focus on improving ongoing communication with families to ensure that they have full understanding of all aspects of their student’s education.|Current strengths and progress in this area: Developing capacity of staff to build trusting relationships with families and in creating welcoming environments for all families has been achieved through work with the positive behavior support program and through hosting more parent information and engagement activities at the school. Focus area for improvement, including how the LEA will improve the engagement of underrepresented families: Provide more opportunities for staff to learn about each family’s strengths, cultures, languages and goals for their children. Work with Native American Community and ELL families to have more venues to involve them in the school culture|3|3|3|3|3|3|3|3|3|3|3|3|2019-09-12|Met|2019 01100176002000|Lazear Charter Academy|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|4|4|4|4|4|4|5|5|3|3|5|4|2019-10-31|Met|2019 24657220000000|Le Grand Union Elementary|3|Strengths: The district provides ample opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities. Areas for Improvement: Identification of families who are not providing input.|Strengths: Through parent workshops, we provide information to parents to support their scholars in acquiring the necessary skills to be successful in school and beyond. Areas for Improvement: Supporting families in assisting their scholars to pursue college and/or career.|Strengths: The community events, and workshops, as well as communication through the Parent Square Application. Areas for Improvement: Home to classroom connection.|5|5|3|5|5|4|5|4|5|5|4|5|2019-11-12|Met|2019 24657300000000|Le Grand Union High|3|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 24. 78.9% of parents state that, "The school actively seeks the input of parents before making important decisions." The school will attempt to increase the number of parents that participate in LCAP, SCC and other planning meetings.|The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 2. 74.6% of parents state that, "I receive frequent communication from my child’s school about my child’s academic progress." 6. 39.4% of parents state that, "Last year the school sponsored workshops to help parents understand and work with their children." 11. 95.7% of parents state that, "The school’s office staff is friendly and helpful." 12. 87.1% of parents state that, "The school’s teachers are friendly and helpful." 13. 87.3% of parents state that, "The school’s administrators are friendly and helpful." The district will focus on providing more workshops that support parents in their efforts to help their students academically.|The LEA's parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2019. The sample included 71 responses in an LEA with an estimated family count of 305 for a response rate of 23%. The key findings of the survey as it relates to this section were: (answers are reported with Parent Survey questions number) 1. 81.4% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 3. 93.0% of parents state that, "I receive frequent communication from my child’s school about upcoming events." 5. 81.7% of parents state that, "I receive frequent communication from my child’s school about upcoming events." The district needs to continue to build relationships with families through continued use of technology to enable more efficient school to home and home to school communication.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 38684783830411|Leadership High|3|As a small school, the administration is very accessible and responsive to family's needs. One focus area for improvement is increasing family engagement with regard to the LCAP and the development of the annual budget, as well as ensuring that all materials are translated and interpretation is available.|Leadership has significant representation from families at Back to School Night. We have 95% attendeance at twice annual family meetings, which are held for each student. Our advisory program is designed so that each student stays with the same Advisor and cohort for 4 years, which helps us strengthen communication between home and school. Our focus area is on Senior college application support, led by our Academic Counselor and student Advisors.|Our initial relationship building effort is through our recruitment process, which culminates in our 9th grade orientation event, held on a Saturday. Additionally, we bring in over 95% of our families for our twice annual Family Meetings. Our registration materials are translated into Spanish to meet the needs of families of English Language Learners. Our focus area for improving engagement is targeted outreach to least engaged families, via our Attendance Liaison and Dean of Students and Advisors.|4|4|3|3|2|3|4|4|3|3|3|3|2019-10-29|Met|2019 33103300125237|Leadership Military Academy|3|Parent/family input is solicited through multiple means. In addition to direct communication with staff, families can engage in advisory groups and decision-making through participation in the LCAP/WASC, surveys, ELAC, and Wolfpack Community Partnership. A focus area is to improve the participation rate of parents/families.|Families are provided with resources to partner with RCEA in their child's education. This includes multiple methods of communication with teachers and real time access to grades and attendance through the student information system portal. Staff is supported through professional learning opportunities. Families also receive information through parent/guardian groups like the ELAC and Wolfpack Community Partnership. A focus area for improvement is increasing the engagement of underrepresented families.|Building relationships with students and families begins at the interest and intake meetings, when they discuss goals with staff, and are oriented to the culture and environment at RCEA. They are provided multiple opportunities to participate in RCEA activities and the WASC/LCAP process. 2-way communication is accomplished through a variety of modes and in both English and Spanish. Progress has been made in communication and building relationships. - Communication. RCEA has added social media platforms, improved the marque messaging, updated the webpage, and added another bilingual office clerk. - Relationships. RCEA has implemented both PBIS and Capturing Kids Hearts school wide. Capacity of all staff has been developed to build positive and respectful relationships. To continue this progress there is still a focus to improve building relationships and reaching all students.|4|4|3|4|4|4|3|3|4|3|4|3|2019-10-17|Met|2019 33103300134320|Leadership Military Academy - Indio|3|Parent/family input is solicited through multiple means. In addition to direct communication with staff, families can engage in advisory groups and decision-making through participation in the LCAP/WASC, surveys, ELAC, and Tiger Community Partnership. A focus area is to improve the participation rate of parents/families.|Families are provided with resources to partner with RCEA in their child's education. This includes multiple methods of communication with teachers and real time access to grades and attendance through the student information system portal. Staff is supported through professional learning opportunities. Families also receive information through parent/guardian groups like the ELAC and Tiger Community Partnership. A focus area for improvement is increasing the engagement of underrepresented families.|Building relationships with students and families begins at the interest and intake meetings, when they discuss goals with staff, and are oriented to the culture and environment at RCEA. They are provided multiple opportunities to participate in RCEA activities and the WASC/LCAP process. 2-way communication is accomplished through a variety of modes and in both English and Spanish. Progress has been made in communication and building relationships. Capacity of all staff has been developed to build positive and respectful relationships through professional training and implementation of Capturing Kids Hearts school wide.|3|4|3|4|4|3|4|4|4|3|3|4|2019-10-17|Met|2019 01611920108670|Leadership Public Schools - Hayward|3|Hayward is a school that values meaningful partnerships with families. There are many opportunities for families to provide feedback via focus groups and school surveys. There are family workshops where families are provided with an opportunity to engage in discussions regarding school climate, facilities, academic outcomes, and college preparation. At these workshops, notes are taken and the input is used by the school for reflection and planning.|There has been strengthened interest in SGC and ELAC, where parents are having the opportunity to review student data, learn more about the academic program, ask questions about the outcomes and provide input into the LCAP budget priorities and the needs of the students.|Met* Hayward has established multiple opportunities for families to become involved in to form meaningful partnerships. There has been an increase in participation at the Parent Guardian Association Meetings, at which there have been academic-based workshops that were facilitated by both students and staff. These workshops inform parents on strategies to increase student learning. These workshops have strengthened the relationships between staff and families, opening-up communication and resulting in meaningful partnerships between home and school.|5|4|4|4|4|5|4|3|4|3|5|4|2019-10-19|Met|2019 07617960101477|Leadership Public Schools: Richmond|3|LPS Richmond is a school that values meaningful partnerships with families. There are many opportunities for families to provide feedback via focus groups and school surveys. There are family workshops where families are provided with an opportunity to engage in discussions regarding school climate, facilities, academic outcomes, and college preparation. At these workshops, notes are taken and the input is used by the school for reflection and planning.|At LPS Richmond there has been strengthened interest in SGC and ELAC, where parents are having the opportunity to review student data, learn more about the academic program, ask questions about the outcomes and provide input into the LCAP budget priorities and the needs of the students.|LPS Richmond has established multiple opportunities for families to become involved in to form meaningful partnerships. There has been an increase in participation at the Parent Guardian Association Meetings, at which there have been academic-based workshops that were facilitated by both students and staff. These workshops inform parents on strategies to increase student learning. These workshops have strengthened the relationships between staff and families, opening-up communication and resulting in meaningful partnerships between home and school.|4|5|4|4|4|5|4|4|4|3|4|4|2019-10-19|Met|2019 19647330137513|Learning by Design Charter|3|We do a good job notifying parents about opportunities to be engaged in decision making. We send notices home, we make phone calls, we send text messages, and we post flyers. Teachers and Room Parents also spread the word and invite parents.|Our school can and will provide more workshop and training opportunities for families to understand standards, our curriculum and share strategies and ways for families to support their children's academic achievement at home.|We provide several opportunities for families to engage with our school community via School Site Council, Parent Association, Coffee and Conversations, parent volunteer opportunities, Family Nights, workshops, Room Parent opportunities, gardening opportunities, and more.|4|5|4|4|4|3|4|3|4|3|5|5|2019-10-31|Met|2019 37683380106799|Learning Choice Academy|3|The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, RCAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms). A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community.|The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers. A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC Academy provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students. Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|5|5|5|3|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 37680230138073|Learning Choice Academy - Chula Vista|3|The Learning Choice Academy – Chula Vista has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, RCAs, teachers, administration, and community stakeholders at The Learning Choice Academy – Chula Vista. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms). A focus area for improvement is that TLC-CV would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community.|The mission of The Learning Choice Academy – Chula Vista focuses on building relationships with students and parents. The Learning Choice Academy – Chula Vista works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers. A focus area for improvement for Learning Choice Academy – Chula Vista is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC-CV provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students. Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|5|5|5|4|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 27660922730240|Learning for Life Charter|3|We have received Title 1 funds for the first time this year, through the CSI program, so are putting into place parent involvement policies and a parent advisory group.|LFLCS wants to improve our capacity to partner with families so it is training all staff in trauma informed practices on site. We are augmenting our family handbook this year to push out more information and resources to families|LFLCS has been training its staff in using trauma informed care as our model of engagement since 2014. Teachers use this model to develop 1:1 relationships with students and parents on a weekly basis. We have identified staff training as a focus for improvement, so we are bringing in an expert to train staff on site.|5|5|5|5|5|4|5|4|4|3|4|3|2019-06-25|Met|2019 01612590115592|Learning Without Limits|3|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|When sites hold space for families to come together and review data and support in the creation of and implementation of site plans, families develop a sense of agency and accountability. One space that holds this work is Family Leadership Councils. When sites hold regular and consistent Family Leadership Council meetings that are true to EFC's Family Leadership and Development model, we have experienced authentic Family Engagement. This work starts at the school site. LEA will continue to hold monthly org wide Family Leadership Council meetings, Professional Learning Community for school site Family Leadership Coordinators and coaching for Family Leadership Coordinators.|Family Leadership Councils are modeled to build School to Home partnerships. FLCs that are ran true to the Family Leadership Council Guidebook have been the most successful. Sites that practice holding 1:1's and Home Visits have seen improvement in attendance and parent interest in student work.|3|3|3|4|4|3|3|3|3|3|5|4|2019-10-31|Met|2019 19648810118075|Learning Works|3|Given the high needs and supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services, and more including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works offers tutoring support to the community and classes for adults including English as a second language. In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has hosted luncheons for parents with teachers over the past several years. In 2018-19 the LW parent luncheon helped inform our WASC self-study process and the update for our current LCAP. This parent luncheon provided information about what the school can provide to students and to receive feedback about the program. More than 20 parents and family members attended this luncheon and provided feedback. LW staff facilitated two groups (one in Spanish, one in English). These focus groups indicated to us that parents appreciated the new experience of LW for their students and reiterated many of the struggles that they had faced in traditional school environments. For many, this was the first time they had seen their students engaged in their education and free from bullying and other prior negative experiences. This luncheon also provided the opportunity for teachers to connect with individual students and families regarding academic progress and how to support their students in school. We will focus in the coming spring on how to fine-tune this process in the development of the LCAP, WASC and other school planning initiatives.|Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work. We provide supports to continually re-engage students, which includes frequent individual calls, driving students to appointments and providing many other practical supports. Despite these challenges, parents are encouraged to participate in the life of the school and their student’s education. Our focus area in the coming year will be to maintain updated resource information and referrals for students and families and to make sure these resources are available online, information through social media and when in person at the school.|Learning Works is designed to re-engage students who have struggled to make progress in traditional public school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings. Having been engaged in this work for more than ten years, our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly three hour collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.|5|5|5|5|4|4|5|5|2|2|2|2|2019-11-06|Met|2019 43104390136655|Legacy Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 23752180000000|Leggett Valley Unified|3|Both sites have parent councils. Whale Gulch ahs an active Parents in Education group who work with the acting principal to improve all areas of the school. Leggett Valley had an active Site Council that has weakened over the last year as key members either retired, moved, or moved on to other things. We are in the process of strengthening our Site Council at Leggett. All stakeholders have a chance to speak and be heard at monthly Board meetings. Because our size is so small the community has the chance to be heard and engaged more than I had seen at other Board meetings of bigger districts.|Leggett Valley Unified is in the second year of the SUMS grant. This grant helps the district identify, among other things, how well we are communicating with parents. Our district now has the tools to communicate better with our stakeholders. We are continuing to improve our tools to improve in this area.|Communication with our families have improved greatly over the past six years. Our two biggest growth areas have come with the additions of Remind, an internet based texting service the the district, schools, and staff use to keep parents informed. We also have began using an online gradebook that students and parents can view to stay caught up on how they are performing in all their subject areas.|4|4|3|4|3|3|4|2|3|3|3|3|2019-11-13|Met|2019 37682050000000|Lemon Grove|3|The District and school sites regularly meet with parent advisory groups to relay information and provide families with leadership opportunities and a chance to add their voice to decisions which will impact their children. Meetings of English Language Advisory Councils, School Site Councils, and Parent Teacher Associations are examples of opportunities for parent leadership and input on District and site decision making. In addition, Family Forums or other District level meetings are scheduled quarterly for dissemination of information and gathering of stakeholder input. The District has also provided numerous surveys to parents and students to gather input from our most important stakeholders. Communication regarding meetings and surveys is sent through newsletters, phone calls, social media, websites, and other forms of communication described in Section 1. Stakeholder input suggests the District could improve in communicating with parents when changes, which will impact their child, are planned for the site or District.|The District consistently provides families with written and electronic communication and each school site and individual teacher communicates student outcomes to families on a regular basis. Each year families are provided with a Parent Annual Notifications Handbook, which contains not only general information, but also sections on student and parent rights. Teachers are provided time to plan for parent conferences and report card communication, and school sites offer each family the opportunity to meet during conference time to discuss a student’s progress. In addition, when applicable, school staff is available throughout the year to partner with families to support student learning. Curriculum resources, including electronic resources are available to all students at school and at home. District purchased licenses from the adopted curriculum and supplemental programs are included for home use as well. Social workers are available at each school site to provide social/emotional support to students and their families when needed. A school nurse, school psychologists, speech and language specialists, and special education staff are available to provide students and their families with resources and information, and to inform parents of the child’s academic and behavioral progress when appropriate. Stakeholder input suggests school sites provide more opportunities for families to communicate with classroom teachers regarding their child’s progress.|The Lemon Grove School District provides ongoing professional development to administrators and other staff to support them as they engage students and their families in the academic process and build trusting and respectful relationships. Teachers and administrators interact with families in a variety of ways: Back to School and Open House Nights, parent conferences, family curriculum nights, and other activities provide opportunities for families to communicate with teachers, and for teachers to learn about their students. The District website and calendar are updated with information and details regarding current events and “all-calls” are regularly sent, making the information easily accessible and readily available to families. Additionally, each school site provides written and electronic communication from teachers and principals to families regarding activities at their site. Electronic billboards were recently installed at each site and are updated regularly. The District employs a bilingual Parent Liaison to coordinate parent workshops and communicate with families regarding District activities. The District recently hired a certificated Teacher on Special Assignment (TOSA) to provide training for parents on Common Core State Standards and District adopted curriculum. The TOSA will reach out to underrepresented families in the District to try to improve the level of engagement and active participation in academic events and leadership opportunities at the site and District. A District Translator supports families with both written communication and translation services at meetings, and the District Communications Specialist keeps all families updated with a robust website and social media presence as well as regular communication. Stakeholder input suggests the District could improve in their efforts to promote parent involvement in all District and site events and reach out to parents to encourage them to consider engaging in a leadership role.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-08|Met|2019 16639820110205|Lemoore Middle College High|3|Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is collaborating with PIQE to host parent involvement classes for Spanish-speaking parents with the goal to increase parental involvement. : Lemoore Middle College High School (LMCHS) collects parent data through the LCAP survey. Demographically, the parent response is representative of the current student body. Of the total respondents, about 15% were parents of 9th grade students, 0% of 10th grade students, 54% of 11th grade students and 31% of 12th grade students. 8% of the parents responding had students that were in Special Education, and 15% received free and reduced lunches. Ethnically, the respondents were as follows: 31% White or Caucasian, 38% Hispanic, 0% Asian, 0% African-American, 0% Native American, 23% Multi-racial and 8% declined to answer. Parents that responded to the LCAP survey generally gave positive responses to the survey questions and seemed pleased with the education their student is receiving at LMCHS.|The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.|5|4|4|4|4|4|4|4|4|4|3|4|2019-10-24|Met|2019 16639820136234|Lemoore Online College Preparatory High|3|Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The response ranges dropped (81%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year.|The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (81%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (94%) and were taught critical thinking skills (94%). Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (88%). This was an area that we work hard to ensure students had appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|On the LCAP Surveys, parents responded that the environment at the school is welcoming, inviting, and staff are friendly to visitors (94%), and that the school has communicated often about rules, policies and activities (100%). Students are provided a challenging curriculum (94%). The parents responded positively to the school being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt that LOCPHS keeps them well informed about their student’s progress at school, and 100% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (53%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LOCPHS is in the process of implementing engaging extra-curricular activities within its independent study program, such as college visits and field trips.|5|4|4|4|4|4|4|4|4|4|3|4|2019-10-24|Met|2019 16639740000000|Lemoore Union Elementary|3|Much like with the actions noted above, the district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Council (PAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping LUESD reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in some of the parent advisory councils as well as having them volunteer at the school.|Building parent partnerships is important to LUESD. Every school promotes events such as Back to School Night, Open House, literacy nights, Latino Literacy Project and multiple school events including music performances and assemblies. Gifted and Talented Education (GATE) parent nights and "Coffee with the Superintendent" events also promote parent participation at the district-level. There is a concerted effort to not only promote the events, but to establish partnerships with parents to improve student outcomes. Each school has recently implemented or enhanced partnerships with families in the areas of attendance, academics and behavior. These include a Student Attendance Review Team (SART) that works with families to help improve student attendance, Study Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC or to give these families voice by having them participate in DELAC or the district’s Parent Advisory Council.|A parent survey was conducted in January of 2019 that received 1,605 responses compared to 1,257 the year before. This represented a 28% increase in parent responses. Based off of these survey responses, 98% of parents feel welcomed when visiting or calling the school. 93% of parents are satisfied with the communication between parents and their child’s teacher while that number improves to 96% who are satisfied with the communication between parents and the school. The schools have been working to improve two-way communication with families and the community so these results are very positive indicators that the efforts are paying off. We can see that the LEA’s effort to learn about each family’s strengths, cultures, languages and goals for their children is an area where we will need to improve.|4|4|3|4|3|2|4|4|4|4|3|3|2019-10-08|Met|2019 16639820000000|Lemoore Union High|3|Parents responded in a positive manner (ranging from 75-90%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (64%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LUHSD is collaborating with PIQE to host parent involvement classes for Spanish-speaking parents with the goal to increase parental involvement. Lemoore Union High School District (LUHSD) collects parent data through the LCAP survey. Demographically, the parent response is representative of the current student body. Of the total respondents, about 21% were parents of 9th grade students, 23% of 10th grade students, 26% of 11th grade students and 29% of 12th grade students. 12% of the parents responding had students that were in Special Education, and 15% received free and reduced lunches. Ethnically, the respondents were as follows: 32% White or Caucasian, 35% Hispanic, 6% Asian, 2.5% African-American, 1% Native American, 13% Multi-racial and 8% declined to answer. Parents that responded to the LCAP survey generally gave positive responses to the survey questions and seemed pleased with the education their student is receiving at LUHSD Schools.|The majority of parents (79%) responded that students have a plan of study connecting their students to a career goal and (63%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (81%) and were taught critical thinking skills (73%). Parents that responded that their students did not have access to technology (13%) or to adequate curricular materials (10%), but is an area that we work hard to ensure students have appropriate access to. This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.|On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (80%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (77%). All small number of parents (9%) felt that the school did not respect all cultures and their beliefs, which is positive for all school sites but this will remain a priority in the current school year. One area to focus on is response to parent emails and calls in a timely manner, which only 63% of parents responded positively.|4|4|4|4|4|4|4|4|4|3|3|3|2019-10-10|Met|2019 16639740100156|Lemoore University Elementary Charter|3|The school has an advisory council which is made of representatives of the major stakeholder groups including families, students, staff and district members.|The school keeps families informed regarding their rights with annual information sent home both in hard copy format and provided via electronic access. This information is also available on their own via the school website.|The school utilizes multiple media to communicate with families and community members. These include Facebook, Instagram and Twitter. We also use more traditional means like flyers and phone messengers.|4|5|3|3|2|3|4|4|3|3|4|3|2019-11-12|Met|2019 19647090000000|Lennox|3|Lennox School District has embraced the leadership role of parents and in the educational process. Parents play a central role on the District School Leadership Team. These representatives meet to provide input on the district’s Local Control Accountability Plan (LCAP). While this is required of California districts, our district goes beyond the requirements to create an inclusive leadership environment for parents. In Lennox, parent leadership is at the heart of every decision, as dictated by our district vision. The district also has a specific goal in its LCAP to foster an environment that builds capacity and encourages parent participation. Parents are also regular participants in leadership positions on school site councils, ELAC, DELAC and PTA.|The district has made significant progress over the last few years to build partnerships with parents that serve to strengthen district goals, including improving academic achievement, language proficiency, behaviors, student attendance, and social-emotional development of all students. Each school site offers a variety of parent activities that offer parents an opportunity to partner with the school. Examples of these activities include Family Literacy Nights, Family Math Nights, Health and Wellness activities as well as district wide activities such as Parent Conferences, Back To School Nights and Open House. In addition, we have an active Superintendent’s Parent Advisory Committee and DELAC at the district level. All school sites have regularly scheduled ELAC and School Site Council meetings. The District annually receives input from parents on a variety of topics through a parent survey, which is well responded to each year. According to the survey results 91% of parents reported that they are usually or always satisfied with opportunities for family involvement at their child’s school. 82% of parents stated that teachers and administrators usually and always address questions in a thorough and timely manner. 91% of parents feel that teachers have a positive attitude towards their child and family. 81% of parents feel that teachers encourage them to be actively involved in their child’s learning.|Lennox School District maintains a strong commitment to build and sustain parent relationships. Each school in the district has a parent center staffed with a parent liaison. Parent Centers share a strong message with families that they are an important part of the fabric of the schools. Our parent centers make the schools an accessible, safe, and friendly place for parents to gather and serve as a hub for promoting parent education by linking families with community resources and carrying out a wide range of home-school partnership activities that enhance student learning. In addition, parent programs are developed in collaboration with parents and reflect their needs and interests. In order to increase parent attendance and engagement at our parent programs and workshops we offer childcare and translators. To increase our parent engagement, we are exploring a Parent Mentor program in which parents are designated to contact other families to tell them about school activities.|5|5|4|5|5|5|4|4|5|5|4|5|2019-10-08|Met|2019 19647090100602|Lennox Mathematics, Science and Technology Academy|3|Lennox Academy outreaches to the school community and informs how they can become involved in the governance of the school via ParentSquare and at parent grade level meetings. The school has had much success in getting involvement from staff via the Leadership team and from the students via the Associated Student Body (ASB) group; however, the parent involvement is one that needs to be further developed. Parents ad-hoc committees come together to provide input on the LCAP however a static group such as a PTA in non-existent. When the PTA was in existence, the administration was left with the responsibility of taking on the financial and clerical duties of the association. In the absence of a PTA, the Principal Advisory Council was introduced and served to allow parents to provide input on the operation of the school program. The participation of parents on the council has varied year to year. Lennox Academy will continue to prioritize the involvement of parents that extends beyond the volunteer tasks they complete such as supervising school events. Administration will revisit reintroducing a Principal Advisory Council to promote and ensure consistent parent involvement and feedback.|Formal parent conferences are currently held in the fall during mid semester with at-promise students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is now done thorough ParentSquare. Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish. Besides the fall parent conferences, where thirty families from each grade level are invited to meet with their child's teachers, Lennox Academy would like to further increase family engagement to improve student outcomes by meeting with all families at some point during the academic school year. During the fall of 2019, Lennox Academy staff will further discuss and identify a plan to implement in the spring of 2020 where staff and parents can discuss student progress and work together to improve student outcomes.|Lennox Academy continues to work to provide a welcoming environment for all parents and guardians. Besides Back to School Night, Lennox Academy hosts a general information meeting during the beginning of the school year where parents are informed of new school updates (including new policies), important testing dates during the year, review A-G requirements and high school graduation requirements, 10th-12th grade parents receive a credit status report, and parents are reminded to use our various platforms (Powerschool to check grades; Hero to check student behavior, both positive and negative, and ParentSquare to communicate with any staff member). Cafecitos (workshops) are also offered on a weekly basis to inform parents on how to support students with their academics and mental health. During the 2018-19 school year, technology focused workshops were also added due to the need to teach basic technology skills to parents who need support on how to navigate our school online platforms. Ninth grade parents and guardians also attend a mandatory freshman orientation meeting prior to the start of the academic school year so they can learn about the Academy's philosophy, expectations and available resources. During the spring time, parents are invited to see their child's Presentations of Learning, POL, where students reflect on their growth during the academic school year. The Academy will continue to explore workshops to offer to parents where they can learn how to maximize the online platform the school offers and how to better communicate concerns to staff. Besides meeting with some families in the fall, the Academy would like to meet with all families at some point during the school year to increase two-way communication between staff and families.|4|4|3|4|4|4|3|4|3|3|3|3|2019-10-10|Met|2019 37680230119594|Leonardo da Vinci Health Sciences Charter|3|LdVCS was born of the collaboration of parents and teachers, which is something we continue to foster quite well. Parent involvement is strong at LdVCS. Parents are expected to volunteer at least ten hours per year. Parents volunteer in classrooms (Royal Readers, Everyone a Reader, math fluency practice, etc.), in the office, at recess and lunch, for schoolwide events, on committees, from home, with after school clubs, and at community and recruitment events. We established an online tracking system called the Parent Portal to better monitor and recognize parent contributions to LdVCS. The LdVCS website is updated to include events and meetings to involve parents. In addition, weekly Director Updates will be emailed, posted on the website, and sent home to parents without email and to those who request it. The updates inform the parents and community of all meetings of interest. For special meetings, flyers are also be sent home with students. Every attempt is made to communicate with parents in their primary language. Teachers communicate with parents through email, telephone conversations, conferences, class websites and blogs, etc. LdVCS seeks parent input through an open-door approach. We gather information through brief online and paper surveys, regular meetings, and email. LdVCS holds at least three parent-specific meetings each month - the LdVIPs meet to discuss events and areas in which parents can help, ELAC meetings are held on campus to support our Spanish-speaking community, and Coffee & Chat meetings are held with the Director as a way to check in and address concerns. During parent meetings, opportunities are offered for the formulation of parental suggestions. Responses to their suggestions will be reviewed in a timely fashion, if possible, by the next scheduled meeting. Topics that are appropriate for LdVCS Board of Trustees review or action are be placed on the agenda for review at the next regularly scheduled meeting by the school administration. Parental input from the parent meetings and training sessions are shared with the LdVCS Board of Trustees to provide an organized, ongoing, timely way of involving parents in the planning, review, and improvement of the program.|LdVCS continues to explore establishing health and science partnerships with community-based organizations. We have made some progress in connecting our students with health and science community resources. We still have a great task ahead of us in order to bolster the number of community partnerships. One community connection of note is with Olivewood Gardens and Learning Center. A parent representative has worked with a few LdVCS students on healthy cooking, using fresh local ingredients and cooking healthy meals that taste delicious. Often, students believe healthy and tasting delicious are separate from one another. Our parent representative offered students a unique look into the many ways to prepare food. Although LdVCS was not mentioned directly, some of our students were on KUSI news, the morning edition during our Spring Break, sharing their experiences learning to cook healthy meals through a culinary class at Olivewood Gardens and Learning Center, how much they learned from the culinary experts teaching the class and how delicious the food tasted. We hope to grow and foster relationships with community members such as Olivewood Gardens and Learning Center in the future. With these experiences at an early age, the hope is to spark interest into possible culinary careers. Our 5th and 6th grade teachers experiment with growing plants in two different elements. Both classes use a hydroponic machine to assist with the growth of the plants and students use data to track various aspects of the stages of growth. This data is used to produce presentations; research papers and help students organize information to complete different project-based learning assignments. One main difference is that one class uses natural sunlight and transfers the Hp machine from overnight storage inside of the classroom. Also of note is our annual presence at Harbor Fest. This community event allows LdVCS to have a booth along Bayside Park in Chula Vista, California. This year, several LdVCS staff members took turns staffing a booth along the boardwalk of the park and discussing, sharing, and promoting information about the school. Brochures with website contacts, information, and statistics regarding LdVCS was given to any interested party. The atmosphere was festive and talking about the great programs at the school was essential towards good marketing and student outreach. LdVCS offers Mad Science classes on certain half-day Wednesday’s during the school year. The Sixth Graders participate in a monthly Friday Family Healthy Cooking Class together, the last Friday of every month of the school year. Parents and siblings of students are invited and ingredient donations are organized via Signup Genius Website. Families come, bring donated ingredients and join in the fun, while student’s try-out & eat new recipes with fresh, healthy foods. Each student takes home a recipe card to their families to show them how to make it and enjoy together.|Beyond participation in the governance structure of the Charter School, LdVCS engages parents, teachers, staff and community stakeholders during periodic meetings to advise on the operations of the Charter School program. The Charter School schedules a minimum of two Parent Information Evenings and two Parent Workshops annually, where parents learn strategies to support their child's success. For example, LdVCS established the Parent Institute for Quality Education in 2017-18 which provided parent workshops over a 9-week period. Parent meetings took place to inform families about the Local Control Accountability Plan (LCAP), finance items in the budget, monthly business and school information disseminated during the Board of Trustees meetings, and three different discussions with the Principal where educational information was discussed. Areas for improvement are increased communication, attendance incentives, overall school safety procedures, and community relationships.|4|4|4|5|4|5|5|4|4|4|3|4|2019-10-08|Met|2019 34752830126060|Leroy Greene Academy|3|This area consists of some of the lowest scores we have identified. While we do reach out to families, overwhelmingly, we need to engage them more often. We began doing “Pride and Pastries” as an avenue to bring families into the fold with all decision making, and have begun working well with our PTSA to begin looking at implementing family engagement activities at our school level. Different family engagement activities that we have created include our Powderpuff Football game, our cultural celebrations such as Dia de los Muertos, and our Multicultural Night - all of which are free events to attend. While we spend a decent amount of time advertising our policies and with our stakeholders, we don’t spend enough time seeking input from the groups to ensure that we can make growth with our stakeholders. We plan to create parent focus groups to engage families on the progress and direction of our site.|Leroy Greene Academy has received generous scores surrounding providing information and resources to support our families with academics. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social emotional support when necessary. A growth area surrounds ensuring more families have the opportunity to meet with one of our counselors, with over 20% of parents explaining they had no personal knowledge of a counselor meeting on academics. Due to this, we hired an additional counselor for more academic support, who will help our high schoolers with goal setting, college information, course selection, and other academic measures. LGA is restructuring its Student Success Team meetings and working with its teachers to identify key data points as flags for students of need, which leads to clearer and concise communication with families. We are working as a school site to find more dynamic ways to engage our stakeholders.|Our strength lies in communication. According to an initial survey for all stakeholders, 94.6% of our families agree that the school communicates well with families, and 92.8% of families agree that our teachers communicate well with families. Our focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. The main vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|3|4|3|4|4|4|4|3|2|2|2|3|2019-10-25|Met|2019 53717460000000|Lewiston Elementary|3|The School Board is always looking to have parents attend meetings in order to learn about policy making, programs, and opportunities for involvement at school.|Parents are given the information needed to support their child's education. Tutoring is given to each grade level twice a week, along with other enrichment opportunities. Access to student progress will be available to all parents by end of the year.|The teachers go above and beyond to ensure families feel welcome. Events, such as Family Night and Parent Teacher conferences, ensure families are comfortable on campus and know and trust the staff at Lewiston Elementary. Staff training has begun for online grades, student portals and parent portals.|5|4|4|4|4|4|4|5|3|3|4|4|2019-10-28|Met|2019 19647330131904|Libertas College Preparatory Charter|3|We make active use of our time with School Site Council and ELPAC in order to create on campus advocates in our families. We seek to receive feedback through whole school surveys that take place twice a year.|In the past two years we have brought on a variety of student supports, including high school counseling, mental health counseling, and a Director of Special Education in order to fully serve our families.|Libertas uses our ParentSquare application in order to communicate with all families. We have 100% of families enrolled in our texting application and frequently invite families on campus. Since our founding we have a dedicated staff member in charge of helping our families navigate our school and communicate with teachers in order to further student learning and support.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-28|Met|2019 49707970000000|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.|The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.|The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 49707976051833|Liberty Elementary|3|The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.|The LEA continues to focus attention on increasing student achievement for all students; including our underrepresented families.|The LEA continues to work with all members of our community to address the great challenges of accessing a comprehensive educational program for our students; including our underrepresented families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 54719850000000|Liberty Elementary|3|The LEA continues to work effectively toward a community of excellence. Annually, the district brings the parent and family engagement policy to the District English Language Advisory Committee (DELAC) and the School Site Council (SSC) meetings for review and to allow parents to provide feedback and suggestions on this policy, as well as other policies and programs. The district provides professional development to teachers in order to help them communicate with parents in terms of curriculum. The district continues to increase efforts to reach out to stakeholders and continues to share data with stakeholders which allows a greater opportunity for them to be involved with the input process. The LEA will continue to improve on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.|The LEA does a good job of implementing programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers meet informally with parents during progress report time for students who are struggling academically and/or behaviorally. Teachers meet formally through Parent Teacher Conferences twice a year. The LEA also conducts Student Study Team meetings with the parent, teacher, and other support staff to collaborate on the best ways to meet the students' needs. The LEA can improve in the area of providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families, providing families with information and resources to support student learning and development in the home, and supporting families to understand and exercise their legal rights and advocate for their own students and all students.|The LEA hired a Social Worker who was very effective in connecting parents with resources and communicating any needs their child(ren) may have. The LEA has a school app that parents are encouraged to download and use to stay informed on events happening at the school. Parents usage on the app increased from the previous year which shows parents are staying connected. The LEA also sent home a survey to get feedback from parents in regards to the state priorities and how the school is meeting the needs of the students. 73% of our parents completed and returned the survey which is a 64% increase from last year. The district provides reading materials on technology and provides professional development to teachers in order to help them communicate with parents in terms of technology. Currently, the district does not have a parent resource center on campus, but does have a Social Worker on campus to provide parents with the necessary resources they need to support their child(ren). The district has translators available to parents to translate any information necessary. The district English Learner population is 11% so most notes are translated into Spanish and sent home, but since the district does not meet the 15% which mandates all notes are translated into another language it does not translate all notes, the district has bilingual staff available to answer questions from any and all parents who inquire. The district has incorporated goals in the LCAP of providing transportation to parents, a phone system to make sure all messages are delivered to parents, and then takes any other requests by parents on a case by case basis to ensure parent participation in the school setting is achieved. The LEA can improve on sending more of the school notices out in multiple languages.|4|4|4|3|3|3|4|3|4|4|3|4|2019-10-08|Met|2019 07617210000000|Liberty Union High|3|LUHSD seeks input from variety of stakeholder groups, including School Site Council, (comprised of parents, students, teachers, and staff), English Learner Advisory Committee members (parents of English Learners, students and staff) and through Title I Parent Meetings. Additionally, the district receives input from the District Advisory Committee (comprised of parents, students, and staff from throughout the district) and the District English Learner Advisory Committee (DELAC). Also, nearly 50 LCAP feedback meetings are held at various locations throughout the school district. Finally, parents surveys are administered in English and Spanish to all the parents in our community. LUHSD has placed a Teacher on Special Assignment on each of the 3 comprehensive high school campuses to support the site English Learner programs and support the development of a Multi-Tiered System of Support on each campus.|LUHSD has provided a variety of staff development opportunities for teachers and administrators, including organizations such as The World Trust, McREL, and the Contra Costa County Office of Education. Staff development is designed to provide engaging lessons to diverse student groups, and to effectively communicate with students and parents from diverse backgrounds. There have been culturally-specific parent nights, such as African American Parent Night, and College Information Nights in Spanish form our Spanish-speaking parents. Through the LCAP process, LUHSD has provided Targeted Assistance Counselors to work with students and families from underrepresented groups. Additionally, there are bi-lingual parent liaisons on each of the comprehensive high school campuses.|LUHSD has made good progress in building relationships with diverse families in our community. All school and district information is sent home in English and Spanish. Additional translation is provided to other families when needed. Staff members have received staff development on understanding how the see cultural differences as assets and how to support students from different cultural backgrounds.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-23|Met|2019 38684783830429|Life Learning Academy Charter|3|A current strength for Life Learning Academy in this area can be found in our dedicated staff position focused on connecting the school with families and other outside of school resources for our students. Another area of strength is our student leaders council which is a group of students who take responsibility for helping new students join our community and help deal with behavior issues that arise throughout the school year. An area for improvement for Life Learning Academy is in developing a family advisory for planning our expansion of the student dorm. We intend to grow our capacity for housing additional students in a dorm and will tap the collective wisdom of our current dorm students' families in developing policies for the expanded dorm. We would like to build a robust system for gathering feedback and input from those families in the future.|A strength of our program is that 100% of parents/ guardians are informed of the benefit of their involvement as partners in their children's' education at admission interviews. Parents are informed of our desire for feedback during scheduled or unscheduled meetings, phone calls, and social media outlets. At least one parent/guardian serves on our Board of Directors at all times. A focus area for improvement at LLA is to plan and conduct parent trainings to build capacity for understanding their legal rights and to advocate for their student and the wider school community.|Life Learning Academy began as one piece of the overall juvenile justice reform for the City and County of San Francisco in the late 1990s. In the effort to provide wrap-around services for youths, we recognize that healthy families play a critical role in achieving healthy youths and a healthy community. A strength of our program can be found in the fact that Life Learning Academy actively reaches out to the families of its students, and strives to involve families with the school in a meaningful way. LLA seeks the support and participation of parents and families, and engages in ongoing dialogue with families to ensure the school remains an open, welcoming environment where families feel safe and supported. Students may invite their families to special events, productions, and an occasional meals on a rotating basis.. The Life Learning Academy, in conjunction with other non profits and City agencies, strives to function as a liaison in connecting parents and families in need with necessary local programs and services. A focus area for improvement for LLA is to increase opportunities for engagement between teachers and families expressly focused on learning about family's strengths, cultures, languages and goals for their children|5|5|5|2|5|5|3|5|2|2|2|2|2019-05-28|Met|2019 19646670123174|Life Source International Charter|3|Life Source holds several community festivals celebrating all cultures through out the year. At each festival, parent informational meetings are held for the purpose of including parents in the educational process. Life Source's goal is to hold meetings in the evening so that commuting parents may participate.|The majority of Life Source's families are underrepresented, however, Life Source has reached out to each family to understand the needs of the family and to garner input into the educational experiences of the communities children.|Life Source has implemented On-Boarding meetings for each student for the sole purpose of building relationships between the staff, teachers, parent, students, and administration. Seventy-five percent of the parents and students attended the meeting. Life Source also reaches out to the families over the summer to implement communications before school starts. Teacher communicate with parents monthly on good report Thursday. Life Source also host Tuesday cup of coffee with the principal.|5|5|5|5|5|5|5|5|5|5|5|5|2019-05-28|Met|2019 19734370115725|Lifeline Education Charter|3|Lifeline Education Charter School parent engagement significantly increased during the 2018-19 school year. The Board of Directors membership continues to have 2 parents, double what is targeted in the LCAP goal. The engagement of parents through the Site Advisory Council improved, with parents and school leadership working effectively together on critical school issues, ranging from student safety to academic support. The use of workshops to provide information and training for parents expanded. The English Language Advisory Committee (ELAC) had good parent participation and input. The number of parent workshops increased with positive feedback from those attending. The parent involvement policy in the Parent Handbook was reviewed by legal counsel and bolstered. A parent resource page was implemented on the Lifeline web site, and the parent portal on the Infinite Campus student information system was opened to provide parents with convenient online access to student information. Continued efforts will go out to gain full parent support and encouragement|Our LEA provides both In-Service and ongoing Professional Development that centers around the importance of having strong family patnerships. Lifeline works on Individualized Student Learning plans to not only help guide instruction, but to be able to inform parents of the best ways to support students academically and emotionally. Being able to identify student behavior both at school and home helps in developing solutions that can make wotking with students more successful. The addition of Student Support Teams which include parents, counselors, coordinators, teachers administrators and students are additional support systems that are provide dialogue, suggestions and resources that can be used at home as well. On Back to School Night all parents receive information and access to school purchased online programming(I-ready, Tickets to Read, Mathia, etc...) Teachers are scheduled to host Parent Teacher Conferences twice a year in P-6th grade and a minimum of once a quarter in 7th - 12th grade. Parents are encouraged to schedule appointments with teachers throughout the year and an open-door policy is established allowing parents quick turnaround times in meeting with teachers, Parent literature and informational sessions are held to aid parents in understanding their rights. Every campus has required parent information posted in the offices and all parents receive an annual Parent-Student Handbook and course Syllabi that are to be signed and returned to the school. We will continue to focus on ways to improve parent partnership and continue to provide opportunities to offer parents more informational sessions.|Our LEA fosters and nurtures our teacher-parent relationships and creates an enviormonment of inclusion. Parents are offered beginning of the year orientations, Open House events, Parent Teacher Conferences, School information fairs, Culture fairs, Cofee with the Principals, Parent Advisory meetings and many other opportunites to feel involved and included. Our staff is trained to embrace our parents and give them the assistance that they need to help their students at school and at home, Professional Developments center around understanding the population that we serve and dispelling the myths of our community. Staff is trained in cisis management and ways to recognize early signs student/family danger. Our parents are provided workshops and resources that will help ad support families in need extended to our Foster Youth and Homeless students and families. Continued efforts will go out to ensure that all parents feel that they have a trusting and respectful relationship with all staff. We offer an array of options in communication with parents in both Spanish and English from Monthly Calendars, Newsletters, phone blast, flyers, SIS System messages, emails, phone calls, Class Dojo, and many more. Parents are encouraged to freely speak to teachers, staff and administration if further clarification is needed.|4|5|4|4|4|4|5|4|4|4|4|4|2019-08-17|Met|2019 01612590130633|Lighthouse Community Charter|3|A strength for Lighthouse Community Charter School in seeking family input in decision-making process are our engagements around LCAP planning. Over the last few years, we have developed a series of engagements, both during the school day and in the evenings, that build parent understanding of the LCAP process, the state priorities, and our school goals; share school data in relation to these goals with families; and seek input and feedback on school improvement efforts. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement of underrepresented families in the decision-making process, we are seeking to provide a variety of times of day and time commitments to be involved, as well as utilizing the SLC process, where we have a high level of participation, to also gather family input.|A strength for Lighthouse Community Charter School in building partnerships that work toward student outcomes are our Student-Led Conference process. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. This engagement with families develops family understanding of rigorous state standards, by engaging with their student’s work in relation to the standard. It also serves as an opportunity for teachers to share resources with families to support students academically, and identify strategies that can be used at school and home to support student academic success. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement of underrepresented families, our SLC process has been very successful, with 100% of families attending at least one SLC last school year.|A strength for Lighthouse Community Charter School in the area of building family relationships are consistent school structures around Student-Led Conferences and Expos of Student Learning. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. During Expo, students display their learning from the semester and families engage with students around that learning. A focus area for improvement is the use of consistent two-way communication structures with families. To this end, we are rolling out a Family Portal which includes a communication system, and training families and staff on how to use it to support family engagement. In particular, we plan to use the Family Portal to improve communication with families who are not able to attend regular events during the school day. In relation to the engagement of underrepresented families, we are incorporating more variety in the kinds of ways that families can engage, ensuring there all families find a way they feel they can engage, including cultural celebrations, learning events, formal and informal gatherings, and engagement through different external partners.|3|4|4|4|3|4|4|3|3|3|3|3|2019-06-12|Met|2019 01612590108944|Lighthouse Community Charter High|3|A strength for Lighthouse Community Charter High School in seeking family input in decision-making process are our engagements around LCAP planning. Over the last few years, we have developed a series of engagements, both during the school day and in the evenings, that build parent understanding of the LCAP process, the state priorities, and our school goals; share school data in relation to these goals with families; and seek input and feedback on school improvement efforts. Input from parents has contributed to a change in the schedule that allows for more course choice, and a broader array of electives available to students. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement of underrepresented families in the decision-making process, we are seeking to provide a variety of times of day and time commitments to be involved, as well as utilizing the SLC process, where we have a high level of participation, to also gather family input.|A strength for Lighthouse Community Charter High School in building partnerships that work toward student outcomes are our Student-Led Conference process. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. It also serves as an opportunity to work with families on the college and scholarship application process. This engagement with families develops family understanding of rigorous state standards, by engaging with their student’s work in relation to the standard. It also serves as an opportunity for teachers to share resources with families to support students academically, and identify strategies that can be used at school and home to support student academic success. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement for underrepresented families, the high rate of family participation in SLCs provides an opportunity for us to reach out to families related to other issues.|A strength for Lighthouse Community Charter High School in the area of building family relationships are consistent school structures around Student-Led Conferences and Expos of Student Learning. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. During Expo, students display their learning from the semester and families engage with students around that learning. A focus area for improvement is the use of consistent two-way communication structures with families. To this end, we are rolling out a Family Portal which includes a communication system, and training families and staff on how to use it to support family engagement. In particular, we plan to use the Family Portal to improve communication with families who are not able to attend regular events during the school day. We also use social media, including FaceBook, to inform and engage families in school events and happenings. Specific to the engagement of underrepresented families, we provide translation at all school events, employ bilingual college counselors, and work to support families through the college application process in a way that ensures there is full access to this process for all our students.|3|4|4|4|3|3|4|3|3|3|3|3|2019-06-12|Met|2019 10622406006704|Lincoln Elementary|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 21653750000000|Lincoln Elementary|3|Again, the Lincoln School district relative size affords us the opportunity to maintain close connectivity to our parents and families.|Lincoln school encourages and provides opportunities for home-school connections during which parents are partners in their children’s learning. They are an integral part of developing our LCAP. A survey approach has not been the most effective means to engage our parents, but frequent conversation and volunteer requests encourage participation. Our more personal approach to engagement is perfect for working with all families, but in particular, those of students who are largely underrepresented.|Lincoln school has a very active, but smaller parent population, consistent with its overall size. Parents are engaged on a day-to-day basis and provide valuable input to the school programs. Parent input is sought through a monthly parent meeting and welcome at School Board meetings, which is deemed the most effective means of engagement and sustaining participation.|4|5|4|5|4|5|4|4|4|4|4|4|2019-10-17|Met|2019 52105206119606|Lincoln Street|3|Lincoln Street School has a parent representative on the governing board and LSS frequently requests feedback. Parents are provided monthly opportunities to share concerns or suggestions through our Parent Clubs. LSS has also requested specific input on hot topics through a parent advisory committee, which anyone can be a part of. An area of improvement is to hold more parent advisory meetings and get a parent representative on the safety committee. Lincoln Street School would also like to recruit a more diverse group of parents to join in our parent groups by providing incentives for attendance, offering childcare and personally inviting parents to become more involved.|Lincoln Street School teachers and the Family Success Liaison share community resources through teacher-parent-student meetings, parent clubs, flyers, and website. Parents are invited to participate in Parent Club which addresses instructional strategies and parental support. One area of improvement is to provide more professional learning opportunities for staff to increase their awareness of available resources that may support the struggling families.|At Lincoln Street School, parents work alongside their student with the support and guidance of credentialed teachers. For this reason, school staff get to know each individual family. Teachers can be available outside of the regular student meetings via phone, email, or an additional appointment. The addition of our Family Success Liaison has helped to support families who have additional needs that may be hindering their child’s educational progress. During the 2019-2020 school year, there will be additional Parent Resources readily available through the school website along with monthly Parent Club. Lincoln Street provides opportunities for students and parents to share their fears, concerns, and accomplishments. One focus area would be to provide opportunities to highlight and discover individual family’s cultures, strengths and personal goals.|5|5|5|5|3|3|5|5|5|3|5|4|2019-11-06|Met|2019 39685690000000|Lincoln Unified|3|Parents report that their input is sought by the district through multiple advisory groups; School Readiness Advisory Committee, District English Learner Advisory Committee, Family and Community Engagement committee and opportunities for families of students with special needs to meet. School sites are still finding it challenging to involve families from underrepresented groups in School Site Council and Parent Teacher Student Associations. All sites have included in their SPSA plans for outreach to more parents. The district will continue to provide opportunities for parent input and work with sites to ensure there are varied opportunities for family engagement. The district will be administering a survey to families in the Fall of 2019 to solicit additional input prior to the development of the 2020-21 LCAP.|Parents have an opportunity to conference with teachers regarding their child’s progress twice during the school year. Our Director of Community and Family Engagement conducted classes in the community to assist families in working with their children on literacy skills. Parents continue to report wanting information and resources to support their children’s learning. The district is making plans to expand the opportunities for families to engage with teachers during the academic conferences and to offer more opportunities for parent education.|The Director of Community and Family engagement regularly meets with parents and supports school sites with out reach to families. Parents continue to report that they do not always feel welcomed at schools so we are continuing to work on this area. All schools have goals and actions in their Single Plans for Student Achievement to address the engagement of families. We have also made plans to update our website and improve 2-way communication with families.|3|3|3|3|3|3|4|3|4|4|3|4|2019-10-23|Met|2019 39685770000000|Linden Unified|3|Strengths – School sites provide collaborative opportunities to implement and evaluate family engagement events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights. Area of Focus: Providing all families opportunities to provide input on policies and programs, implementing strategies to reach and seek input from any underrepresented groups in the school community. The LEA will intentionally include underrepresented groups, family representation from all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Control Accountability Plan.|Strengths: We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs). Communication providing resources and information through technology, parent nights, ELAC, and SSC is another strength. We have parent education nights at each site to education parents on how to advocate and empower for students. Focus Area: More specialized professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.|Strengths: School cultures are strengthening relationships with parents through various ways of communication and through technology. School site staff are building trusting and respectful relationships with families through various family activities both academic and social emotional. Focus Area: Progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Continue to conference with families regarding student goals and supports.|4|4|3|3|2|3|4|5|3|3|2|4|2019-10-16|Met|2019 54719930000000|Lindsay Unified|3|Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP stakeholder meetings, and other work with local advocacy groups. The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Lindsay Unified will work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents. Specific district staff have been connected with the advisory groups to begin this work.|Lindsay Unified frequently communicates with parents/families in a variety of ways. The district uses a phone system to send out vital communication regarding emergency procedures and district events. Lindsay Unified also sends out flyers and brochures to families to keep them informed about what is happening in the district and how to support their child at home. The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications. The district utilizes Empower to allow parents to check learner progress 24/7. Training on how to use the program is held on school sites throughout the year. Conferences are held three times a year to keep parents up to date and encourage their support in their child’s learning. It is mandatory that all parents are met with during the November conferences and all parents of at-risk learner are met with during all conference windows. Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. This training will include continued work with the EL Roadmap.|The district has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support. All school sites are bringing together stakeholders to create a new vision for the school site with input from all. The district has recently adopted board policy and district procedures to ensure all stakeholders have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation. The district will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust.|3|3|2|3|2|3|5|1|2|2|2|3|2019-10-14|Met|2019 15635860000000|Linns Valley-Poso Flat Union|3|Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2019-20 year. We need to see an increase in attendance for our planning meetings and stakeholder meetings. We will combine such meetings with those of higher attendance to increase our parent, community members and staff input in decision-making.|Professional Development is provided to staff to improve the partnership between staff and families. Books and/or Digital Books are provided to each family to help support the learning at home. There is a direct form of two-way conversation through ParentSquare. Parents, families and community members can communicate directly to the teacher or staff member to answer questions that they may have. Teachers are available after school to meet with parents. MobyMax, a computer program which allows students to work from home and school on standards that have not yet been mastered, allows parents to also see where their child is with each standard.|At Linns Valley District, there are activities that invite parents to engage with staff such as Back-To-School night including a potluck dinner, Stakeholder Meetings, Board Meetings, Science Board Presentation Night, Winter Program, Spooktacular Planning Meetings, Spooktacular volunteers, Parent/Teacher Conferences, Oral Language Festival, Graduation Planning and the Annual Softball Tournament which is ran by parent and community volunteers. We have 100% attendance in activities such as Back-To-School, Winter Program, Teacher Conferences etc but our attendance drops at our stakeholder meetings. To increase the attendance at stakeholder meetings, we will combine them with our programs of high attendance such as during Back-To-School Night and Oral Language.|4|5|4|5|4|4|4|4|4|4|4|5|2019-11-13|Met|2019 44697996049720|Linscott Charter|3|Linscott has a strong history of parent participation and parent education. Our greatest strength is that the culture for parent involvement was established from the beginning of the school's existence. Our governing board is made up of parents, we offer 3 Parent Education Nights per year. Our greatest area of need to finding ways to overcome the reluctance some underrepresented families have about coming to school to volunteer or attend events. We will continue to schedule evening discussion meetings to be held in family's native languages to identify areas of concern for those families and how best to address them.|Linscott staff meet formally with parents of each student two times per year. We have a very high rate of attendance at these conferences. Staff have resources to refer families to for mental health services, tutoring services, sports team/club activities. Our Student Success Team process allows staff and families to look in detail at the needs of their student and design interventions and strategies to address those needs.|Linscott uses a weekly "Email Blast" to communicate with all families who are reachable via email. In addition we publish a monthly newsletter. For immediate notices or emergency information we utilize the RoboCall function to notify families by phone. Our focus area for improvement is improve our ability to have this information translated into students' home languages.|5|4|4|4|4|4|5|4|4|4|4|4|2019-03-05|Met|2019 37103716119119|Literacy First Charter|3|Our parents are our strength.They are actively engaged and on campus daily. Our volunteer hours are in the thousands each year because every culture and every economic group is welcomed and encouraged to participate in school. Our parents know that they can visit any of the administrator's offices with concerns they have at any time. Our PTLC- supports and encourages parent engagement, the DELAC committees specific mission is to make sure we are serving the needs of the underrepresented families and PLEF exists to raise funding for our students and their programs specifically.|At Literacy First, our classroom teachers provide information to their families and help support student learning by providing resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, standards based field trips, and parent connections bring our parents into our community and and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, and provides them with information regarding their rights as parents and the need to be advocates for them. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. At LFCS, we believe parents must be advocates for their children, so we empower them to be a part of all of these opportunities. Our underrepresented families, if needed, have the option to have any items translated as needed. They are encouraged and given opportunities to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.|At Literacy First we believe parent engagement is critical to student success. For that reason, it is goal number 3 in our LCAP strategy. We see communication in a variety of ways as imperative to that end. The methods we employ to do this are through weekly newsletters, phone calls, emails, parent conferences, social media, and specific gatherings targeted to bringing parents in and educating them on issues that relate to their children and our school. Additionally we make an effort to translate information into languages our parents speak when important information needs to be communicated, we also hold targeted meeting for our second language population parents so that critical information can be communicated in their language. We purpose to provide translators whenever parents need it, or at parent conferences. Our ongoing goal is to bring parents into the classroom and find meaningful ways our upper grade parents can participate in our community.|5|4|4|5|4|4|5|4|5|4|5|5|2019-10-09|Met|2019 19647170000000|Little Lake City Elementary|3|The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups. Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles. Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans. In addition, each site has a PTA/PTO who make decisions regarding school and family events. The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy. In addition, parent input is solicited annually through two different parent surveys, the Parent Satisfaction Survey, and the Parent Engagement Survey. Data is collected from parents at each school site and across several grade levels to provide feedback, including comments, to school and district administrators in a variety of areas. Areas of growth for the District include continuing to streamline our SSC and ELAC process so that they are similar from site to site. Also, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year. Finally, in order to engage all parents, the time and accessibility of all advisory group meetings should be considered.|The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships. The District provides monthly parent education opportunities and District TOSAs provide direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home. The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. An area of improvement for the District is to provide training and professional learning opportunities to site principals and teachers focused on building capacity in this area. In addition, we will explore how to make our parent trainings more accessible to all parents by alternating between day and evening times and explore the option of recording trainings so that all parents can access the information.|The Little Lake City School District is strong in building relationships between staff and families. This has been a District-wide focus over the past two years and reinforced by the superintendent and principals throughout the school year. These solid foundations are reflected in our Parent Satisfaction survey results where 95% of parents agreed that they are satisfied overall with their child’s school. Parents feel welcomed by school staff, as indicated by a 94% rating on the question “I feel welcomed by staff when I visit the school.” We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week. Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children. The district works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language. A focus area for the District is to continue to ensure that all families receive pertinent information from the District through our new School Messenger system and to expand our text messaging service. It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language.|4|4|3|4|3|4|4|3|3|3|4|4|2019-10-22|Met|2019 47703830000000|Little Shasta Elementary|3|Parents believe and trust in the school's ability to educate their children and parent satisfaction is very high as reflected in parent surveys. Our challenge and focus is getting parents to give meaningful input and to think beyond their satisfaction to come up with new ideas.|At Little Shasta we have for the past two years included regular input from parents through monthly parent meetings. Parent input is highly valued and taken seriously. One example is partnering with parents to aquire a new schol van for student fieldtrips. Parents and staff together raised over $12,000 toward the van purchase. The expansion of our school's website will help to support student learning in the home. Focus for improvement is in this area to greatly expand connection to the school website from home to access assignments and activities.|In our small, very rural school community, Families and school are extremely connected. With just 25 students and only 14 families, it's easy to keep in close contact and make people feel comfortable coming to school. Open communication is the norm and frequent contact between school and home also happens on a regular basis. Our focus for improvement is centered around eliciting real suggestions for improvement from our normally very satisfied parents and families.|5|5|5|5|5|5|4|5|3|3|4|4|2019-10-16|Met|2019 49402466119036|Live Oak Charter|3|A strength in parent engagement comes through a variety of opportunities that families have to engage with their teacher and provide input. Also the parent body has opportunities for engagement on school governance via the Board. Additional opportunities for engagement include parent conferences, Student Study Team meetings, classroom coordinator meetings. We continue to use multi-lingual messaging and translation as needed for families whose primary language is a language other than English.|During our enrollment process, parents are encouraged to volunteer and be a part of any volunteering opportunities that they may have time to participate in during the school year. Partnering with parents starts with the classroom teacher and includes parent meetings, student conferences, and opportunities to participate in school based opportunities. In addition the school employs staff who speak languages other than English and we encourage the participation of parents who need assistance with translation by offering communication in their primary language.|One of the core strategies we employ to build relationships is to have students and families loop with their teacher for a minimum of four years. That way students, families, and teachers have the opportunity for multiple years in developing and assisting with the academic, social/emotional, and physical development/changes during the growth of the student. The relationship develops as the student and families move through the grades. We are developing more opportunities for communication in order to inform parents, students and teachers about current events, upcoming events, school requests, schedules, enrollment, academic program, news, alerts and others as a means to inform. We are developing a communication platform that includes real time posts as well as two way communication.|4|4|3|2|3|3|4|3|4|3|3|3|2019-11-14|Met|2019 44697650000000|Live Oak Elementary|3|Live Oak School District actively seeks parent input into decision-making in multiple ways. Advisory groups include: School Site Councils, Home and School Clubs, English Language Advisory Councils, District English Language Advisory Council, Superintendent Parent Advisory Council, Cradle to Career Parent Leadership Councils, Parcel Tax Oversight Committee, LCAP Parent Focus Groups, and LCAP Planning Committees. Translation services are provided as necessary. The District also conducts an annual parent survey that is administered both online and in paper format, in both English and Spanish. The District then uses all of the input collected to make changes in our programs. For example, we added a Family STEAM Night for 2019-20 and changed a Family Learning Night to focus on a student-led, interactive open house. One area for improvement is to support and develop the capacity of principals and staff to build more robust and representative advisory groups.|Live Oak School District’s strengths lie in the multiple opportunities we have put into place to discuss student progress with families and provide them with information and resources to support their student’s learning and development in the home. We do this through back to school night, twice yearly parent conferences--one of which is student-led, and a series of Family Learning Nights. A focus area for improvement is to provide professional learning and support to teachers and principals to improve their school's capacity to partner with families.|Over 95% of parents in the Live Oak School District report their child's school and its staff are welcoming (2019 Parent Survey). The Live Oak School District communicates with parents through multiple modes including flyers, newsletters, phone calls, emails, texts, and classroom/school communication apps. In 2019, the District created site-based opportunities for parents to give input into the LCAP-- scheduling meetings at convenient times, and providing child care, food, and translations services. The District also adopted an improved communication system for more effective outreach. Looking ahead, we will focus on ways to ensure that communications modes with parents are in fact two-way.|3|5|3|4|1|5|5|3|4|4|4|4|2019-10-02|Met|2019 51713990000000|Live Oak Unified|3|LOUSD and each school site have focused on both providing parents the opportunity to provide input and getting input from families. SPSA's and the LCAP are school community driven and families are active participants. LOUSD is always looking for ways to increase family engagement and will continue to do so until 100% of families are involved.|LOUSD has focused on increased parent interactions. Week long parent conferences for K-8, multiple college and career nights, input and engagement nights for school priorities, science and math nights, AVID nights, etc. Staff throughout the district are engaged in evaluating our efforts to reach families and improve them annually. LOUSD is always looking for ways to increase family engagement and will continue to do so until 100% of families are involved.|LOUSD schools have been focused on creating an environment of collaboration with families. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. LOUSD is always looking for ways to increase family engagement and will continue to do so until 100% of families are involved.|5|4|4|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 01612000000000|Livermore Valley Joint Unified|3|Site leadership teams in the Livermore Valley Joint Unified School District are committed to including families in decision-making. Monthly District-level meetings with site leaders reinforce the importance of including parents and guardians by providing resources and training. Through Site Council, ELAC, DELAC, and LCAP Advisory Committee meetings, we offer regular, structured opportunities for direct involvement in decision-making. Most principals seek input regularly through informal meetings such as Coffee with the Principal. Site and district-wide surveys provide additional opportunities for input that contributes to the decision-making process. Our annual survey in Spring 2019 indicated that 58% of our parents feel they are able to provide meaningful input. While this shows the majority are contributing, the number also shows room for growth. Our parent education workshops and outreach through various media will focus on enhancing opportunities for parents to be informed about school issues and invite their input in planning. We intentionally reach out to underrepresented groups in our community to seek their input. Our schools have vibrant ELAC committees, which provide outreach to parents whose native language is not English. Our parent liaisons connect directly and personally with parents at our Title 1 schools. We provide Spanish-language instruction to parents of students in our preschool program. Surveys are available in both English and Spanish, and all information on our website and mobile app is available in 70 languages. We feel confident that we can reach our families. We are continuing to grow in the area of ensuring their voice is heard across the district. 50% of our parents characterize their involvement in our schools as “high,” while another 38% consider themselves “moderately” involved. In addition to the district-wide meetings and survey by parents that provided input on parent engagement, our site leaders have increased parent engagement as part of their School Plan goals. Our focus is to increase the percentage of involved parents so that all of our students benefit from having parents and guardians who are authentic stakeholders in our schools and can, therefore, better support their children’s education.|Our district sees staff and parents as partners in developing successful students. Monthly professional development at all sites, including additional training for principals and vice principals, combined with an annual district-wide conference, provide resources that support staff commitment to engage families in education. Topics include communication, multi-cultural insight, and partnering with parent groups, among others. Information and resources to support student learning are provided through parent education workshops, newsletters, emails, conferences, and our website. We offer parent education to our Spanish-speaking parents of preschool students, providing them with a headstart on understanding the educational system so that they can support their children. We are in the process of developing additional systems to enrich our work in this area: an online parent handbook and additional parent education through our district-wide program, Livermore Learns, will provide more opportunities for parents to fully understand their child’s educational program and support learning at home. Our annual survey indicated that 21% of our parents would prefer “more convenient” times for workshops, so we are planning to offer a variety of options as well as exploring alternative means of sharing information such as through videos. Twice yearly conferences scheduled between parents and teachers at the elementary grade level provides structured time for parents to understand their child’s progress and partner with teachers to support growth. Regular posting of grades online, combined with information shared by staff with parents about content standards, grade level expectations, and upcoming instruction and assessment, also provide parents with information needed to help improve their child’s success. Our annual survey showed that 89% of parents know how their child is progressing in school. Finally, groups such as parent-teacher organizations and English Learner Advisory Committees (ELAC) add to information shared on our website and through principal’s newsletters to help families understand and exercise their rights and responsibilities as parents.|The Livermore Valley Joint Unified School District continues to involve staff members in our ongoing commitment to engage all parents and guardians in the education of their children. A primary focus throughout our district is to use communication tools on a regular basis to share information about content, activities, and progress involved in students’ daily learning. Training and professional development opportunities regularly provide guidance on use of the tools and on types of information to communicate. Staff is encouraged both to share information directly, and to engage in discussion with families in person as well as online. According to our Spring 2019 parent survey, 87% of parents are informed about school matters and events and 82% find it easy to communicate with teachers. Welcoming families to school is a strength at many of our sites, as 78% of our parents feel welcomed at their child’s school. We are providing professional development to school office staff members to continue to grow their capacity for serving families. We employ parent liaisons at several schools who provide further support to parents. We also provide translations of school communication so that all families have access. A focus on culturally responsive teaching is ongoing by our teachers. All elementary schools invite families to share cultural traditions as part of teaching schoolwide cultural and diversity awareness and respect. Our survey indicated that 75% of parents see diversity respected and reflected by District policies and programs. Staff members participated in focus groups on parent engagement, with the intent of better understanding how to engage parents in schools. Parents have multiple opportunities to engage in two-way communication with schools. Parent-Teacher Organizations, Site Councils, Coffees with the Principal, and Parent Centers are a few of the means available throughout our district. Additionally, we offer parent education programs, in both English and Spanish, that share information and invite feedback so that parents can be advocates for their children and be full participants in school decision-making. Our work continues to evolve, with an emphasis on deepening the relationships of our underrepresented families. An outcome of the parent engagement focus groups conducted in Spring 2019 has led to enhanced work with parent liaisons to further build trust and encourage involvement in schools. We reach out to homeless families, and extend support to those whose family situations may interfere with supporting student success in schools. Finally, monthly meetings with site leaders include a standing agenda item that informs and enriches their abilities to build relationships with parents.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 24657480000000|Livingston Union|3|LUSD values the input of all stakeholders in the decision making process. LCAP advisory meetings are held to provide opportunities for families to offer feedback and give input informing the goals, actions and services of the LCAP. In addition, an annual parent survey is offered to families of all students. To gain input from underrepresented groups, the district hosts ELAC meeting, parent nights for SWD and is engaged in a migrant partnership with MCOE. In response to school needs, a Punjabi liaison was hired and most staff members are bilingual to meet the language needs of the district.|Principals and teachers are provided professional learning opportunities to increase parent engagement through the use of teacher websites, site notification systems and site social media use. Families are provided opportunities to attend parent workshops on various topics including literacy, attendance, suicide prevention, bullying prevention, language development and technology literacy. All sites schedule Back to School Night, Open House and parent conferences to further engage families in supporting student learning and development. LUSD has a parent conference attendance rate of 99%, allowing teachers to meet with the majority of families to discuss student progress and work together to support improved student outcomes. Families are encouraged to advocate for their children through the Individualized Education Plan (IEP) process, ELAC/DELAC and SSC meetings. Information regarding parent and student legal rights is disseminated to families at the beginning of each school year.|LUSD supports and encourages school to family relationships and interactions and offers various opportunities for families to participate in school related activities including advisory committees, parent workshops, Dual Language Academy (DLA) parent nights, Coffee Connection meetings with site principals and parent conferences. Local survey results indicate that 93% of parents feel their child’s school makes an effort to communicate with parents and community and 95% feel welcomed and respected. In support of building welcoming environments for families in the community, all LUSD staff and families were invited to participate in a 5K run sponsored by the Livingston community in partnership with the Livingston Union School District. Family involvement regarding student academic success is encouraged through the use of the Aeries Parent Portal and participation in student goal setting conferences. Various modes of communication are used at the site and district level to connect with families in their primary language.|4|4|3|3|2|3|4|3|3|4|4|3|2019-10-10|Met|2019 19647336017891|Lockhurst Drive Charter Elementary|3|Lockhurst's current strengths are providing parents with monthly leadership opportunities via our School Site Council, English Language Advisory Committee and Local School Leadership Council. We are working to empower and inform more parents to participate in these leadership opportunities on a more regular and on-going basis by sending out weekly Sunday Evening ConnectEd messages (text, email, and phone), personal invitations, and weekly flyers.|Families are supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, as members of the English Language Advisory Committee and the Local School Leadership Council each month. At Coffee with the Principal we review student data (DIBELS and SBAC), attendance requirements, graduation requirements, gifted instruction, and discuss how to best work together as partners to support our childrens learning and development.|Lockhurst's strengths for Building Relationships are offering monthly Coffee with the Principal to discuss common learning and an open line of communications with all families including our underrepresented families. We also have weekly Friday Morning Assemblies where families are welcome to be part to learn about updates, upcoming events, and help build community. In order to more specifically address our underrepresented families we personally invite with a phone call or face to face invitation our parents of English Learners to the monthly English Learner Advisory Committee, School Site Council, and our Affiliated Charter Governance Council. These meetings provide our parents with opportunities to be part of school decision making and take a leadership role.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 01612590134015|Lodestar: A Lighthouse Community Charter Public|3|A strength for Lodestar in seeking family input in decision-making process are our engagements around LCAP planning. Over the last few years, we have developed a series of engagements, both during the school day and in the evenings, that build parent understanding of the LCAP process, the state priorities, and our school goals; share school data in relation to these goals with families; and seek input and feedback on school improvement efforts. Additionally, a parent leadership group provides input and supports planning of school events. A Community Organizer supports organizing work around family concerns in the community. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement of underrepresented families in the decision-making process, we are working to provide more opportunities for engagement that meet the time and commitment needs of different families.|A strength for Lodestar in building partnerships that work toward student outcomes is our Student-Led Conference process. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. This engagement with families develops family understanding of rigorous state standards by engaging with their student’s work in relation to the standard. It also serves as an opportunity for teachers to share resources with families to support students academically, and identify strategies that can be used at school and home to support student academic success. A focus area for improvement is the professional learning for teachers and principals to support effective partnerships. We have a set of structures that support this work, and are working to align across classrooms and grade-levels to ensure that all teachers and leaders are able to do this work in an impactful way. Specific to the engagement of underrepresented families, in partnership, Lodestar is developing family engagements for parents of students with IEPs, to support them in connecting with school staff and understanding and contributing to goals for their child.|A strength for Lodestar in the area of building family relationships are consistent school structures around Student-Led Conferences and Expos of Student Learning. During Student-Led Conferences, crew leaders meet with students and families to build relationships with families, review academic progress, and create goals for the student over the next quarter. This structure has developed over our time, and is in a sustaining phase. During Expo, students display their learning from the semester and families engage with students around that learning. A focus area for improvement is the use of consistent two-way communication structures with families. To this end, we are rolling out a Family Portal which includes a communication system, and training families and staff on how to use it to support family engagement. Specifically to improve the engagement of underrepresented families, Lodestar is building a variety of opportunities for families to engage, with evening and daytime events, as well as developing a variety of engagement opportunities, including celebrations, learning-focused events, parent workshops, and home visits.|3|4|4|4|3|4|5|3|3|3|3|3|2019-06-12|Met|2019 39685850000000|Lodi Unified|3|Parents are encouraged to participate in site and district level advisory committees such as SAC, SSC, DELAC, ELAC and parent surveys. Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office. Parenting Partners workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. Parent Project provides highly effective, affordable strategies for parents raising difficult or out of control children. Its mission is to change destructive adolescent behavior.|80% of our parents indicated on the parent survey that the district communicates and partners well with parents on supporting student outcomes. The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, SSC, SAC. ELAC, DELAC and LCAP. The district is in the third year of implementation of Parenting Partners. Parents and staff work together to provide classes to other parents at each school site. Sites offer these classes at least twice a year. Workshops cover Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. Our English learner parents have requested classes on learning English. We have been very successful with Jump Into English. This program continues to grow by parent request. We have also provided a Trainer of Trainer series of Parent Project, which is geared towards high school students that are challenged by their lack of school attendance. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas. While 80% of our parents responded in the positive regarding building relationships and supporting parents, there appears to be more work can be done in this area.|Examining the results from district’s parent survey, LUSD has found strong support for building relationships with our parents. Over 90% of our parents indicated they felt treated fairly and respectfully, and welcomed at sites and the District Office. Over 92% indicated the school showed respect for all races, ethnic groups, and cultures. Over 90% indicated the district encourages and ensures that parents are knowledgeable about meetings, seeks input from parents, answers questions, and encourages involvement in school activities and decision-making. Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e. flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, PeachJar notifications, and Aeries parent portal. The district is working hard to improve the engagement of our underrepresented families through activities such as Parenting Partners, Jump Into English, and Parent Project.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 12629276008023|Loleta Elementary|3|LES is making progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. They are doing this by increasing staffing and support in every classroom. Classified staff are given behavior and Crisis Prevention Training along with the certificated staff. Personal relationships are emphasized and a team is supported where people cover for each other and staff is allowed to "tag out" if they are having an emotionally rough day. LES is seeing progress in creating welcoming environments for all families in the community. School wide activities such as lunch of the lawn are held monthly. Staff is being asked to be aware of how their behavior is perceived. A plan to start painting murals on the hallways is underway. Our first set of community dinners have been implemented with a large number of participants. LES is working to achieve progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Student teacher conferences are held twice a year with translators as needed. Standards based report cards are being used. An All-call system has been put into use to communicate more in English and Spanish. Our Internet has been established and now works throughout the school. Volunteers are encourages.|The LES has made some progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. We continue to use our Wednesday early release days to provide at least one Wednesday a month to work on cultural sensitivity. We encourage all people from all groups to attend our Stakeholders group once a month. LES provides families with information and resources to support student learning and development in the home. Teachers send home surveys on how best to communicate about work at home and at school. This is honestly an area where we need much more improvement.We have three methods of families working with the staff to improve student performance and communication. On Wednesdays we plan SST's or Student Study Teams in which students thought to be vulnerable are brought in with their parents to evaluate strengths and challenges and then develop a plan to offer a deeper assessment or more supports for better future academic work. Secondly, we constantly interact with parents via text and phone to have them be part of the behavior corrections needed for better student performance. Then twice a year we hold parent-teacher conferences where student baseline data and progress is shared and evaluated. As part of our work we educate parents about their rights to complaint and report issues for themselves and their students. We have developed several paper reporting tools which help families interact with us as a school and give their feedback for our improvement.|The LES is in the very beginnings of building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. We are working with the ACLU and OCR to help us move forward with this work.The school is currently working to build the capacity of and support family members to effectively engage in advisory groups and decision-making. We hold our individual family group meetings to support students where parents engage with staff and help make the decisions to better direct their child's welfare. On a policy level, we are constantly working to engage more parents in our stakeholders meetings which create and review policy for the district. It feels like an indicator that things are okay because the parents are not coming to complain which is not quite what we want. We are looking for buy-in for improvement and to give families a voice. We give rides to these meetings and offer food for support. This is an area we need to work on further!* *Rate Through such organizations as the PTO, sports activities, our garden and volunteer programs LES is making progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We are emphasizing staff working with staff for improvement and articulation across the grades by having 4 days of professional growth which will include interacting with other teachers from other districts as well as articulation within our district.|3|3|3|3|2|2|4|4|4|4|3|3|2019-10-22|Met|2019 12629270000000|Loleta Union Elementary|3|The LES is in the very beginnings of building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. We are working with the ACLU and OCR to help us move forward with this work.The school is currently working to build the capacity of and support family members to effectively engage in advisory groups and decision-making. We hold our individual family group meetings to support students where parents engage with staff and help make the decisions to better direct their child's welfare. On a policy level, we are constantly working to engage more parents in our stakeholders meetings which create and review policy for the district. It feels like an indicator that things are okay because the parents are not coming to complain which is not quite what we want. We are looking for buy-in for improvement and to give families a voice. We give rides to these meetings and offer food for support. This is an area we need to work on further!* *Rate Through such organizations as the PTO, sports activities, our garden and volunteer programs LES is making progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We are emphasizing staff working with staff for improvement and articulation across the grades by having 4 days of professional growth which will include interacting with other teachers from other districts as well as articulation within our district.|The LES has made some progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. We continue to use our Wednesday early release days to provide at least one Wednesday a month to work on cultural sensitivity. We encourage all people from all groups to attend our Stakeholders group once a month. LES provides families with information and resources to support student learning and development in the home. Teachers send home surveys on how best to communicate about work at home and at school. This is honestly an area where we need much more improvement.We have three methods of families working with the staff to improve student performance and communication. On Wednesdays we plan SST's or Student Study Teams in which students thought to be vulnerable are brought in with their parents to evaluate strengths and challenges and then develop a plan to offer a deeper assessment or more supports for better future academic work. Secondly, we constantly interact with parents via text and phone to have them be part of the behavior corrections needed for better student performance. Then twice a year we hold parent-teacher conferences where student baseline data and progress is shared and evaluated. As part of our work we educate parents about their rights to complaint and report issues for themselves and their students. We have developed several paper reporting tools which help families interact with us as a school and give their feedback for our improvement.|LES is making progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. They are doing this by increasing staffing and support in every classroom. Classified staff are given behavior and Crisis Prevention Training along with the certificated staff. Personal relationships are emphasized and a team is supported where people cover for each other and staff is allowed to "tag out" if they are having an emotionally rough day. LES is seeing progress in creating welcoming environments for all families in the community. School wide activities such as lunch of the lawn are held monthly. Staff is being asked to be aware of how their behavior is perceived. A plan to start painting murals on the hallways is underway. Our first set of community dinners have been implemented with a large number of participants. LES is working to achieve progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Student teacher conferences are held twice a year with translators as needed. Standards based report cards are being used. An All-call system has been put into use to communicate more in English and Spanish. Our Internet has been established and now works throughout the school. Volunteers are encourages.|3|3|3|3|2|2|4|4|4|4|3|3|2019-10-22|Met|2019 43695000000000|Loma Prieta Joint Union Elementary|3|Our Board of Trustees adopted a new 3-year Strategic Plan for the district which includes a Community Engagement area aligned with LCAP State Priority #3 – Parent Involvement. The months-long plan development process and recommendations for improvement included all members of the Loma school community including, but not limited to, parents, teachers, support staff, students, parent groups, key community stakeholders, and administration. A synthesis of this feedback provides the backdrop for our specific strategic actions which include outreach, parent education, Superintendent chats, , etc. The district superintendent conducts monthly lunch meetings with students of both schools as a means of keeping a pulse on issues of importance to students. Our success indicators include monitoring parent participation rates in school/district sponsored engagement activities with the goal of increasing meaningful parent participation, including underrepresented families. We will also be tracking evidence of our community outreach strategies and impacts.|Our district has partnered with our local county office of education to gain access to a data warehouse that will allow us to routinely monitor multiple indicators of student success. The warehouse also allows us to easily disaggregate for under-represented student groups and create intervention groups for students at risk such that we can provide additional time and support for students and make progress information readily available for parents. We have made a concerted effort to partner with all members of our school community – teachers, support staff, administration, parents, and community partners – in adopting strategies for community asset-building based upon the Search Institute’s youth development model. We have trained all stakeholders noted and are tracking student/parent engagement measures to monitor our success. We are in the process of developing a communications matrix to identify our important audiences and to be certain pertinent information is reaching them is effective and efficient ways. Our School Site Council and Home and School Clubs are serving as key leaders in identifying parent education needs and opportunities.|Based upon input from multiple stakeholder groups during our strategic planning process, we are refining our communication methods and strategies to encourage more effective and efficient ways of keeping parents informed of school activities, volunteer opportunities, student progress reporting, district programs, and student/family support services. This includes but is not limited to, a “new family welcome” program (including families with limited English proficiency), an intergenerational outreach program to bring older adults into our schools, routine parent education events, and superintendent chats on topics of interest to parents. In addition, we are currently undertaking a special education self-study to determine ways we can better support students with disabilities and their respective families. This has been identified as a key action in our 3-year strategic plan. We have invested deeply in social and emotional literacy efforts using the Search Institute’s developmental asset model as a guide. These assets include strategies for fostering a caring school climate in partnership with parents, students, and staff. The size of our district allows us to provide individualized support for our families and students in each of the areas noted.|4|4|4|4|4|3|4|4|3|3|3|3|2019-11-13|Met|2019 54719930124776|Loma Vista Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49708470127555|Loma Vista Immersion Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 42692290000000|Lompoc Unified|3|The District utilizes electronic and paper surveys written in Spanish and English, to gather information. The District takes pride in having active DLAC and LCAP groups, who provide input and steer LCAP activities and programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities and celebrating student success. Focus areas for improvement are structuring increased opportunities for all families, teachers, principals and district administrators to collaboratively plan, design, implement and evaluate family engagement activities at the site and district level. At present a small group of parents from each site are members of the collaborative team. Increasing access for underrepresented parents groups to participate in policy and program development is a goal of the LUSD Team.|LUSD parent surveys indicate report that most parents attend school events and parent-teacher conferences. This is a strength of the District. Each school site provides family nights, parent conferences two times per year, and monthly School Site Council and Parent Teacher Meetings (PTA or PTA) opportunities intended to engage the families of all students. The District conducts monthly English Learner Advisory Committee Meetings, invites students to perform at monthly Board Presentation, conducts parent training, and recognizes students at monthly luncheons. Identified areas for improvement are in supporting families to understand and exercise the legal rights and providing teachers with training to further their ability to partner with all parents in order to assist with homework and planning for college/vocational education.|The 2019-2020 parent survey indicates that the Lompoc Unified School District's areas of strength for the parent engagement indicators are in building positive relationships between school staff and families, providing parents the opportunity to participate in classroom activities, and communicating regarding success for all students. Areas for improvement include ensuring that all parents at the secondary levels feel their students are safe at school and supporting staf to learn about each family's cultures, language and goals for their children. LUSD will continue to utilize the site and district outreach consultants to make personal contacts with underrepresented families. The district will provide training to the administrative staff on increasing the engagement of underrepresented families in school and district decisions and activities. Two school sites are providing targeting staff training on understanding poverty. Professional development in this area needs to be expanded to all school sites where the majority of students live in poverty.|4|4|1|1|2|3|3|1|3|2|1|1|2019-10-22|Met|2019 14632890000000|Lone Pine Unified|3|Each year, the schools send out a survey to all the parents/guardians that ask for their feedback on how they feel they are informed and invited in the decision making process. Past surveys generally indicated a feeling of being informed and invited at both school sites. One area of focus is to bring topics to the two main parent groups, Boosters and District English Learner Advisory Committee (DELAC) and gather their input on key site and district decisions.|The Parents are invited and supported to regular parent meetings at Lo Inyo and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc). District English Learner Advisory Council Meetings are offered but often times they have not been attended. One focus for improvement would be to increase the number of ways we can reach parents of English Learners and increase actual attendance at these meetings.|According to the 2019 School Climate Report Card, prepared February 5, 2019 from CalSchools and WestEd based on the California Healthy Kids Survey (CHKS) 76% of the parents are involved in schooling (Parent Involvement In Schooling category). This is compared to the 2018 average which was 86%. The state average for 2016-2018 was 81%. One outcome for this indicator will be to increase rating on this to above the state average and maintain it above for future years. The Parents are invited and supported to regular parent meetings at Lo Inyo Elementary School and Booster meetings at the high school. Most of our parents attend outside functions held at our sites (such as Back to School Night, sporting events, etc).|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 19647250000000|Long Beach Unified|3|In the School Culture and Climate Survey, 94% of parents expressed satisfaction with their opportunities to participate in school decision-making processes and programs – a continuation of outcomes from previous years. As with other responses, the numbers were generally consistent across various subgroups. English learner families registered at 96%, the socioeconomically disadvantaged at 94%, and parents of students with disabilities at 92%. While the results are quantitatively favorable, LBUSD places emphasis on the quality of family participation in school decision making, particularly parent leadership on school site councils, English Learner advisory committees, and other formal groups.|In the School Culture and Climate Survey, 95% of parent responses were favorable for LBUSD’s climate of support for academic learning and 94% for knowledge and fairness of discipline, rules, and norms. More than nine out of ten parents believed that schools provided high quality instruction and had high expectations for all students. The results were similar when it came to disciplinary fairness and informing students about what would happen if they break school rules. Although the numbers were generally positive, LBUSD continues to work on narrowing gaps that exist among subgroups, namely our African American, Hispanic, Pacific Islander, and English Learner families.|Over the past year, parents' overall favorable impression of LBUSD inched by a percentage point to 94%. This statistic is based on roughly 17,800 responses in the School Culture and Climate Survey, an instrument that was piloted in Spring 2014 and field-tested across numerous districts in Spring 2015, ensuring statistical validity and practical relevance. The survey has four main categories – climate of support for academic learning; knowledge and fairness of discipline, rules, and norms; safety; and sense of belonging (school connectedness) – all of which align with the goals of the Local Control and Accountability Plan. Parent satisfaction was at 92% or above in every one of these categories. Furthermore, 96% said “school staff treats me with respect”; 92% said “school staff takes my concerns seriously”; 92% said “school staff welcomes my suggestions”; 92% said “school staff responds to my needs in a timely manner”; 95% said “school staff is helpful”; and 93% said “my child’s background (race, ethnicity, religion, economic status) is valued at this school.” The numbers were generally consistent across various subgroups, but LBUSD remains committed to improving how it supports families of unduplicated pupils, particularly those who face language barriers and require additional services.|5|5|5|5|5|5|5|5|5|5|5|5|2019-08-20|Met|2019 18750366010763|Long Valley|3|The LEAs current strength is our school staff and leadership empowers parent groups to observe learning and provide input in decision making. An area of growth is to engage all stakeholders in the review of family engagement activities and the impact on input.|The LEA works closely with families. In the independent study program, staff meets individually with the student and their family. In the classroom-based program, teachers communicate ways to support student learning. An area for growth is to investigate ways to support families to advocate for their own children.|The LEA has strength in creating welcoming environments. Each location has friendly "customer service" attitudes and families are encouraged to participate regularly. Improving family friendly language is an area for growth. We regularly monitor participation by all subgroups to assure demographically similar rates to enrollment|3|3|2|2|3|1|2|1|3|2|3|1|2019-06-13|Met|2019 18641626010763|Long Valley Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 18641620135756|Long Valley Charter - Susanville|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 31668450117150|Loomis Basin Charter|3|As mentioned in the above sections, LUSD collects feedback from district families through multiple avenues. Across the district we utilize LCAP survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education. Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually used to modify the types of information we share with families based on areas of interest and need--such as those areas being focused on for parent education videos during the 2019-2020 school year. LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families.|LBCS provides staff dedicated time for professional development and designated collaboration time for teachers and administrators to discuss student data, growth, and to develop action plans to support student success. Additionally, there are ongoing progress monitoring meetings as well as structured supports for students and families through the Student Success Team (SST) process, Individualized Learning Plans (IEPs), and 504 Meetings. During 2018-2019 LUSD’s Program Specialist conducted professional development for all site administors, including LBCS’s, to help them better understand the IEP process and documentation. Meaningful parent participation was a major focus of these trainings. LUSD has a Community Advisory Committee (CAC) representative. Through this representative, and LUSD’s Program Specialist, information on topics such as, parent rights, advocacy, and supports, are shared with all families of students with IEPs across the district. LBCS keeps families aware of opportunities to be involved in many ways, including an updated website with links to documents parents can access to review school, district, and community resources.|LBCS collaborates with LUSD to offer trainings to all staff in building relationships with students and families, and there are structures in place to provide regular school to home communication. As of the 2018-2019 school year, LUSD increased the number of District English Learner Advisory Committee (DELAC) meetings held each year. LBCS families are invited to join all DELAC meetings. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent personal information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. New families, especially potentially underrepresented families, are personally invited to come to school committee meetings. Annually, LUSD collects community feedback from all families through the LCAP survey. Questions on the survey solicit feedback on both state and local priorities. In the future, LBCS would like to increase the number of families represented on all school and district committees. Ideas to improve participation include using classroom communication tools like newsletters and websites, increased personal invitations from school site administration, and using other parents to reach out and invite new faces to meetings. Additionally, Each year LUSD offers parent education. In order to increase the participation in parent education events, LUSD has designed a series of parent information videos designed to inform and support parents at home.|4|5|5|5|4|4|5|4|4|4|3|4|2019-11-07|Met|2019 31668450000000|Loomis Union Elementary|3|As mentioned in the above sections, LUSD collects feedback from district families through multiple avenues. Across the district we utilize LCAP survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education. Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families. Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos during the 2019-2020 school year. LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families.|LUSD provides professional development and dedicated collaboration time at all school sites, and across all grade levels, during which teachers and administrators discuss student data, progress, and action plans for student support. Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth. While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meeting, as well as parent-teacher conferences. During 2018-2019 LUSD’s Program Specialist conducted professional development for all site administors to help them better understand the IEP process and documentation. A significant portion of this professional development involved discussions on the importance of, and how to foster, meaningful parent participation. LUSD has a Community Advisory Committee (CAC) representative. Through this representative, and LUSD’s Program Specialist, information on topics such as, parent rights, advocacy, and supports, are then shared with all families of students with IEPs across the district. LUSD’s annual notification process includes information on numerous opportunities for families to be involved through various avenues. Additionally, links to documents parents can access at anytime to review school, district, and community resources for information and support are provided. In order to better support students and improve engagement of all families, LUSD has created an MTSS structure which will begin in 2019-2020. These monthly meetings will allow school site teams to better identify and support students through early intervention and will then provide teachers with resources that will allow them to better serve students and report on progress to families.|LUSD currently offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication. In addition, LUSD schools that receive Title I funding abide by a School-Parent Compact which is reviewed and discussed annually at School Site Council meetings. As of the 2018-2019 school year, LUSD increased the number of District English Learner Advisory Committee (DELAC) meetings held each year. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. At some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees. In this way, schools are working to increase the participation of underrepresented groups. Annually, LUSD collects community feedback from all families through the LCAP survey. Questions on the survey solicit feedback on both state and local priorities. In the future, LUSD hopes to increase parent engagement by reaching out to families of underrepresented groups with personal invitations to school and community events at all school sites. Additionally, LUSD hopes to increase participation in parent education events through the use of an online platform in 2019-2020. To accomplish this, a series of parent information videos have been designed to inform and support parents at home around topics such as, internet safety, curriculum access, social-emotional supports, and supporting students over the summer.|4|5|5|5|4|4|5|4|4|4|3|4|2019-11-07|Met|2019 30739240000000|Los Alamitos Unified|3|The District provides a variety of opportunities for input on decision making throughout the year. These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent Engagement Survey, Operation Steering Committee and Safety Committee. The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.|The District is committed to ongoing professional development for teachers and administrators. Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices. The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district. Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone.|The District is always looking for ways to engage parents and provide them with an opportunity for input. Currently each school site has a School Site Council, various community events, parent organizations and at some sites an English Language Advisory Committee. School administrators also use School Messenger to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities. Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives.|5|5|4|5|4|5|5|4|5|5|5|5|2019-10-08|Met|2019 43695180000000|Los Altos Elementary|3|Each school has an active School Site Council, Parent Teacher Association, and English Learner Advisory Committee, as required. These advisory groups provide input on key decisions, policies, and programs. Each group seeks to have broad representation, but this remains an area of focus.|LASD has done work to support improved parent communication regarding what is happening in each classroom and how each student is progressing throughout a term. This outreach includes a weekly teacher email, parent pages for important assignments, and end of unit overviews for parents. We work closely with our SPED families through Community Advisory Committee and seek to improve our presence and offerings for family engagement nights targeting our underrepresented families.|LASD values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: attendance rates at Parent EdTalks and other parent events, LASD social media analytics for Facebook and Twitter, and parent survey responses. All metrics are monitored in our LCAP. The Superintendent's LASD Ambassadors group is working to attract and retain families in LASD, including underrepresented families. Through improved translations services, targeted outreach, and meetings in targeted locations, we seek to improve the engagement of our underrepresented families.|5|5|4|3|4|4|3|4|5|3|4|5|2019-10-28|Met|2019 19647330110304|Los Angeles Academy of Arts and Enterprise|3|Families and students are regularly engaged in decision-making through PTO, ELAC, and SSC. Families are also encouraged to attend and participate at board meetings. Coffee with the Principal and parent workshops also provide a venue for parent voice and participation in school decision making. Through ASB, students design a number of activities at the school. A focus area for improvement in participation is school access. This was previously described.|LAAAE has a robust student services team which fosters building partnerships for student outcomes. LAAAE partnered with different agencies to provide comprehensive support. For example, Didi Hirsch provides onsite and offsite individual and group mental health therapy for students. LAAAE sponsors quarterly parent nights which provide a structured opportunity for parents to circulate with their child's teacher to discuss student progress and ways to work together to support improved student outcomes. Every other Friday, teachers have morning office hours to support students missing assignments. LAAAE leadership regularly provides updates to parents regarding their legal rights and also provides workshops for parents to explore different topics of legal rights. Despite all of the opportunities for support, it doesn't seem like enough. LAAAE leadership regularly seeks ways to strengthen existing and create new partnerships for increased student outcomes.|LAAAE prides itself on providing multiple opportunities for parental engagement necessary to build relationships. LAAAE used Blackboard to regularly communicate with families via telephone, text, and email. LAAAE also sent home a print monthly calendar packet and maintained a current website and social media. Parent meetings ranged from open house, to senior specific items (such as FAFSA, college admission), coffee with the principal, book club, and learning workshops. Print materials and communication at meetings are addressed in both English and Spanish to ensure that Spanish-only speaking parents can meaningfully engage. Since LAAAE serves predominantly underrepresented families, these aforementioned engagement activities primarily serve underrepresented families. An area identified for improvement is increased parent access to the campus. LAAAE does not have presence in the host school's main office. Upon arrival to that office, parents have to call LAAAE and then wait for escort to LAAAE. LAAAE is working with the host school's leadership to identify ways LAAAE staff can be housed in or near the main office to facilitate parent access.|4|4|4|4|4|4|4|4|4|4|4|4|2019-08-29|Met|2019 19772890109942|Los Angeles College Preparatory Academy|3|In 2016 LACPA offered a 6 course schedule to the students with the only 3 electives: Spanish, Art, and P.E (which is a state requirement). The new administrative team surveyed the parents and students to garner interest in what students wanted to learn via the SSC committee and school climate survey. After receiving the feedback, administration added 11 new elective courses, 1 of which was funded 135k from the State Board of Education. Parents and students also indicated that they wanted opportunities to gain college experience; and in 2019 administration added a dual-enrollment program. Parents, students and staff participated in the renewal and rewrite of the charter, choosing the charter's new name, voting on policies and creating behavior and academic plans to best fit the needs of our students.|LACPA has a community service requirement of students, serves as ambassadors for the anti-bullying program Be Smart. LACPA has a reserved account for foster and homeless youth and provide families with special education services, counseling services, after school tutoring and breakfast, lunch and dinner. LACPA also provides transportation TAP cards to families living over 1 mile from the school. LACPA also provides uniforms for families that cannot otherwise afford it. LACPA has developed a plan to recruit more students in-need. We currently only have one family that falls in this category.|All families are able to attend board meetings. LACPA also has a SSC that assists in policies and decision-making processes of the school. These are reviewed yearly and voted upon by the governing board and the committee. LACPA needs to recruit more parents to be a part of this committee and retain them on the committee.|4|5|5|5|4|4|5|5|4|4|5|5|2019-06-25|Met|2019 19101990000000|Los Angeles County Office of Education|3|Parent Advisory Committee (PAC): LCAP is a standing agenda item for all PAC meetings throughout the 2018-19 school year. Meetings were conducted in English and Spanish and were held in Downey on 10/26/18, 2/15/19, 4/19/19 and 6/7/19. The LACOE ED Programs presented the LCAP goals, outcomes, actions and services to parents in a PowerPoint, and handouts were provided to parents in their primary language, with parents providing written feedback and questions for clarity. The LCAP was also a standing agenda item at every Parent Education Consultation Program (PECP) as well as at the LACOE Educational Programs' engagement meetings and parent workshops over the course of the school year, where parent input and feedback was collected. LACOE Educational Programs selected these measures because they reflect abundant efforts to seek parent input in decision-making and participation in programs that engage families in the education of their children. Families indicated a need in supporting their child in meeting the high school graduation requirements, diversion, and support at the local high schools. The findings relate to the goal of engagement as parents have many opportunities to become involved in their child’s education, while participating in decision-making and providing input on the LCAP: Number of consultation meetings hosted and attendance - 2016-17: 5 Parent Advisory Committee meetings held; 50 attendees - 2017-18: 5 Parent Advisory Committee meetings held; 79 attendees - 2018-19: 5 Parent Advisory Committee meetings held; 61 attendees Parent attendance to workshops and learning opportunities is reported as follows: - 2016-17: 1,605 attendees; 140 workshops - 2017-18: 2,200 attendees; 205 workshops - 2018-19: 2,105 attendees; 180 workshops|LACOE Educational Programs continues to build and maintain partnerships through the Parent Consultation and Education Program (PCEP). PECP provides parent and family workshops, classes, and other activities throughout Los Angeles County and engages families in meaningful discussion and feedback related to educational plans. - 2,105 participants participated in the PECP workshops for year 2018-2019 exceeding our goal of a 5% increase. - There were over 15 PECP workshops that provided resources, education and leadership to parents throughout LACOE schools. Additionally, with regard to building partnerships, the annual LCAP Survey was completed by 154 parents. The results for parents are the following: "I am a partner with this school in decisions made about my child's education" 33% strongly agreed and 29% agreed with this statement. "I feel welcomed to attend parent activities at this school" 48% strongly agreed and 25% agreed with this statement.|The LACOE Educational Program's (EP) Parent Education and Consultation Program (PECP) provides parent and family workshops, classes, and other activities throughout Los Angeles County and engages families in meaningful discussion and feedback related to educational plans. Workshops are facilitated by school liaisons. Materials are distributed in Spanish and English. Additionally, with regard to building relationships, the annual LCAP Survey was completed by 154 parents. The results for parents are the following: "The school encourages me to participate in organized parent groups" 44% strongly agree and 35% agreed with this statement. "The school provides opportunities to help me support my child's learning" 50% strongly agreed and 21% agreed with this statement.|5|5|5|4|4|4|4|3|4|4|4|4|2019-10-15|Met|2019 19101990109942|Los Angeles International Charter High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19647331996610|Los Angeles Leadership Academy|3|We are currently building both systems and capacity to maximize efficiency in our SSC and ELAC meetings. Both advisory groups have been meeting regularly and meeting necessary compliance objectives, and now we are really looking to increase our parent engagement and ownership of these groups. Another strength is that parents are also able to provide input through Coffee with the Principal and individual meetings with leadership. Our area of improvement is to increase stakeholder feedback, specifically parents, in order to increase overall parent participation. This looks like having a task force of stakeholders working together to plan, implement, and evaluate strategies to increase parent participation. We also need to add a way to desegregate the family survey data into subgroups in order to analyze data to ensure all families are represented.|One of our strengths is providing opportunities to families to learn how to better support their child at home through events such as Coffee w/the Principal, parent workshops, referrals to outside agencies, family nights, and parent conferences. These are available to all families, held at various times throughout the day, and include necessary translation. Additionally, teachers, our family outreach coordinator, administration, and mental health staff make themselves available by any means necessary to meet with and support families. All of these activities help parents learn how to better support students academically, emotionally, or behaviorally, as well as feeling a part of our community. One of our identified areas for improvement is improving our school’s cultural awareness and connection with our broader community in order to increase the parent engagement. We are working to increase attendance at family events in order to create a greater network of support and community. In order to do this we have increased our presence in the community at community events, varied the type of events we host, and done work on developing our cultural awareness as a staff. With this, we also want to increase the participation of all subgroups of students, specifically students with IEPs. Our director of Special Education is working to educate both staff and families about student rights and advocacy in this area.|One of our biggest strengths is communication with families. We have worked to maximize one-way communication such as newsletter, weekly behavior report, social media postings, auto-dials, and text messages linking to important documents. We’ve also increased two-way communication through creating policies around communicating with families, practicing family communication, and providing time for family visits. We also provide face-to-face opportunities for feedback through Coffee with the Principal, Open Forums, Parent Conferences, participation in Parent Teacher organization and school committees. We still need to improve staff members learning about each family’s strengths and culture in order to develop more trusting and respectful relationships. To address this, we will have outside facilitators support staff development with race, diversity, and inclusion. We will continue to develop our community connection and activities to create greater engagement throughout the year. By taking time to learn about culture, our families’ cultures and how to connect with all families, we will be able to create stronger relationships with underrepresented families by allowing them to feel understood, supported, and invested.|4|4|3|4|3|4|4|4|3|3|4|3|2019-11-15|Met|2019 19647330124818|Los Angeles Leadership Primary Academy|3|The LEA is successful in seeking out input for decision making. Parents are involved in the decision making process through involvement in ELAC and School Site Council. Both advisory groups have been meeting regularly to adhere to the necessary compliance objectives, and how now we are really looking to increase our parent engagement and ownership of these groups. Parents are also engaged in the decision making process through involvement in the Parent Teacher Organization, Open Forums, Coffee with the Principal meetings and annual surveys. The LEA seeks to improve in the area of proving opportunities to collaborate with parens in the planning, design and evaluate family engagement activities at the school site. The parent center representative will meet with admin to actively engage parents in the aforementioned areas of family engagement. She will also seek out, target, and support underrepresented families.|One of our strengths is providing opportunities to families to learn how to better support their child at home through events such as Coffee with the Principal, parent workshops, referrals to outside agencies, family nights, and conferences. A strength for the LEA is the implementation policies or program for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is illustrated in the 95% attendance rate at parent conferences. An area of improvement and focus providing families information and resources to support student leaning and development in the home. we are working to increase attendance at family events in order to create a greater network of support and community. The student center rep will focus efforts on identifying and reaching out to underrepresented families. We will also increase our presence at community and local events for our families.|Los Angeles Leadership Primary Academy's strength is in creating a welcoming environment for all families in the community. The school works in conjunction with the PTO (Parent Teacher Organization) and Parent Center Coordinator to provide workshops, activities and family events. Families are also always welcomed in the Parent Center to volunteer or seek out community resources. The Parent Center rep is the liaison for our families and community service providers. Los Angeles Leadership Primary Academy will continue to support the progress of learning about each family's strengths, cultures, languages and goals for their children. We continue to use 4 conferences a year to engage teachers with the families. Teachers all have an open door policy for our families. The school will also support teacher through participation in professional development and access to off-site workshops for cultural awareness. By taking time to learn about culture and how to connect with all families, we will be able to create stronger relationships with underrepresented families by allowing them to fee understood, supported, and invested.|5|5|4|4|4|3|4|4|5|5|4|3|2019-11-15|Met|2019 19647330000000|Los Angeles Unified|3|100% of schools established a School Site Council at the start of the new school year. This includes a family needs assessment where staff and families learn about family strengths, languages, and identify common goals for students. Federal policy also tasks schools to organize a Parent & Family Involvement Policy for Title I families. This tool highlights resources and workshops offered to families in collaboration with school staff and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, as members of English Language Advisory Committees and the Local School Leadership Council. Another initiative where families learn about their legal rights is through the We Are One L.A. Unified: Standing with Immigrant Families campaign. The districtwide campaign empowers families with know your rights information in the areas of immigration, health, housing and education rights. An area of growth for the school district is to adopt a set of initiatives that directly target Title I and highest need families through teacher and staff training, providing of resources, and connecting families to advocate for their own students. Providing families with multiple opportunities to provide input in school site decisions is an area of strength for the LAUSD. These opportunities are offered at the school site, regional office, and central offices. From the school site perspective, principals, staff, families and students attend annual School Site Council trainings hosted during the weekends, and workweek, to effectively engage families in advisory groups and with decision-making. A district bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The School Site Councils specifically make decisions about programs and services and receive recommendations from parent membership from the English Language Advisory Committees (ELAC). The ELAC are organized at school sites with twenty-one or more English Learner students. The participants meet to offer recommendations to the School Site Council.|The school district has identified 550 Parent & Family Centers of which 279 (50.7%) were modernized with mobile devices, furniture and equipment. The centers facilitate workshops covering academic, health and enrichment workshops for families. Districtwide, during the 2018-19 school year, 90% of district schools reported hosting at least four academic workshops for families. The workshops are provided by teachers, school staff and administrators. The Los Angeles Unified provides families with information and resources at multiple access points including the district, regional office and school site webpages, in addition to the five hundred and fifty Parent & Family Centers, and through workshops provided by school staff and community partners. The majority of families surveyed in the District’s School Experience Survey stated that their school sites provide information on grade level requirements, 90% for elementary, 87% for middle, and 85% for high school. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand, 96% for elementary, 94% for middle, and 91% for high school. Regarding programs where teachers meet with families, the School Experience Survey reports that a majority of participants participate at teacher events, like parent teacher conferences and performances at a rate of 95% for elementary, 86% for middle, 73% for high school families.|The LAUSD is organized to support family engagement through a centralized Office of Parent & Community Services, and six regional Parent & Community Engagement Teams in coordination with the Federal & State Education Programs Office. These teams support the implementation of school site trainings for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers. In 2018-19, the district processed 20,000 volunteers. Families and school staff are also provided opportunities to work together to plan, design, implement and evaluate family engagement activities at school and district levels. The school site facilitates this process during the School Site Council meetings, and at the district level this process is facilitated as part of the Title I study groups hosted geographically across the Los Angeles Unified. In both scenarios families evaluate the family engagement program for the school site, as well as district, which results with establishing a family engagement policy.|2|2|1|3|2|2|2|2|4|3|3|2|2019-10-10|Met|2019 24657550000000|Los Banos Unified|3|LBUSD promotes parent and family engagement for all students. LBUSD's parent and family engagement policy spells out actions that LBUSD will take in order to encourage and facilitate the interaction between parents, families, and schools. The policy was jointly revised in the 2018-19 academic year by the LBUSD District Advisory Committee, which consists of LBUSD staff, parents and community members. The policy was approved by the LBUSD board of trustees in June 2019. The policy is distributed and reviewed by all school site councils at the beginning of each school year in a public SSC meeting. For parents with limited English proficiency, LBUSD uses a variety of strategies to engage, inform and support these families. Each month, LBUSD holds evening DELAC meetings. These meetings review dashboard indicators, inform parents of their rights, review the process by which parents can communicate with their child's school, and address a variety of educational topics as requested by the DELAC, such as the college application process, early childhood literacy, and NGSS. Since the vast majority of our DELAC parents speak Spanish, these meeting are held in Spanish with translation services provided for parents and community members who speak other languages. Translation services are provided at all district and site meetings as well as all special education meetings and meetings with migrant parents. As a focus area for improvement, LBUSD will provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to hold LCAP information and review meetings at different school sites and throughout the Los Banos community in order to increase parent participation in developing the local control and accountability plan.|LBUSD partnered with Parenting Partners to provide parents workshops and support. These workshops occur regularly throughout the school year for parents of elementary and secondary students. These workshops provide parents information regarding parent rights, how to communicate with schools, and how to support students who are struggling among other topics. LBUSD high schools partner with the University of California, Merced to offer parents the Parenting Empowerment Program (PEP). PEP is a partnership between UC Merced and LBUSD that offers parents 8-10 courses on a variety of topics including the college application process and FAFSA applications. Parents who graduate from the program then participate on a tour of colleges and universities throughout California to help parents better understand the opportunities afforded their students. These partner workshops and events occur in addition to the previously mentioned informational meetings held by the district. As a focus area for improvement, LBUSD will work on increasing the number of parents participating in the different parent programs offered and parent attendance and participation in school events.|Each year, LBUSD provides training for site administrators regarding how to engage and support their school community. LBUSD administers a parent survey each year and the results are used by district and site administrators to identify needs and wants from the school community. The training is tailored to the needs expressed by parents and staff. Site administrators, in turn, support their staff in the same process. The training focuses on how to connect to, interact with, and collaborate with parents in the education of their children. As part of the LBUSD parent and family engagement policy, LBUSD provides assistance to parents and the community in understanding the California State Standards, the summative and formative assessments used, and any and all supports provided to assist students. This information is disseminated in formal district wide settings, such as Board meetings, District Advisory Council (DAC) meetings, DELAC meetings and community cafes. The community cafes are informal meetings that occur throughout the school year where district staff as well as invited presenters, share information on a variety of topics as requested by LBUSD parents and community. These topics are also covered at school site council meetings and school based parent information meetings and parent nights at each of the school sites. LBUSD administers a survey of parents from Hanover Research annually to inform the district of parent and family members perceptions of the district and drive LCAP development. Most responding parents reported being satisfied with their schools and school communication. 91% of parent respondent were satisfied with their school principal's visibility and availability. 91% were satisfied with communication from their child's school and 88% were satisfied with the helpfulness of office staff. Further, 85% were satisfied or very satisfied with the communication of the district's goals and policies. As a focus area for improvement, LBUSD will continue to provide training and frameworks to support staff in learning about our families' cultures, strengths, languages, and goals for their children.|4|5|3|4|4|4|2|4|4|4|4|4|2019-11-14|Met|2019 19647330137463|Los Feliz Charter Middle School for the Arts|3|Los Feliz Charter Middle School for the Arts was in its first year of operations, and has implemented a process to educate and engage stakeholders in school decision making. This engagement takes place throughout the year in a variety of forums: Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with development of the SPSA and creation of the LCAP. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school next year will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.|Families are offered multiple pathways to learn about and discuss student progress. There are a variety of ways the families and school collaborate on supporting student progress: class syllabi, weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to analyze our challenge points in these processes to find additional ways to accommodate the needs of underrepresented families|Los Feliz Charter Middle School for the Arts has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: I feel welcomed at the school (99%); I feel parents are involved in the decision making of our school (99%); My child feels safe at this school (99%); School administration and staff are caring, helpful and responsive (99%). Students indicated We have also made a dedicated effort to improve our forms of communication with the implementation of a new parent communication system that also has translation support. We will be analyzing the response open and response rates to determine how well the information is being received. An area of continued growth is to help our staff work with families of different cultures and languages in a way that differentiates how we engage and provide support.|5|5|4|5|5|4|5|4|4|4|4|4|2019-11-21|Met|2019 19647330112235|Los Feliz Charter School for the Arts|3|Los Feliz Charter School for the Arts has a process that engages and educates stakeholders on the SPSA and LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the 2018-19 school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school next year will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.|Families are offered multiple pathways to learn about and discuss student progress. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.|Los Feliz Charter School for the Arts has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: My child feels safe at this school (95%); I feel parents are involved in the decision making at our school (96%); I believe in the school's Safe School/Social Emotional Learning (e.g. Cool Tools, Mindfulness) approach (98%); School administration and staff are caring, helpful and responsive (96%). We have also made a dedicated effort to improve our forms of communication with the implementation of a new parent communication system that also has translation support. We will be analyzing the response open and response rates to determine how well the information is being received. An area of continued growth is to help our staff work with families of different cultures and languages in a way that differentiates how we engage and provide support.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-21|Met|2019 43695260000000|Los Gatos Union Elementary|3|LGUSD has made extensive efforts to seek input for decision making. LGUSD chose a survey and focus group meetings to gather input from the community because it was deemed as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the new strategic plan for the district. The district will continue to improve communication and offer opportunities to contribute in the decision making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.|LGUSD has remained committed to providing professional learning opportunities for staff along side parent education sessions. Focus areas for the district during the past year have been Erin's Law and Comprehensive Sexual Education. Professional development opportunities for teachers/staff as well as parent education nights have been provided in these areas. LGUSD will continue to specifically reach out to underrepresented families and will aim to increase participation in parent education offerings.|LGUSD has remained committed to building relationships with the families we serve. This fall the superintendent facilitated more than 25 focus groups inviting families (including underrepresented families) from across the district to provide their feedback and ideas regarding the direction of the district. This is all part of the development of a 5 year strategic plan for LGUSD. Additionally, an LCAP survey is sent via email to all LGUSD parents and is open from March-April every school year. The survey is used to gather input to guide district decision making and to expand the ways that we can increase parent participation opportunities. The survey has questions relating to each of the eight state priorities. After review of the feedback LGUSD will make additional efforts to train staff to remain as culturally sensitive as possible.|5|5|4|5|4|5|5|5|5|5|5|5|2019-10-24|Met|2019 43695340000000|Los Gatos-Saratoga Union High|3|Both schools have active parent advisory groups including school site councils, PTSO/Home and School Club, and multiple boosters organizations. Families in the district with students with special needs participate in the Community Advisory Committee (CAC) for the Special Education Local Plan Area (SELPA) receiving training and support. Administrators meet regularly with these groups and seek input from parents in decision making and planning. The District held multiple Local Control Accountability Plan (LCAP) stakeholder input sessions and administered surveys. Also, the district held a District English Language Acquisition Committee (DELAC) meeting this spring to seek input into the Local Control Accountability Plan (LCAP). An area of focus for 2019-20 is to engage families including underrepresented families in providing feedback about the district's school bell schedule and in development of the new LCAP for 2020-2023.|The LEA focuses professional learning on the utilization of Canvas, the district's learning management system that promotes parental awareness of student progress and school wide activities. School Messenger and Aeries email are additional tools administrators and teachers can use to communicate with parents. In addition to guidance nights where parents can receive additional information students can meet with their teachers during tutorial for additional assistance. Parents can also request meetings with teachers for support. Parents are provided with notification of parent rights and safeguards in the annual notification to parents and students and students with special needs receive specific special education notifications of their legal rights during IEP meetings. The district's website also contains information about board policies and parent legal rights.|LGSUHSD surveyed staff, students, and parents in the 2018-19 LCAP Survey regarding parent engagement. Over 400 respondents rated parental engagement and involvement on a 1-5 point scale: Our schools value and encourage parental involvement (3.5 average) Our schools communicate effectively and in a timely manner with parents (3.6 average) Site principals and assistant principals meet frequently with parent committee and organizations. Stakeholder meetings are convened to address a wide array of topics including diversity and inclusion, social-emotional learning and school improvement initiatives. School sites promote parental participation by convening a variety of evening community meetings and events including world cafe meetings, brown bag lunches featuring discussion topics with parents, guidance nights and parent camps.|3|4|3|4|3|4|3|4|3|3|3|2|2019-10-29|Met|2019 52715710000000|Los Molinos Unified|3|For the 2019/2020, school year, School Principals will be conducting "Coffee with Parents". This will consist of classroom walkthroughs and academic achievement discussions.|LMUSD will working towards providing parenting classes and a variety of informative presentations for the 2019-2020. These services will be provided by counseling staff.|LMUSD takes great pride in extending opportunities for all families to engage with all school sites. From our ELAC, DELAC, and SSC meetings to our yearly celebrations such as the Halloween Carnival and Breakfast with Santa, our families attend regularly and interact with all staff members.|4|4|4|4|4|3|3|4|4|4|4|4|2019-09-19|Met|2019 19647580000000|Los Nietos|3|Based on input from the Superintendent's Advisory Team, there were several areas of strength identified: * Providing workshops and training based on the feedback and comments from parents The LEA will strive to continue improving education parents engagement via: * School site parent groups * District parent groups * Engage in a partnership with Rio Hondo College to collaborate with parents throughout the district|Based on input from the Superintendent's Advisory Team, there were several areas of strength identified: * Workshops were provided in English & Spanish * Provided annual Student/Parent Handbook which details student and parent rights * Provided parents their rights in Individualized Educational Plan meetings and Parent Conferences The LEA will strive to continue improving education parents regarding their rights via: * SART and SARB meetings|Based on input from the Superintendent's Advisory Team, there were several areas of strength identified: * Attendance at Back-To-School and Parent Conferences (which was measured via Qualtrics) * Workshops were provided in English & Spanish * Provided Dental Screening and dental care referrals to all students * Provided Social-Emotional counseling referrals and services The LEA will strive to continue improving family engagement by offering: *Academic/Social/Emotional support workshops and training * Increase the using of various mediums of communications text messages, emails, phone calls, flyers and social media|4|4|4|3|3|4|3|4|3|3|4|4|2019-11-13|Met|2019 42692450000000|Los Olivos Elementary|3|The school has lots of opportunities for parents to participate including the Spartan Alliance and the Los Olivos Foundation. The school can improve in engaging English Learner families by providing translators at parent and community meetings.|The current strength lies in the relationship the district has with the Santa Ynez Valley Special Education Consortium. Being a small district, we have combined with the other small districts in the area to share resources and it is led by a highly trained director. On the other hand, having such a small English Learner population, there has been little effort to train the staff to work with those families.|This is a small and close-knit community that participates a great deal in the school and in the success of their children. Even though there are a small number of English Learners, none of those families participate in any of the parent groups. A goal would be to bring in a translator so they feel welcomed to participate.|4|4|4|4|3|3|3|4|4|4|3|4|2019-10-07|Met|2019 15635940000000|Lost Hills Union Elementary|3|Parents are informed about their rights to participate in their children's education and of the opportunities available to them to do so. Schools send information to parents and encourage them to sign up for or nominate other parents to join the following parent committees: School Site Council, English Learner Advisory Committee, and Migrant Parent Advisory Committee. After parents have had the opportunity to express their interest in joining, all parents have the opportunity to select their representatives for each committee. Schools provide training for the principal or designee of each school regarding requirements for parent involvement, leadership strategies, and communication skills to assist him/her in facilitating the planning and implementation of parent involvement activities. The district also provides training and information to members of district and school site councils and advisory committees to help them fulfill their functions. In addition, the district provides ongoing district-level workshops to assist school site staff and parents/guardians in planning and implementing improvement strategies, and seek input from parents/guardians in developing the workshops. The district invites parent input on the LCAP plan from other district committees and school site councils and ensures that there is an opportunity at a public Board meeting for public comment on the LCAP plan prior to the Board's approval of the plan or revisions to the plan. At the beginning of each school year, the district provides a master calendar of district activities and district meetings.|The district developed and adopted a Parental Involvement Policy with input from the parents. Input was acquired through parent surveys, School Site Council meetings and English Learner Advisory Committee meetings. Each school distributes the Parent Involvement Policy annually to parents through the Parent Handbook. Parent involvement policies are reviewed and revised by the School Site Council parents annually. The district engages parents in meaningful interactions with each school. It supports a partnership among staff, parents, and community to improve student academic achievement. To help reach these goals, each school establishes the following practices: The school provides parents with assistance in understanding state state’s academic content standards, assessments, and how to monitor and improve the achievement of their children. Each school provides workshops/tutorials for parents for understanding state and benchmark assessment. Progress reports and reports cards are provided in English and Spanish. Schools provide parents with materials and training to help them work with their children to improve their children’s achievement. During parent informational nights, workshops, tutorials, parents are provided with resources such as California Common State Standards, K-8th Common Core Standards Parent Handbook, Parent Handbook for English Language Arts, Parent Handbook for Mathematics, Fifty Ways to Help Your Child Learn. These materials are reviewed with parents.|Schools educate staff members about the value of parent contributions, and in how to work with parents as equal partners. Schools dedicate at least one professional development session to parent involvement/ engagement strategies and the importance of continuous communication with parents regarding student progress. Parents are also encouraged to meet with teachers throughout the school year. Schools coordinate and integrate the parental involvement program with the Migrant Education Program, and English Learner Program to maximize services/benefits provided to parents. Schools distribute information related to school and parent programs, meetings, and other activities to parents in a format and language that the parents understand. All information that is sent home to parents is sent in English and Spanish including information about programs, activities, announcements, etc. In addition, the schools provide support for parental involvement activities requested by parents. Support consists of: translators/interpreters, child care, and assistance making health referrals. All documents sent home to parents including but not limited to Student-Parent Handbook, progress reports, report cards, test results, flyers, letters, and newsletters are sent in English and Spanish. All automated phone messages, text messages, voice messages, and emails are also sent home in Spanish. The district employs a translator/interpreter whose responsibilities include translating all documents sent to parents and providing interpretation for non-English speaking parents during school-parent meetings, parent-teacher conferences, and IEP meetings.|3|4|2|4|2|4|4|3|4|4|4|3|2019-10-14|Met|2019 19647660000000|Lowell Joint|3|Each year, a Parent Survey is conducted in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities in six areas: Student Achievement/Course Access, Student Engagement, School Climate, Basic Services, Implementation of State Standards, Parent and Family Engagement. There were 453 responses which is up significantly from the 232 responses last year. With less than 3200 students total, it is representative of more than a third of our families. We make additional phone calls to our English learner families to survey in Spanish. For the purposes of the California Dashboard, a few select items target information about parental participation in programs and input in school and district decision making. In addition to the LCAP Parent Advisory Committee, district personnel attended PTA meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students in Lowell Joint. A section of the Parent Survey targets Parent and Family Engagement specifically. When asked if parents and families are provided multiple opportunities to be involved in their child's educational experience, 94% of respondents Agree or Strongly Agree. This is up 3% from the 2018 survey. 88% of respondents Agree or Strongly Agree that they feel comfortable initiating discussion with school staff regarding academic behavior or social concerns, which is a decline from the prior year. Over 99% have electronic devices to receive digital communication with 88% who Agree or Strongly Agree that the schools provide a variety of ongoing communication to inform parents about their student’s academic progress. The survey was designed by LJSD to align with specific areas of the Local Control Accountability Plan (LCAP) to measure progress on both state priorities and District goals. Results of the Parent Survey are shared with the Board annually in September, and the Principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels. Training is provided every other year for parents on School Site Council and the District English Learner Advisory Committee. Each year, the parents who serve on the Parent Advisory Committee for the LCAP are also given information about their role in identifying and prioritizing needs to be addressed in the district. A goal is to plan more district-wide family engagement activities to augment site offerings.|While the district has not provided specific training in recent years for partnering with families, we have continued to develop avenues for parental involvement and support of learning in the home through each new adoption over the last three years. Each program has digital resources that are accessible by parents to support learning in the home. Teachers provide information at Back to School Night, and information is provided on the district website as well. Currently, mathematics, English Language Arts, and History/Social Studies all have such resources. As part of the report card cycle, teachers are provided with release days to schedule parent conferences to discuss student achievement, goals, and areas of strength. Additionally, parents of English learners receive updates on language development. Student Study Teams (SSTs) are also available as needed to discuss unique concerns or issues and develop in-depth plans of support in addition to an Individualized Education Plan (IEP) for a student with an identified learning disability. Parent rights are detailed in the Annual Parent Notification distributed at the beginning of the year to all families. Parents are vital partners in identifying and prioritizing needs in the district through the LCAP process with an intentional focus on engaging parents of underrepresented families.|The District as a whole has very strong relationships with parents with active involvement in PTAs, School Site Councils, fund raising events, volunteering, and other leadership opportunities through the LCAP process, the Parent Advisory Committee and the Bond Oversight Committee for example. When asked if parents and families are provided multiple opportunities to be involved in their child's educational experience, 94% of respondents Agree or Strongly Agree. While the majority of students in the district are Hispanic, we have a growing number of families from other race/ethnic backgrounds and languages that are less familiar to staff. This will be an area of growth for us in identifying resources and supports for both understanding and then reaching our families to build better relationships. This will help to better connect with underrepresented families. We are also looking to provide more parent training at the district level. We have identified staff members to provide Love and Logic training again with a goal of supporting the parents of our unduplicated students who are often underrepresented in other parent engagement opportunities. We are planning for how the district may best augment the parent supports provided at the site level. The Superintendent meets with parents for "Coffee with Coombs" and district staff attend PTA meetings regularly as well to build relationships.|4|4|3|4|3|3|4|4|4|4|4|3|2019-06-24|Met|2019 01612590126748|LPS Oakland R & D Campus|3|LPS Oakland is a school that values meaningful partnerships with families. There are many opportunities for families to provide feedback via focus groups and school surveys. There are family workshops where families are provided with an opportunity to engage in discussions regarding school climate, facilities, academic outcomes, and college preparation. At these workshops, notes are taken and the input is used by the school for reflection and planning.|LPS Oakland there has been strengthened interest in SGC and ELAC, where parents are having the opportunity to review student data, learn more about the academic program, ask questions about the outcomes and provide input into the LCAP budget priorities and the needs of the students.|LPS Oakland has established multiple opportunities for families to become involved in to form meaningful partnerships. There has been an increase in participation at the Parent Guardian Association Meetings, at which there have been academic-based workshops that were facilitated by both students and staff. These workshops inform parents on strategies to increase student learning. These workshops have strengthened the relationships between staff and families, opening-up communication and resulting in meaningful partnerships between home and school.|4|4|4|4|3|4|5|3|4|3|4|4|2019-10-19|Met|2019 17640480000000|Lucerne Elementary|3|The Lucerne Elementary School District has an active school site council that discusses pertinent school issues and uses their influence to make school-wide decisions. The LEA can improve on gaining input from underrepresented groups. One underrepresented group that the district will be working to support in the 2019-20 school year are our Homeless families.|The Lucerne Elementary School District has done a good job of informing families of their students’ academic progress. The district also has several procedures in place for families to discuss the individual needs of their students. An area of improvement for the District would be encouraging families to exercise their legal rights.|Lucerne Elementary School District continues to look for ways to improve relationships with all stakeholders. The results from our community survey indicate that they feel welcome and respected when they visit our site. There has been ongoing professional development for educators to support them in meeting the needs of our diverse student population. We can improve on how we communicate with families that are non-English speaking.|3|3|3|2|3|4|3|3|4|3|1|2|2019-07-12|Met|2019 36750510000000|Lucerne Valley Unified|3|LVUSD’s current strength in seeking input for decision making is currently building the capacity of principals, staff, family members and advisory groups with decision and policy making by encouraging participation on committees like; School-Site Council and ELAC, as well as getting parent and family feed-back from events like Breakfast with the Principals. LVUSD will also be identifying our goal of continuing to increase input for decision making by offering parent workshops in the 2019/2020 school year in an effort to get added opportunities for families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. In the LCAP survey this year, we will be polling families to evaluate what they would like more information and support on. We will, in addition to the suggested workshops, offer support in cyber-security and the dangers of student vaping. We will also use this survey to ask for feedback on programs that families believe are working well and asking for suggestions on other programs.|LVUSD’s current strengths in this area of building partnerships with families for student outcomes include; hosting a reading and literacy night where parents are invited to participate, offering one-to-one computer technology as a student and family resource, meeting with families in parent teacher conferences in order to discuss student progress, teaching students and parents how to access student progress via Aeries Portal, Multicultural Night, Grandparents’ Day, and supporting families in their understanding of their legal rights and advocating for their students by offering copies of parent rights at every IEP meeting and having equitable access to the formal complaint form through the LVUSD website. LVUSD is identifying our goal of continuing to improve growth with underrepresented families by offering parent workshops in the 2019/2020 school year. In the LCAP survey this year, we will be polling families to evaluate what they would like more information and support on. We will, in addition to the suggested workshops, offer support in cyber-security and the dangers of student vaping.|LVUSD’s current strengths in building relationships with our families include; inviting families to participate in Breakfast with the Principal, inviting families to attend awards assemblies for student recognition and inviting families to participate in School Site Council. LVUSD utilizes translators to bridge language gaps while communicating with parents, sends out connect ed messages in English and Spanish and is implementing English Learner Advisory Committees and District English Learner Advisory Committee (ELAC and DELAC). LVUSD is identifying our goal of continuing to build more family engagement as a focus area for the 2019/2020 school year.|3|3|3|4|3|3|4|3|3|3|4|2|2019-10-10|Met|2019 40687590000000|Lucia Mar Unified|3|Individual school sites currently seek input from families in a number of ways. We hope to further these efforts with a coordinated districtwide survey for families and students (3rd-12th grade) in the Fall and Spring of the 2019-2020 school year. This is an area of improvement over prior years where family surveys varied from site to site and student surveys were limited to a few isolated grade levels. Areas of relative strength and weakness will help determine future discussions and actions.|...|....|4|4|3|4|4|3|4|4|4|4|4|3|2019-10-15|Met|2019 43694270130856|Luis Valdez Leadership Academy|3|TFHE has put effort into building the capacity of LVLA administrators to effectively engage parents in both advisory groups and decision making. Beginning this past year, principals attend a monthly meeting, for the majority of the day, that focuses on building their professional skills. One major area of professional development is how to drive better engagement with families and the community that we serve. Principals receive support in the purposes and how to best conduct regular meetings with families, be they SSC meetings, LCAP meetings, ELAC meetings, or parent workshops. This year, participation in the stakeholder survey has increased from 1% to 25%. While it is good to see an increase in participation, LVLA wants to see the number of parents responding to the survey increase during the 19-20 academic year. Parents are engaged in decision making and outreach activities through the Parent Coordinator and Principal (Cafecitos, workshops, etc.) and community meetings (SSC, LCAP, ELAC, etc.). During these varied points of engagement, families regularly express opinions on how the school can improve in their eyes. Families have requested additional academic support for their children beyond classroom instruction. As a result, LVLA has put effort into establishing regular tutoring support for the upcoming academic year for foundational math concepts, writing, and SAT preparation. Families have also requested additional security for the campus in the form of supervision and cameras. For the upcoming year, we plan to supplement efforts in these areas. These are but a few examples of how LVLA listens to community feedback, and does its best to implement their suggestions in partnership with other community resources.|Teachers, parents, and principals attend meetings to form meaningful partnerships and interventions to support student success. Planning for these often takes place during weekly staff collaboration time. The parent coordinator works directly with teachers and administrators to provide relevant and timely information to parents In order to support their children’s progress. Through regular meetings with families, facilitated by the parent coordinator, parents understand how to better exercise their legal rights and advocate for their community. The parent coordinator also offers workshops that focus on topics ranging from parenting skills to college/career readiness. The Special Education department regularly meets with all IEP and identified students, alongside their families and teachers, to ensure that families understand how to advocate for their children and how to best support their growth and academic development in the classroom. Partnerships are also built with parents through student led conferences, where 100% of parents/guardians meet with student advisors and their students to review academic and social/emotional progress. Through the SLC’s parents are also reminded of their students’ graduation progress and college eligibility. These methods demonstrate how LVLA is committed to building real partnerships to drive better outcomes for students.|LVLA works to provide a positive, welcoming and vibrant community for all families that come onto campus. All LVLA staff has an open-door policy to meet with parents/guardians to address any concerns, questions or suggestions. Faculty is provided protected time to contact parents to share progress and celebrate students’ success through Student-Led Conferences (SLCs). Student-Led Conferences are a powerful tool that enables teachers to meet directly with every student and family each semester, and build stronger relationships. PowerSchool is the student information system that is currently being used by all teachers to inform parents of student progress at all times. PowerSchool allows students and families review their child’s historical record, current grades, and previous scores on state assessments. Parents have been introduced how to access PowerSchool, and for the most part, many parents have learned how to use email regardless of their home language. For any questions that might arise, LVLA’s parent coordinator works directly with both teachers/parents in order to address the needs of families and communicate those to staff. LVLA also hosts regular meetings with parents and families, including SSC, LCAP, and ELAC. LVLA is seeking to supplement the effectiveness of Student-Led Conferences with a new policy that mandates teachers have multiple points of contact/outreach directly with families for students that are receiving a D and F in a class, outside of the conferences. In implementing new policies such as this one, LVLA seeks to expand its capacity to make contact with families, keep them better informed, provide a better way to intervene early when a student is falling behind. This communication also facilitates parent understanding of how they can best support their child’s learning at home, and what opportunities for additional support exist at the school site (office hours, tutoring) that they can already take advantage of.|4|4|5|5|4|5|5|4|4|5|4|5|2019-10-30|Met|2019 43695420000000|Luther Burbank|3|We continue to value the input and collaboration of our Advisory Council (School Site Council and District English Learner Advisory Council) as well as all families' input on annual surveys to guide our work and constantly improve our practice as a district.|On annual surveys families report notable satisfaction with the responsiveness and courtesy of our staff. We continue to reach out specifically to those families who attend fewer events and engage less with school activities, and we continue to refine our communication attempts in response to feedback from our community.|We have seen fantastic attendance at very successful family events in the past year, and we have implemented new methods for families to communicate directly to school staff using free apps with automatic translation available.|4|4|3|4|2|3|4|4|4|4|4|3|2019-10-08|Met|2019 43693936046601|Lynhaven Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647740000000|Lynwood Unified|3|The Lynwood Unified School District (LUSD) has developed a Parent and Family Engagement Policy to support and partner with families. This policy establishes the district’s expectations and objectives for meaningful family engagement and guides the strategies and resources that strengthen powerful partnerships with students and families in all LUSD schools. This plan describes LUSD’s commitment to engage parents and family members in the education of their children and to build staff capacity to successfully implement family engagement practices designed to meet the district’s vision for family engagement. Parent and family member input was gathered through the needs assessment process which included family surveys and discussion forums. Additional input was gathered from district level advisory committees and other parent advisory groups. LUSD will continue to coordinate support to assist site administration and staff in utilizing evidence-based strategies in an effort to design systemic and more effective family engagement practices, programs, and services as outlined in the Dual Capacity Framework for Family-School Partnerships, US Department of Education , as well as, Family Engagement Toolkit, California Department of Education. Information and resources will continue to be provided to parents and family members on strategies to assist them in supporting their children’s at-home learning on topics such as Preparing for a Parent-Teacher Conference, Understanding the Common Core State Standards, and Understanding State and Local Assessments. Parent Involvement Specialists collaborate regularly with other departments, personnel, and Parent Leaders to provide additional learning experiences that are enriching for families. Focus Area: Provide technical support to school sites in the areas of; parent leadership and advocacy through a train-the-trainer model. The assistance will come in the form of workshops as part of the Parent and Family Education Plan developed by LUSD’s Parent Involvement Specialists program created by district staff to address the needs of families. LUSD will continue to coordinate and integrate parent and family engagement strategies for all programs, such as Early Childhood Education, English Language Learners, Foster Youth, Homeless Families, Special Education, Migrant Program, and Career Technical Education.|District staff work collaboratively with site administrators and support teams to plan and implement district-wide parent and family engagement practices that are linked to student achievement. The district administration team will continue to include parent and family engagement topics during Principals’ Meetings and other forums to assist in establishing protocols to ensure family engagement strategies and activities are being implemented (such as, but not limited to, running effective decision making and advisory groups, Coffee with the Principal, Literacy/Math Nights, and other parent/family information nights/workshops). Though the activities are site-specific as described in schools’ Parent and Family Engagement Policies, School-Parent Compacts, and School Plans for Student Achievement, best practices are evidenced across all sites. In addition, district staff work with the Family Engagement Team using The California Family Engagement Toolkit, California Department of Education, as a guide to address items related to family engagement to support the district's LCAP, Equity, and Strategic Plans. They also provide technical assistance for district and site support staff to discuss best practices that will help inform staff on effective family engagement practices such as, but not limited to, analyzing and sharing data with families, welcoming environments, building partnerships with families, and improving school-family 2-Way communication. Parent advocacy and the understanding of how to exercise their legal rights are shared at parent council and committee meetings, as well as posted in our digital and hard copy parent handbook. Focus Area: LUSD will continue to coordinate capacity building opportunities for both families and staff to help strengthen school and family partnerships. District staff will continue to collaborate across departments and with Parent Leaders to provide families with a series of educational opportunities on various topics to help families strengthen school-home partnerships and their interactions with staff. In addition, LUSD will ensure that systems are put in place for meaningful 2-Way Communication between families and staff, such as, utilizing different communication methods (flyers, AERIES System, social media platforms, district and site websites, and other methods).|LUSD measures parent participation in school and district advisory meetings through both quantitative and qualitative measures which include: surveys, suggestion forms, parent interviews, workshop evaluation forms, and parent needs assessment through site councils. The district provides interpretation and translation services so parents can participate in educational activities at both the site and district level. LUSD has held over 40 professional development workshops for parents including a Parent University using the support of our Parent Involvement Specialists during the 2018-2019 school year. These training's and workshops focus on the capacity building framework for family school partnerships and align with the board approved District Parent Engagement Policy. These engagement opportunities will continue during the 2019- 2020 school year. Professional development and tools will continue to be provided to school staff and families in order to foster ongoing effective parent engagement based on current research and data collected from the annual parent engagement survey, Title 1 survey, and the parent LCAP survey. These strategies will be implemented to increase capacity among district staff and families, especially low income families, those experiencing homelessness or with students in foster care. Parents and family members will continue to provide feedback on areas of strength and improvement of the Local Control Accountability Plan (LCAP), the LCAP FederalAddendum, as well as, school goals and actions as identified in sites’ School Plans for Student Achievement (SPSAs). Parent and family member feedback is also gathered at school meetings/forums, district and school advisory committee meetings, School Site Council meetings, and through other means. Focus Areas: Increase the number of responses we receive from the following three surveys: Annual Parent Engagement Survey, Title 1 survey, and the Parent LCAP Survey. Measure 1-Parent participation in school and district advisory meetings Organization Number of School Sites School Site Council 18/18 English Language Advisory Committee 18/18 Parent Advisory Council All parents of students in the Migrant Ed Program District English Language Advisory Committee At least 3 representatives from each site CAC- Special Education Parent Group All parents of students in Special Education Programs District LCAP Stakeholder Group Representatives from Elementary, Middle, High School. Parent representatives of African American, Foster Youth, Homeless, & English Learner students|5|4|4|5|4|5|5|5|4|5|4|5|2019-10-24|Met|2019 37684113731304|MAAC Community Charter|3|MAAC Community Charter School provides parents opportunities to provide input in decision-making through the School Site Council (SSC), English Language Advisory Committee (ELAC), Education Committee, annual update and development of the school’s LCAP, and the annual parent survey, as outlined in LCAP Goal #3. Our school also hosts parent educational workshops, and schoolwide events especially for families with unduplicated pupils (underrepresented groups), and families with Students with Disabilities. A focus area for improvement is to continue to increase parent participation rates in providing input in decision-making.|Building partnerships with families that improve student outcomes has been our focus as outlined in our school’s LCAP Goal #3. MAAC Community Charter School provides its staff with professional learning and support to teachers and the principal on methods to promote partnerships with families that focus on communication and involvement. Our school hosts parent education workshops on a quarterly-basis which target specific identified needs of parents. Our teachers meet with parents during parent/teacher and student conferences to discuss student academic progress and discuss support services that are available for students. Our school provides families with support services and information so they are able to understand and exercise their legal rights and advocate for their child(ren). A focus area for improvement is to continue to develop methods to identify workshops that support the needs of our families and evaluate the effectiveness of the workshops our school provides our families.|Building relationships with our stakeholders (staff, students and parents) is a strength at MAAC Community Charter School. Our school provides a welcoming environment for families and students. We continue to develop and implement multiple opportunities to effectively communicate with families using language that is understandable and accessible. Interpreter services are provided at all schoolwide events and upon request. Correspondence sent home is also translated to Spanish. Our school hosts 5 Family Orientation nights, Back-to-School Night, Family Potluck Night, Family Game Nights and Coffee with the Principal in order to build relationships with families and learn about each family’s strengths, cultures, languages, and goals for their child(ren). A focus area for improvement is to continue to build relationships with families in order to increase parent/guardian participation at schoolwide events.|4|5|4|5|4|4|5|5|4|4|3|5|2019-10-22|Met|2019 20102070117184|Madera County Independent Academy|3|MCIA is part of a Consolidated School Site Council for multiple sites that supports transiency of students and families through various MCSOS programs. MCIA staff receive ongoing PD for teachers, academic counselors, and administrators to continuously improve on best practices toward increased student achievement. Electronic monitors in lobby provide updates on site student information, stakeholder meetings, and activities available to students. MCIA holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program.|A significant strength of MCIA is Teacher-student relationships. Staff is bilingual and culturally sensitive of all students. Students have numerous and varied opportunities (times, days, and locations) for engagement. MCIA staff utilizes multiple methods of notification for parents and families of MCIA activities. Inclusion of parents, families, and community stakeholders in promotion and student recognition ceremonies as a regular occurrence. Professional development focused on building relationships with all students. Parent input is included in reclassification of EL students. Surveys are provided for all parents in English and Spanish to gather input about the MCIA program, and components. Seat time classes for K – 3, and 4 – 6 students are available to support academic needs and increase parent contact with MCIA staff. Areas of focus include Increasing parent participation for students in grades 7-8 by providing more informational meetings related to preparing for high school and post-secondary options; MCIA staff will also increase time students need to attend school to develop a greater connectedness to the overall program, and student achievement.|The LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, stakeholder and advocate members for the School Site Council. Due to the transient nature of the student population, the LEA frequently notifies parent/guardian, stakeholder, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared through Blackboard Connect; letters; personal phone calls; parent meetings with teachers, administrator, or academic counselors; and other school activities. Furthermore, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, in addition to regular meeting notifications throughout the school year. A survey administered to all parents, and was available in English and Spanish, with the option of completing on paper or a computer. LEA arranged for parents to have access to technology at the school site, and provided assistance as needed. Madera County Independent Academy has access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education and progress. This includes full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings and other school related events. The school site provides trainings and/or workshops for parents/guardians, stakeholders, and advocates that are linked to student learning and/or social emotional development and growth. The Career Alternative Education Services Counseling Division provides additional informational workshops on varied topics related to students’ academic needs, preparation for high school, and planning for post-secondary options. The counselors meet regularly with students and parents regarding individual student progress and concerns throughout the school year. These measures were selected as they accurately demonstrate LEA input from parents/guardians, stakeholders, and advocate groups in decision-making and promote parental participation in all aspects of the school. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population and their needs. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|4|4|4|4|3|3|3|2|3|3|2|3|2019-10-08|Met|2019 20102070000000|Madera County Superintendent of Schools|3|Due to the small size of programs within the MCSOS CAES division, a consolidated School Site Council for multiple sites supports transiency of students and families through the various MCSOS programs. On-going professional development for teachers, academic counselors, and administrators to ensure teachers employ best practices as determined through student achievement data and input from parent/staff surveys. Treatment team meetings with behavioral health, medical staff, corrections, teachers, counselors, and administrators take place monthly to assist with students struggling with incarceration, social/emotional needs, and learning. Staff hold LCAP stakeholder meetings on different days, times, and sites with translation services provided to give families every opportunity for input into the LCAP process|MCOS staff will focus on providing informational support meetings for parents and provide accommodations to facilitate greater levels of participation for families with transportation, language barriers, or mobility issues for these support meetings.|Currently, there exists a great working relationship with corrections department, school staff, and families. Corrections department staff facilitates outreach opportunities for parents to include support of youth while incarcerated. The collaborative effort with corrections, behavioral health, teachers, administrators and academic counselors to support the needs of parents and families exists to create the best situation for students to learn. The Corrections department staff ensures inclusion of parents, families, and community stakeholders in graduation ceremonies for students preparing to exit the program and return to their home districts or transition to adulthood. Facility staff focus professional development on building relationships with incarcerated youth, as well as, academic improvement. Academic counselors include parents in transition plan meetings to understand placement and educational rights. Parent input is sought on determination of modified graduation track for students potentially qualifying for AB 2306, as well as, reclassification of EL students. Surveys are provided to parents in both English and Spanish to gather input from families regarding services provided by MCSOS and facility.|3|3|3|4|3|2|1|1|2|3|3|3|2019-10-08|Met|2019 20652430000000|Madera Unified|3|The MUSD to the fullest extent possible, engage parents, students, teachers, community stakeholders, principals, and district administrators to collaborate in the planning, designing, implementing and evaluating of family engagement activities at their local school site as well as the district level. This practice helps to provide parents and community leaders with opportunities to shape local education policy and how to best disburse federal, state funds equitably across programs and to focus on supporting schools that serve higher numbers of struggling or high-need students. The MUSD practices inclusive stakeholder engagement, ensuring inclusion of historically underserved students, such as students of color, English Learners, native students, those with disabilities, students in low-income families, and students experiencing homelessness or foster care. We embrace the practice of stakeholder engagement as being an essential component of effective communication that leads to forming and sustaining partnering with parents, educators and community members. Stakeholder engagement resources are made available through meetings, learning sessions, videos, webinars, needs assessments, evidence-based resources, and other methods that encourage back-and-forth exchange. The MUSD fosters meaningful stakeholder engagement and is deliberate about how to engage our poor, low-income rural families and communities of color in every aspect of our educational system. We believe that the delivery of a first-rate quality public education and effective parental, community, and stakeholder education is critical to transforming the culture of our district and community and jointly chart fruitful academic and career pathways for Madera's most vulnerable students and their families.|In 2017 MUSD began its partnership with National Institute for School Leadership (NISL) to bring the necessary professional learning and support for our administrators. The NISL professional learning program builds on their administrative skills and experience, providing a framework for organizing their leadership role, improving school capacity to partner with families, and providing a call to action to continually drive student academic achievement. NISL aims to deepen administrators knowledge, skills, and confidence as strategic thinkers and as instructional leaders in the schools that they serve and integrate these concepts into their daily practice. MUSD administrators, teachers, classified staff collaborate at different levels to ensure that all parents and caregivers are supported to become involved in the education of their children. MUSD provides opportunities for parents and families to stay engaged and volunteer their time, talents, and skills, all in support of student achievement. Additionally, parents are encouraged to serve on the District Parent Advisory Committee, School Site Councils, DELAC, ELAC, fundraising, as classroom volunteers, and support special school events. MUSD will continue to operate Parent Resource Centers (PRC’s), so parents, family members, and community organizations become fully vested in the educational pathways of every student: Providing welcoming PRC’s where parents can learn about their child’s education and academic progress; Developing resources for our parents and to help them monitor their students’ progress; Building greater parent leadership by providing relevant programs with flexible schedules and delivered in multiple languages; Providing support during parent-teacher conferences designed to supplement classroom instruction; and Modeling the importance of stakeholder collaboration by establishing strong partnerships among the district’s staff, parents, students, and the community. The mission and vision of MUSD PRC’s reflect the district’s commitment to building effective communication channels about school and community programs. These included: student academic progress; meaningful parent engagement programs; effective parenting skills; and a network of wraparound services selected to meet each of our parent's needs and aspirations for themselves and their children. The neighborhood PRC’s ensures our parents are supported to build alliances among themselves, our district, and their local school staff and to view themselves as essential contributing members of our various school communities. Every PRC offers a comprehensive set of opportunities that are based on identified parents’ needs for how they can play critical roles in their children’s education. These opportunities are designed to provide information about MUSD’s school programs and policies, increase math and English language fluency, facilitate post-secondary (college and career) placement, and more.|In 2019, The Madera Unified School Board of Trustees, adopted the new Community Compact. The Community Compact is the district’s guarantees to all stakeholders: parents, students, community partners, taxpayers, and district staff. It includes our identity, philosophy, values, and traditions that drive our practice. Additionally it strives to align our core values with student and community needs to identify best practices and professional learning that are grounded in academic research. To initiate, sustain, and leverage community engagement and capitalize on our past accomplishments, the Board of Trustees voted to have a robust Parent and Family Engagement Initiative. The initiative began in 2013 and aligned itself with the LCAP processes. From the onset, all stakeholders held a deep-rooted belief that in order to close our achievement gap, we must engage our parent community in every aspect of our planning, implementation, and evaluation efforts. The Department of Community Services and Parent Resource Centers (PRC’s) was the first step to strategically create and build bridges between the school district and the various sectors in our community. At the center of the effort, was the goal of community empowerment that engaged as many members as possible in dialogue, reflection, and action planning. To date, MUSD sponsors nine (9) PRC’s that operate as a network designed to provide higher levels of parent engagement opportunities at all of the MUSD schools. Core services provided by the PRC’s network include: Aeries (district’s Student Information System) Parent Portal Assistance; digital literacy; parenting skills; citizenship education; high school credential preparation classes; English language acquisition and adult literacy’; family math and literacy development sessions; family health and wellness fairs; finance/homeownership education; financial aid assistance and; cultural events that capitalize on having our families and students share different aspects of their heritage. During FY 2018-2019, 11,036 parents were served, 1,946 received a certificate of completion of a program offered by our PRC’s, and 552 participated in an English as a Second Language course that addresses our participants different levels of English proficiency. During the 18-19 FY, the department expanded its outreach efforts to serve families with unique needs, such as, parenting skills classes that encompass developmental services from cradle to career and increases family engagement of our English-only-speaking families, which have been underrepresented in our programs in the past. The expanded efforts and other combined strategies and practices were all designed to empower our families to play a more active role in their children’s education. At MUSD, our parent and community programs aim to engage active parental involvement in every aspect of our educational system, and by extension, assist in strengthening the district’s overall academic performance.|4|4|5|5|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 30665890000000|Magnolia Elementary|3|All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings. Parents also participate in an annual survey, during which the District receives extensive input thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2018-19 school year showed high levels of positive feedback from parents regarding District parent involvement programs: -96% of parent responses indicated that they receive useful information about how to improve their child’s progress -95% of parent responses indicated that their child’s school provides parents with opportunities to be involved and participate in valuable activities -98% of parent responses indicated that their child’s school provides regular communication about upcoming events and school information. Input is also gathered through the annual process of developing the Local Control Accountability Plan (LCAP). A District LCAP Committee, comprised of staff, administrators, and parents meet throughout the school year to analyze data, review annual actions and expenditures, and to refine and revise the plan as needed. The District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.|Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The district has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels. Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including: -English as a Second Language (ESL) classes for parents provided by North Orange County Community College District -Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons -Financial Literacy classes provided by SparkPoint Orange County through the United Way -Parenting Classes provided by school teams trained through Parenting Partners -Dental services provided by Project Ayuda and Healthy Smiles -Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic -Food Pantry by Second Harvest Food Bank -Clothing and supplies by Assistance League Operation School Bell The District will continue to work to expand professional learning opportunities specifically for teachers and principals on strategies for strengthening home-school partnerships and maximizing opportunities for parents to meaningfully engage in discussions related to student progress and improving outcomes during District staff development days and opportunities to attend professional conferences.|Magnolia School District works with all staff to build trusting and respectful relationships and create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting. Teachers welcome parents in the morning and at dismissal and have opportunities for individual conversations with parents twice a year through parent-teacher conferences. They also use tools such as Edulink, Class Dojo, and other communication resources to maintain contact with parents regarding school day events and their student’s successes. Bilingual Parent Involvement Liaisons are at every school site to support parent outreach and to develop personal connections to learn about the strengths and needs of families. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the superintendent, which began in 2017. Multiple forms of two-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and face to face meetings with groups and individuals as needed. Translators are available for all major events, parent conferences, and upon request. The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) Department specifically designated to support and engage the numerous homeless families in the community. Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision resources, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.|4|4|3|4|3|4|4|4|4|4|3|3|2019-10-10|Met|2019 19101996119945|Magnolia Science Academy|3|Met MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings and ELAC meetings. During these meetings parents have the opportunity to review school such as LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-1 provides resources to support student learning at home through multiple workshops such as parent college, Guiding Good Choices and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school. MSA 1’s new communication system Parent Square keeps parents and staff in constant communications through|Magnolia Science Academy-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staffs connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-19|Met|2019 19101990115212|Magnolia Science Academy 2|3|Magnolia Science Academy-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staffs connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PTF meetings, SSC meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-2 provides resources to support student learning at home through multiple workshops such as parent college, Guiding Good Choices and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school. MSA 2’s new communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation.|MSA-2 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings and ELAC meetings. During these meetings parents have the opportunity to review school such as LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-09|Met|2019 19647330115212|Magnolia Science Academy 2|3|MSA-2 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings and ELAC meetings. During these meetings parents have the opportunity to review school such as LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-2 provides resources to support student learning at home through multiple workshops such as parent college, Guiding Good Choices and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school. MSA 2’s new communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation.|Magnolia Science Academy-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staffs connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PTF meetings, SSC meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-09|Met|2019 19101990115030|Magnolia Science Academy 3|3|Weekly we have a meeting called Coffee with the Admin so parents can stop in and have a meet and greet or voice concerns and recommend new items to make the school more efficient. We meet monthly for the School Site Campus, ELAC and PTF to give parents multiple avenues of a voice.|MSA 3 is investing more to improve students test taking skills, along with professional development on classroom management and co-teaching. We also invest in more college counselors to ensure all of our students finish high school and get college acceptances. We spend a lot of focus on home visits and getting our staff familiar with the student’s families. Building a bond and a connection of trust is the most effective way to improve engagement. We have a parent college course to help engage our families so they become familiar with their choices when deciding on sending their children to a university. We have parent champions who volunteer and help recruit other families so they can have a network of support and become familiar with parenting options for their children.|MSA 3 is stakeholder driven. We setup several engagement opportunities for feedback and growth to ensure our school community is cohesive and collaborative. We have a variety of events and utilize our website and school messenger to ensure to communicate important updates, successes and any plans for improvement and change. Our demographic is almost equally split between African American and Latino populations. We try to ensure we are inclusive of all genders, races, ethnicities, and cultures. Being 100% inclusive takes time but MSA 3 is 150% invested in making a mark of cohesion at all parts of our school’s staff, families and students!|3|3|3|3|3|3|3|3|3|3|3|3|2019-09-11|Met|2019 19647330117622|Magnolia Science Academy 4|3|MSA 4 solicits input from our stakeholders by way of LCAP, Title I, SSC and PTF meetings throughout the school year. Our goal is to continue working on increasing our parental involvement.|MSA 4 offers Parent College to our families. This program is designed to support our families as they learn about pathways to college and career readiness. This program also addresses advocacy and informs them of their rights. MSA 4’s PACE coordinator also works to engage our school community in advocacy and learning more about our rights. There is also access to information and resources by way of monthly SSC and PTF meetings.|MSA 4 uses our annual survey to measure how we are meeting the needs of our families in this area. We have increased our homevisit rate over last year’s rate. These visits provided us with greater insight as to how to support our students and what might be shaping their perspectives around learning. We also utilize Parent College to expose our families to experiences and information that is usually not easily accessible to underserved families. We also take our students and parents on field trips to provide them with greater exposure to the world outside the walls of the school. For the upcoming school year, we will continue working on increasing parental involvement. We will also continue working to maintain/increase our home visit rates to facilitate stronger community relationships with our families.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-09|Met|2019 19101990137679|Magnolia Science Academy 5|3|MSA-5 provides many opportunities for all stakeholders to be a part of the decision making the process. MSA-5 has SSC, ELAC, Parent Task Force (PTF), Student Council, Coffee with Admin (Parents), Hot Chocolate with Admin (students) to discuss current and future programs with all stakeholders, review plans, and receive input on what stakeholders would like to see for the school. A focus area for improvement would be to obtain consistent attendance on behalf of the parents and have more events outside the school grounds to better connect with the community.|Currently, MSA-5 has a six-part series called Parent College, which is open to all Stakeholders to attend, that teaches stakeholders on how to have successful outcomes from school. Also, MSA-5 has a home visit program where the staff goes after school to students’ homes to meet with parents/guardians to discuss student progress, school updates and listens to parent's questions and comments. A focus area of improvement is to get more participation from parents and to offer more workshops for stakeholders to attend to be better informed of information pertaining to MSA-5.|Magnolia Science Academy-5 (MSA-5) has continued to implement new strategies to improve building relationships with its stakeholders. They do this by creating many opportunities for stakeholders to be involved with the school. These opportunities are Coffee with the Admin, Parent Task Force Meetings, Open House/Back to School, Parent/Teacher Conferences, Home Visits, Fundraising Activities, Assemblies to just name a few. MSA-5 has implemented The Parent and Community Engagement (PACE) program under a coordinator who is serving as an informational resource to parents, students, staff and others concerning school programs, services, attendance issues and other matters; respond to inquiries and provide information concerning related activities as well as encouraging parent participation in various school and community programs and services. MSA-5 is still focusing on getting more stakeholders, including underrepresented families, to participate in opportunities on and off-campus. MSA-5 intends on offering events at different times of the day, continuing our Parent College program, and making home visits to those that have difficulty coming to the school in order to involve our community.|4|4|4|4|4|3|5|4|4|3|3|4|2019-05-09|Met|2019 19647330117648|Magnolia Science Academy 6|3|Magnolia Science Academy-6 encourages all families to be a part of the decision making process. Some of the meetings that we have are the SSC meetings, ELAC meetings, PTF meetings, and Coffee with the Principal meetings. Throughout the year, we have at least four of these meetings in order to help create a bond between our families and the school. During these meetings, an agenda is created to hear what the opinions of our stakeholders. Beyond the meetings and since we have an open-door policy, we have parents coming to our school to speak and share their concerns, or praise, about our school. Lastly, we have a stakeholder survey that we provide twice a year. This is an extensive survey that gives students, parents, and staff members a voice on how the school is doing. The survey looks at many aspects of the school such as, sense of belonging, academics, safety...etc. After the survey has been completed, an analysis of the answers are given to the school administration in order to help improve on things we need to improve on and to recognize and identify some of the successes that we have had as a school. We share the survey results with all stakeholders during staff and parent meetings.|Magnolia Science Academy-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcome as well. Some of the professional development opportunities that our teachers have taken are the: CUE conference (for technology), CAHPERD (California Association for Health, Physical Education, Recreation and Dance) conference, administrative degrees, and master degrees in education. As a result from these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school. Teachers also have the opportunity to build relationships with parents and their child(ren) by enrolling in a course, “Parent College,” and going through a curriculum that helps parents become more familiar with the education sector. The topics that are included in this program are; Common Core State standards, high school readiness, college applications, grants, enrollment, statistics, testing, extra-curricular activities...etc. At the end of the curriculum, the parents who attend every session graduate from the Parent College course, where we have a ceremony just like how we do for our culminating 8th graders. Lastly, per our charter petition, we do “Home Visits” throughout the school year. Every year we try to hit our target of meeting the home visit goal. The goal is visiting min. 25% of our school’s population, which is usually around 40 families. This is where we are able to go over to families’ home, chat with them, and bond with them to help increase the sense of belonging at our school.|Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been sending staff member(s) to trainings to help increase positive relationships, particularly the PBIS training that has been offered by Los Angeles County of Education. This was the first year that we attended this training and are planning to continue to implement and develop our PBIS system. Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Twitter, Facebook and Illuminate (our SIS system). Also, our school website is always up to date to keep all stakeholders posted. For face to face meetings, we have an open door policy where parents are able to join our School Site Council Meetings (SSC), English Language Advisory Committee (ELAC), our Parent Task Force (PTF) meetings, Title I meetings, and our Coffee with the Principal meetings. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. As an added way of building relationships with families, we have fun activities like Back to School BBQ, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-09|Met|2019 19647330117655|Magnolia Science Academy 7|3|MSA-7 provides many opportunities for all stakeholders to be a part of the decision making process. MSA-7 has SSC, ELAC, Parent Task Force (PTF), Student Council, Coffee with Admin (Parents), to discuss current and future programs with all stakeholders, review plans, and receive input on what stakeholders would like to see for the school. A focus area for improvement would be to obtain consistent attendance on behalf of the parents and have more events outside the school grounds to better connect with the community.|To increase and help better to the parents, in addition to the meetings shared above, we have Student Success Planning Team Meetings, Unsatisfactory Student Meetings, ELD Coordinator Meetings and IEP meetings with the students and their parents. In these meetings many of the students’ personalized needs are disclosed and improvement plans are prepared collaboratively. MSA-7 will have extended parent workshops during the 2019-20 school year for the parents to support their children more and to be able to advocate for their students’ needs.|MSA-7 has a bilingual School Culture Coordinator. This position allows for our school and families to build relationship within our community. MSA-7 has SSC (4 times per year), PTF (8 times per year), and ELAC (4 times per year) committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (facebook, twitter), our monthly bilingual school newsletter increases communication. MSA-7 uses mobile apps such as Bloomz, Class Dojo and Parent Square for easy communication with our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers. We have multiple annual gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, Fall Festival, Dr. Seuss Literacy Night and PTF organized Family Social nights that help increase the communication with the parents. MSA-7 annually has volunteer appreciation day as well. We are also planning to have a suggestion box with a bilingual Leave a Message form for anonymous suggestions.|3|4|4|5|4|3|4|3|4|4|3|3|2019-05-09|Met|2019 19647330122747|Magnolia Science Academy Bell|3|MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as Parent Task Force (PTF) meetings, School Site Council (SSC) meetings, English Language Advisory Committee (ELAC) meetings, and family workshops with a focus on the whole child development. Furthermore, administration and support staff are visible and approachable. This ensures safety is priority and concerns are addressed in a timely matter. An area of focus will include empowering families to understand and utilize the various resources that our school has to offer, including maximizing the Online Learning Platform in core courses to help students become college and career ready. Other resources such as online resources, Saturday 4 Success, etc. will be made available through family workshops and training. An effort will be made to help families understand the importance of their partnership in the education of their child.|The following has been identified as strength from our students: All survey topics are within the 60th-79th percentile in comparison with CORE District data set Safety is the greatest area of growth Most students do identify friendship as an important aspect of the learning community. Although, relationships are essential especially within the learning community in the middle school age group. This can diminish the academic priorities of our school mission and vision to prepare students to be college and career ready. Emphasizing education and the importance of developing the skills to be competitive in academia will be a continual focus for the 2019-20 school year. Other items such as Summit Learning Platform, homework, and uniform are areas of accountability that often do not settle well with students. Some of the future initiatives are to empower families to understand the importance of these tools in the goal to make our student college and career ready. Other priorities include developing advance pathways for students to expand the learning experience beyond Advance Math Pathway (AMP), as well as redefining the intervention courses and pathway to utilizing the access of information that is made readily available for all stakeholders.|The following has been identified as strength from our families: All survey topics are within the 60th-79th percentile in comparison with CORE District data set Strong learning climate that welcomes students and families Strong school structure (discipline) As a school, our goal is to continually meet the target goals in this area. Safety is a major priority for our families. Safety through maintaining constant supervision and ensuring the socioemotional development our children has been essential for creating a welcoming environment and learning experience for all stakeholders. Disruption of student learning by other students is the main theme identified by all stakeholders. Creating a collective narrative of the mission and vision of the school is essential and provided. The challenge is not every stakeholder is accepting of the expectations. The future engagement and articulation of the mission and vision of our learning community will be an area of focus into the upcoming school year. Professional development in the area of high engaging lessons and creation of behavioral expectation matrices is anticipated to assist in the learning experience for all stakeholders.|5|5|4|4|4|4|4|4|4|4|4|4|2019-05-09|Met|2019 37683380109157|Magnolia Science Academy San Diego|3|MSA-San Diego holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, SSC meetings MTSS meetings and Local Governance Community meetings. During these meetings parents have the opportunity to review school’s draft budget, MTSS plan, LCAP, WASC , Health and Wellness plan .safety plan and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|MSA-San Diego staff is trained on MTSS expectations and school culture model during summer inservice. As part of our program, MSA-San Diego supports student learning through multi tiered support systems , parent meetings, online tools shared by teachers on a weekly basis, weekly newsletters and voice messages and grade level specific communications. Also based student specific feedback and resources given to parents during home visits, student lead conferences and parent conferences. MSA San Diego’s new communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation.|Magnolia Science Academy-San Diego builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, home visits, parent dinner nights and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connect with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PTF meetings, SSC meetings, coffee with the principal meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.|5|5|4|3|4|4|4|4|3|3|3|3|2019-05-09|Met|2019 30768930130765|Magnolia Science Academy Santa Ana|3|We value our stakeholders and are using their feedback to strengthen the upcoming school year. School wide instant surveys from staff provide input for a positive and supportive school climate. Parent check-in meetings allow for decision making to become ongoing.|Strengths are Coffee with Admin. This is an opportunity to introduce MTSS support for SEL to the parents. Parent College and a third party partnerships like Parent Union, Milan Teen Project, and Olive Crest parenting classes. Grade level college counseling meetings with our parents and students for supporting and informing parents and students for University going culture. For example 8th grade high school transition meeting, college signing day, FAFSA meetings. As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.|This year we are in the initial implementation phase as we have a bilingual Parent and Community Engagement Coordinator. Ths position allows for our school and families to build relationship within our community. Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular SSC, PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (facebook, twitter), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, OPen House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.|3|3|3|3|3|3|3|3|3|3|3|3|2019-05-09|Met|2019 13631720000000|Magnolia Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 31668940138081|Maidu Virtual Charter Academy|3|MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process. We hold quarterly parent/student advisory meetings in which we discuss the progress and concerns of our school. Deliberate effort is made to include our underrepresented groups such as our socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners. We have an open door policy and parents are always welcome to discuss any concerns with administration. An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.|Student learning and achievement is a key tenet in MVCA’s flexible approach to education. More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. Our Counselor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs. We place a high emphasis in attempting to get our students the flexibility they need. MVCA also provides professional development to our staff that addresses student learning and outcomes. MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic and targeted programs. Many of these agencies and programs have equity as a central focus. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities. An area of focus will continue to be equity and achievement gaps. We realize that our socio economic disadvantaged students and our students with disabilities are behind the rest of the students and we are working to address those through these partnerships. We will continually solicit support, input, and involvement of our parents, partners, and communities.|Maidu Virtual Charter Academy (MVCA)understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, MVCA takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families. To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships. In the beginning of the year we host an orientation for all parents and students to help them get familiar with the technology, meet their instructors and advisors, and review important aspects of the school. MVCA also holds 3-4 Parent/Student Advisory meetings a year to discuss the school’s progress and concerns. We recently began a quarterly newsletter that also will be emailed out to parents and provide them with important information. MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families. MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents. MVCA has increased its effective communication to parents via School Messenger, social media, and different computer based applications. Furthermore, we have a Public Information Officer that ensures important information is made available to our communities. MVCA recognizes the need to continually improve our relationships, especially with our underrepresented student body, and is an area of focus. MVCA reaches out specifically to parents of our underrepresented students. MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings. We are hoping to get more involvement from our parents in all aspects.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 07100740114470|Making Waves Academy|3|Parents hold leadership positions in the key decision making governing bodies, including School Site Council, English Language Advisory Committee, and on the Making Waves Academy Board. Additionally, parents participated in each of our WASC accreditation processes. This is a strength of our organization. Parents receive trainings from the Director of Compliance at the School Site Council meetings, which help inform the ways in which they participate, and make recommendations on behalf of their students. We are working toward building out systems and opportunities for underrepresented families to voice their feedback in key stakeholder areas. The Parent/Guardian Engagement Coordinator is in the initial stages of implementing a Parent/Guardian University, which will offer families the opportunity to earn micro-credentials in the areas of their choice, which will strengthen their ability to participate actively in making informed decisions regarding their child's academic progress and well-being.|Making Waves Academy has multiple systems in place to support building partnerships for student outcomes. All staff partner with families to ensure that students’ holistic academic and social-emotional needs are met. Parents/Guardians and families are encouraged to actively and meaningfully participate in their children's academic and social-emotional learning by volunteering for 20 hours each academic year by attending monthly parent meetings, visiting the parent/guardian engagement center, and participating in school governing bodies. Monthly family meetings for the entire community are regularly attended by approximately a quarter of our families, and are arranged in partnership our Parent/Guardian Engagement Coordinator. During meetings, families receive updates from our parent leaders. Each grade level has a parent/guardian representative, serving as liaisons between families and staff. Parents hold leadership positions in the School Site Council, English Language Advisory Committee, and on the Making Waves Academy Board. Additionally, parents participated in each of our WASC accreditation processes. Families participate in monthly Coffee Talks and Chat & Chew workshops which offer supports in the areas of parents’ choice, including how to log on to our platform to access their students’ grades, how to interpret and understand Smarter Balanced Assessment Scores and how to deal with stress in the home. Deans coordinate student/family services and address the needs of underrepresented with teachers, on-site clinicians and school social workers, reaching out to support students receiving Special Education services, English Language Learners, foster children, and Black/African American students. Additionally, there is a Black/African American Student Achievement Initiative for families which holds a series of events and workshops aimed at improving the educational attainment levels of our Black/African American scholars. This continues to be an area of focus for MWA, as we have identified that family participation for Black/African American students must improve in order for students in this category to increase their academic performance levels, as measured through GPAs and Smarter Balanced Assessment results.|MWA is in "Full Implementation" as it relates to building relationships. The Parent/Guardian Engagement Coordinator resides in the Parent/Guardian Engagement Center, a space where families can complete volunteer hours, take advantage of resources and commune with other families. Each classroom has an open door policy for families to visit and observe their child. Teachers connect with parents through multiple resources including online enrollment and application program School Mint, Remind, and other apps and messaging services. Throughout the year staff receive professional development on how to engage families effectively. MWA partners with external organizations to increase cultural competency so that staff of backgrounds that differ from their students are able to effectively engage with families. There are multiple opportunities for families to connect with staff both formally and informally in support of student needs, including Coffee Talks/Chat and Chews arranged by our Parent/Guardian Engagement Coordinator, monthly family meetings hosted by school leadership, and quarterly family conferences for individual students as needed. An area of growth, which is actively being addressed, is the participation of Black/African American families, and students receiving Tier III supports. The Intervention Services Coordinator is working in collaboration with teachers, the directors of Curriculum and Instruction and other administrators to build out a system of check in with families to increase engagement and improve the overall culture and climate of the school.|4|4|4|4|4|3|5|3|4|4|4|3|2019-01-31|Met|2019 26736920000000|Mammoth Unified|3|Communication was noted as an area of strength, and improvement was noted by parents who took the survey. This included our student information communication system and increased use of social media. Personalized contact and support for students, as well as our progress with engagement of the Latino community was mentioned by parents as increasing strengths. Areas of focus mentioned by many parents will be continued work on equitable engagement for all students and families, including a focus on articulating language programs for all students and a balance of programs for athletes and non-athletes.|Overall, families feel engaged and well-informed. The work of teachers and principals in supporting families was mentioned as important strengths for the district. Communication is a strength, although some comments indicated that some of our messages are not as focused as they could be. (The repetitiveness of our student information system communication was mentioned as an area that needs improvement.) A focused area of improvement would be to continue to improve the bridging of the Spanish and English speaking communities to develop one positive, equitable and respectful district community. Another area of continuing improvement would be engaging all families in understanding student progress and working together to improve students outcomes.|Parents surveyed expressed that our strengths were ongoing communication, friendly and helpful office staff, family nights, the Dual Language program, and opportunities to participate in school activities (like Principals' Coffees). Working on schools engaging all of our families, and especially Latino families, in a variety of activities, times and days was mentioned as a focus area for improvement.|4|4|3|4|4|4|3|3|3|3|3|3|2019-10-24|Met|2019 23655730000000|Manchester Union Elementary|3|Focus area of improvement would be to make sure that over time, we continue to encourage input from all stakeholders.|Manchester's strength is in our ability to build strong partnerships with the families. Our area of focus for improvement is to provide more professional learning opportunities for the staff.|The District/School's strength lies in the close relationships that a small community provides. The area of improvement would be to provide alternative ways for parents to access and respond to the yearly parent survey.|5|5|5|5|3|5|5|4|5|5|5|5|2019-11-12|Met|2019 19753330000000|Manhattan Beach Unified|3|MBUSD has a robust network of stakeholders with shared values, working in concert to identify way to increase and improve family engagement at both the school and district level. Our community members provide input for decision-making through meetings, committees, and teams such as: Board Workshops, the Bond Oversite Committees, the LCAP Committee, the District Advisory Committee (DAC), School Site Councils (SSC), PTAs, the Medical Advisory Board, the Special Education Advisory Committee (SEAC), Budget Advisory Committee, the Health and Safety Committee, the Indoor Air Quality Team, GATE Advisory Committee (GAC), Social & Emotional Learning Committee (SEL), and the District English Learner Advisory Committee (DELAC). Each of the aforementioned group meets several times during the school year to drive goals and services. In an effort to better engage members of our underrepresented groups, site and district leaders are being intentional about using data to reach out and solicit input. Partnerships with our PTA/PTSA and the Manhattan Beach Education Foundation play an integral role in pulling all Districts efforts together to help ensure ongoing stakeholder input in MBUSD.|MBUSD uses the Aeries Student Information System, Google Classroom, Canvas, District benchmark assessments, progress reports, and parent – teacher conferences to monitor and communicate student progress and identify areas for improvement. Counselors, administrators, and staff use these systems to improve student outcomes and engagement all families. Additionally, the MBUSD community is kept informed of policies and procedures, including legal rights through regularly sent newsletters, Board meetings and workshops, and through our annual notifications of rights and responsibilities.|Meaningful engagement of parents, pupils, and other stakeholders is critical to the development of MBUSD goals and actions. We approach all the work we do with students, families, and staff through Personalized and Social & Emotional Learning Frameworks, which acknowledge that well-being is the place from which growth and progress begin. MBUSD has a long history of parent participation in school and district programs. Last year, parents/guardians volunteered for over 300,000 hours with PTAs at our seven schools. Additionally, parent education workshops were hosted on the topics of academic excellence, social-emotional wellness, literacy, mathematics, growth mindset, and college readiness. High levels of parent participation also occur at our Back-to-School Night, Open Houses, Orientations, International Day, Families Connected, and elementary parent-teacher conferences. MBUSD is encouraged by the level of participation and appreciative of the support and collaborative spirit of our parents / guardians and community partners. As well as their participation in school and district programs, MBUSD strives to seek input from parents/guardians. In our parent survey, 78% of respondents believe that MBUSD communication to the community is good or excellent. We will continue to prioritize and improve ways we support students and families through personal connections and relationship building.|5|5|4|5|5|5|5|5|4|4|3|5|2019-06-20|Met|2019 39685930000000|Manteca Unified|3|Based on the Hanover Survey, a high percentage of the parents who participated in site or district decision making activities felt valued, There was participation in many types of activities. Manteca Unified School District will conduct staff trainings focused on increasing parent engagement, and sites will specifically invite parents of underrepresented families to activities.|Manteca Unified provides materials and trainings to assist parents in supporting their child's academic achievement. MUSD also partners with parent/family outreach organizations such as PIQE to provide information on, and increase understanding of, rights and responsibilties of parents to advocate for their children. MUSD will focus on increasing partnerships and trainings for parents.|Manteca Unified seeks to build successful relationships with all stakeholders in our communities. Outcomes of surveys and communication with stakeholders demonstrate that we are in the initial implementation phase of this endeavor. Our goal is to increase the engagement of families of unduplicated students by removing language barriers and effectively communicating about increased opportunities for participation.|3|4|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 04614990000000|Manzanita Elementary|3|MESD is committed to seeking input from families as well as staff to provide input on key educational issues by providing more LCAP Advisory Committee Meetings, and ELAC meetings in addition to monthly board meeting, Boosters meetings, Back to School Night, Open House, Christmas Program, Valentine's music presentation, Mother's Day Tea, Easter Egg Hunt, Jog-a-thon, Fall Festival, 8th grade parent education night, Family Reading Night, ELAC instructional support meeting, and open door policy with the Superintendent/Principal allow times for families to be on campus to make informed decisions about the educational program that MESD is providing. MESD will continue to encourage families to participate as well provide more opportunities for them to do so. MESD will continue to support unrepresented groups through our ELAC meetings.|MESD believes that our educational program is a student-centered partnership with family, community and a passionate extraordinary staff. MESD funded professional development and purchased supplementary instructional materials to meet the needs of our English Learners and Socioeconomically disadvantaged subgroups to improve capacity to partner with families. MESD provides information and resources to support student learning through the use of our ELAC and LCAP Advisory meetings, parent education nights, family reading nights, Edulink, text messages, email, school website, social media, school marquee. For English Learner families information is provided in needed language. MESD provides time in the school calendar for parent teacher conferences twice a year, translation services are provided if needed for English Learner families. For students needed more support and SST and IEP process is used to improve student outcomes by working with families and staff. On the first day of school MESD provides families their legal rights in the first day packet, this information is also available on the school webpage.|MESD takes great pride in building relationships with families. Analysis of other survey data provided by stakeholders indicates that overall, families are pleased with the program Manzanita is providing their students. Parent survey data showed that the strengths of our school continue to be family involvement, communication between teachers and parents, quality of teaching staff, high academic standards, student relationships, field trips and other extended learning opportunities. Results from the Panorama Survey indicated that 96% percent of the parents and guardians scored communication with the school as favorable and 99% indicated the school is welcoming to parents and families. 96% of parents and guardians also stated that MESD communicates well with people from their culture indicating that MESD is culturally sensitive. This has been accomplished through numerous activities to build relationships with families such as open house, back to school night, family reading night, Fall Festival, ELAC, Booster club meetings, school board meetings, school site council, and the LCAP advisory committee. One area for improvement is to increase the attendance at ELAC meetings to help communicate and build relationships with our English Learner families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09|Met|2019 07617966118368|Manzanita Middle|3|The school board members are parents of attending students.|Parents are welcome to be at school and in the classes as additional support for the students and teachers.|Manzanita is a parent/teacher cooperative charter school that has excellent participation. The school has orientation, open houses and back to school nights.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 42692290116921|Manzanita Public Charter|3|Decision making involvement for the LEA continues to grow in the right direction. The school's current strengths in this area include Coffee with the Principal meetings, digital surveys, a school site council who is focused on parent leadership development, a parent advisory board, and bilingual LCAP parent involvement meetings. A focus area for improvement would be to educate underrepresented parents in LEA budget discussions and SED curriculum.|Manzanita has greatly improved in its ability to communicate and provide families with information and resources to support student learning at home. A focus area for the LEA would be in training teachers to work more collaboratively with parents and well as find additional ways to use technology to link parents to the classroom. With 30% of our scholars being military dependents, whose parents can sometimes be deployed, researching technology opportunities for distance involvement could be very beneficial to our scholars. Another growth area could involve addressing the language barrier with our Hispanic families and trying to find ways to eliminate that barrier through technology and translators.|Manzanita Charter School continues to be a heterogeneously populated school that welcomes scholars of all backgrounds. The LEA's current strengths and progress include the adoption of the communication tool "Parent Square," the creation of AVID parent nights, increased hours for school counselor, and bilingual parent education/feedback nights. The LEA'S focus area of improvement is to increase parental involvement on the campus as well as create more parent education opportunities for underrepresented families.|5|5|4|5|2|3|4|2|3|2|2|2|2019-10-16|Met|2019 12629350000000|Maple Creek Elementary|3|100% of parents/guardians were informed of the importance of attendance and were involved in finding solutions. 100% of parents/guardians have participated in one or more of the following: annual survey, parent conference, LCAP development and review; classroom volunteer; attend an event; attend or be a member of the SSC or School Board. Parents/guardians will be welcomed by all staff to participate in school decisions. Communication will occur through the newsletter, at events, at parent conferences, by phone, by personal contact, by email, and/or in formal letters. Staff will develop/maintain records of parent involvement, create newsletters and flyers, maintain website, and hold community events in order to maintain strong parent/guardian input and involvement. By using a variety of methods for parent engagement, parents have choices that meet their needs; for example, not all parents can attend meetings; not all parents can access the Internet; not all parents can attend performances. On the other hand, all parents can engage in school activities and functions in at least one way. Families that have students with identified disabilities, foster youth, and/or other at promise students will be personally invited to participate in school decisions.|Professional development is chosen based on the needs of the student(s) and then the needs of the teacher and/or administrator. The district has provided professional development for all staff each year to improve outcomes. For the 2019-2020 year staff has identified a need for more social emotional professional development to support all students, especially students with identified disabilities and foster youth students. Certificated staff members will attend conferences, workshops, or online courses to meet this goal.|LEA’s progress related to seeking input from parents/guardians in school and district decision making: Maple Creek Elementary School strives to involve every household in decision making. Parents/guardians are encouraged to join and be involved with the School Site Council and the Maple Creek School Board. The School Site Council serves as an LCAP advisory group. Data in the LCAP to support the Priority 3 narrative: 1. 100% of parents/guardians, including parents of students with disabilities, have been involved in the education process and decision making by participating in one or more of the following ways: annual survey; parent conference; LCAP involvement; classroom volunteer; attend an event; attend or be a member of the SSC or School Board. 2. 100% of parents/guardians were informed of the importance of attendance and were involved in finding solutions. 100% of parents/guardians have participated in one or more of the following: annual survey, parent conference, LCAP development and review; classroom volunteer; attend an event; attend or be a member of the SSC or School Board. Focus for improvement: We will improve our knowledge about the needs of our students with identified disabilities and foster youth. The district will reach out to families with I.E.P. and/or foster youth children and encourage them to be involved in identifying needs and solutions.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-11|Met|2019 15636100000000|Maple Elementary|3|The only current area where we see the need for growth is potentially bringing new families into our School Site Council. We have a great deal of engagement every day, we have a family liaison, we reach out and communicate daily in multiple ways, we post infoamtional videos weekly to update parents, we make phone calls, send home newsletters and really reach out in multiple ways. Our goal for next year will be to get new representation on our school site council, as it has been the same for the past three years although it does represent each of our student groups and parents participate fully in this group and provide very meaningful input and ideas.|Our entire campus is a full inclusion campus and we embrace the concept that all of these children are all of our children. We encourage and educate our parents in being a voice for their children and helping them to advocatefor themselves. We let them know that we can not fix problems that we do not know about. We have a very small campus and community so there are frequent opportunities to engage with all of our families and work together on ways to best serve the students.|We use multiple formats and outreach methods to engage our parents. WE have a very active parent club (Maple Community Club) that involves parent sponsored events and fund raising activities throughout the year. These parents meet with staff and Administration monthly to go ovet their budget, schedules, plan and events to make sure we are all working together to support every student and every family. We hold numerous events throughout the year which brings the entire communityinto our school including: Maple Community BBQ, BINGO Night, Movie Night, Grandparents Day, Children's Theater, Mariachi, Parents as Partners Nights and more. This year we are reaching our to recruit new families to become involved in school site council as that has been the same group for some time with few additions and we feel that it will be a good idea to encourage more families to provide input and attend meetings. All of our student groups are represented but we know we can alwasy work to bring in more of our Spanish speaking parents by continuing to include translation and interpreters at each event.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 34674210137950|Marconi Learning Academy|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 77% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards for attendance and credit climbers, student recognition days and parent-teacher-student conferences. An area for improvement would be to involve parents in the development or planning of events and/or policies. Engaging our parents in the development of the LCAP will be one possible are for meaningful input and decision-making. One way for us to improve the engagement of underrepresented families is to ensure that they receive personal invitations in their primary language to participate in meaningful activities.|Parents at Marconi who participated in the survey are happy with our program and feel that staff are supportive in their students’ education. Most parents feel the school provides opportunities for their input to be heard. The school will continue to improve to increase parent involvement in the school. Events including parent paint night, perfect attendance and rewards party, school kick-off are events that are held throughout the year to continue engage parents within the school community. Events will continue to be placed on school’s website, social media, and Parent Connect to continue efforts in communicating with parents and families. The school is also working on developing a CTE program onsite in partnership with American River College. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights. One way for us to improve the engagement of underrepresented families is to ensure that they receive personal invitations in their primary language to participate in meaningful activities.|Parent outreach has greatly improved at the school and participation numbers increased this year. Up to 10 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 275 parents attending conferences and awards last year. One parent in the focus group reported that, “The school creates a warm and welcoming environment to both students and parents,” and another stated that, “The school communicates with students on academic progress, school updates, and events.” Parents in the focus group reported that,” They push you to do your best,” and “I've only been here for a bit and I already feel like a part of a ever growing, caring, understanding, and supportive family.” To improve engagement of underrepresented families by ensuring that there are translations in parents’ primary languages when possible. A concerted effort can be made to phone, text or email families who do not normally participate in school activities.|3|3|2|2|2|1|2|1|2|1|2|2|2019-10-22|Met|2019 51714070000000|Marcum-Illinois Union Elementary|3|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email and paper. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have fewer than 12 English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2019 Stakeholder Survey 92. 5% of parents feel that they have been given different options or ways to be involved with the school. We will continue collecting additional data from stakeholders as well as parent involvement data from staff. Once this data has been collected and reviewed, we can determine next steps.|Engagement Policy: The parent and family engagement policy was developed by the School Site Council and is reviewed by the Site Council annually. The policy is also reviewed by the Governing Board as part of their Title I Plan review process. This policy is distributed annually to all parents as part of our Annual Notice to Parents. At Back to School Night (BTSN) & Parent Conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations & requirements. Conferences are held for every student in the fall & as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade level standards & local assessments. Parents have access to the Parent Portal where they access attendance, grades/class assessments, report cards, & State assessment results. Our website contains resources & links for parents regarding curriculum-based supports as well as State assessments & standards. We provide materials & supports to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year so parents can work with their children. Students moving from kindergarten to first, first to second, and second to third continue to practice their skills over the summer using an on-line program available to all families. For families without access, packets are sent home. Online access to math, science, and social studies supports are available to 6-8 grade students.|We used a spring 2019 survey to determine strengths and improvement areas: 100% feel the school is good about staying in touch with parents; 94.7% feel their involvement is valued; 94.7% feel the school is friendly, welcoming environment for students, parents, and families; and 100% feel their input is valued. We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have less than 12 English Learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in home language even though it is not required. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.|4|5|3|5|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 48705816116255|Mare Island Technology Academy|3|We have traditionally had on PTN (Parent-Teacher Network) for parents to discuss issues and bring them to the Board. We decided to join the PTA (Parent-Teacher Association) so that additional resources can be utilized for engaging parents in having a voice in how the school operates.|We have our PTA as a forum for which our parents can voice their opinions and concerns. We are currently relying on PIQE to provide our parents with information about college. More needs to be done in this area. We plan on adding a Curriculum Night this year in order to inform parents of the various projects that students engage in.|Mare Island Technology Academy provides several opportunities to create and build relationships with the parents and families: Ice Cream Social, Back-to-School Night, and Saturday cleanup/work sessions. We also use Parentsquare as one of our main methods of reaching our parents, along with Facebook and email. Parentsquare provides translated messages which increase our ability to communicate with parents whose first language is not English. Additionally, we are improving the engagement of underrepresented families by contracting PIQE (Parent Involvement for Quality Education) to provide our parents with a workshop series, in English and Spanish, on how to read transcripts, how to prepare for college, and the higher education system.|3|3|2|3|1|3|3|3|1|3|3|3|2019-11-12|Met|2019 31750850117879|Maria Montessori Charter Academy|3|With a parents-based Board of Directors, parental input is sought and given for nearly every policy and tactical decision of the school. Feedback is also sought from the general parent community via electronic outreach, surveys, etc. An area we're looking to improve on includes making sure that our families that speak English as a second language know that everything is fully accessible to them as well.|We communicate upper elementary student progress electronically on a near daily basis,we have regular parent-teacher conferences throughout the school year, including a mutual "Goal Setting Conference" to start the year to help get everyone on the same page. An area we're looking to improve on includes making sure that our families that speak English as a second language know that everything is fully accessible to them as well.|As a public charter school, we involve our parents in numerous ways, including having a parent-elected, parents-based Board of Directors overseeing the school. Our parents volunteer regularly within our classrooms, are Docents for our Garden, Art and Spanish programs, lead some of our after school clubs, help with our sports teams and run our PTA.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-16|Met|2019 15636280000000|Maricopa Unified|3|Criteria: MET Strengths: Based on parent surveys, parent input sessions, and parent Local Control and Accountability Plan Advisory (LCAP) input, the district has made changes to our programs and personnel to support student success. Each year, the District provides many different avenues for parent input, including School Site Council meetings, LCAP input sessions/ELD meetings, and special small group meetings with the superintendent. The District also conducts student and parent surveys for all parents TK-12 grades to help the District make important decisions for all students including underrepresented students and families. Each year, the superintendent meets face-to-face with all students in Third through Twelfth grades to gain real insight in how the students feel about school and ways in which the district can make improvements. Focus Area for Improvement: The District continues to seek even more ways to gain input from parents, students, and staff for continuous improvement. The District can also improve in helping to make our underrepresented families feel more included in decision making.|Criteria: MET Strengths: As stated above, Maricopa Unified School District provides a personalized setting for our students and families. All staff meet for training and discussions on how to best partner with our parents to support student outcomes. This includes holding Late-Start Thursday Staff Meetings to discuss needs of all students and our underrepresented students and families in this area. Focus Area for Improvement: Per parent and staff surveys and inputs sessions, the District has identified providing more parent resources that can be used at home to support academic student growth as an area of continued improvement.|Criteria: MET Strengths: Maricopa Unified School District provides a personalized setting for our students and families. We focus on meeting the needs of each student and work with the parents to build a strong relationship. Surveys suggest a high percentage of parents indicated that teachers take time with parents to support growth. Our District leadership engages and listens to our parents students, and staff to help us make needed improvements for our schools. Focus Area for Improvement: Raising the number of parents providing input continues to be a focus for improvement. Although the district has seen gains in this area based on parent surveys, parent input sessions, and parent LCAP Advisory Team input, the District continues to seek growth in having more parent participation at our schools, including our underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 21102150000000|Marin County Office of Education|3|Because of our transient population, we have had a hard time sustaining regular parent involvement in official bodies such as the combined School Site Council/English Learners Advisory Committee. We have regular family meetings, however, and solicit parent advice and ideas at those times. Because we hired our Family Empowerment Specialist in April, we expect to see improvement next year.|MCOE hosts many professional development activities for teachers, principals, and community members to better collaborate with each other. LEA leaders participated in a yearlong series that was a deep dive into equity with some specific focus on family and community partnerships to support students.|We reallocated resources this year to hire a Family Empowerment Specialist who began in April. We continue to hire bilingual staff and communicate with families in many different ways. We have a partnership with a Community Based Organization, Muliticultural Center of Marin, to further support our efforts to engage parents and community members in supporting the students at our school.|4|4|3|4|4|4|3|3|4|2|4|3|2019-10-15|Met|2019 22102230000000|Mariposa County Office of Education|3|All school sites have active School Site Councils and schools that qualify also have ELAC committees. LCAP meetings are held to gain stakeholder input into our goals, but also to update them on the progress we have made towards them. As the LEA is making decisions with the School Board regarding if the re-opening of a middle school is possible, we have created a community Middle School Feasibility study that is allowing for community input on what this would look like and how it would impact. Notices regarding School Site Council go out to parents at the beginning of the year in order to encourage as much participation as possible. Booths are held at “Back to School Mornings” in an effort to get information out there. Our district does have an adopted Family Engagement Policy. Board Meetings are open to the public with notices well in advance for when and where meetings are held. Parent meetings have been held regarding Safety and Bullying Awareness to keep parents in the loop regarding changes and resources on campus. We have hired and ELD/Intervention TOSA who is available to all of our school sites for parent contacts and communications as needed based on language barriers. While we have many programs in place that indicate to us that we are effectively engaging stakeholders, we will be working to put surveys in place to give us more concrete data to inform the direction of our programs. We are focusing our efforts on gaining more quantifiable data from parents after events through the implementation of surveys. While we know that we have a high rate of parent participation, we have not always focused on collecting data to concretely set goals towards progress. This is an area we will be working diligently on last year and continue to improve upon through site and district level data collection.|Families receive monthly newsletters that help inform them on how to engage with their students in a positive manner and how to assist them with their homework. We are currently in progress of holding parent information nights regarding a variety of curriculum and assisting parents in how to help their children at home. Parents receive information before their Parent/Teacher Conferences that give them a list of question suggestions that they can ask their child’s teacher as well as a list of developmental milestones they should be discussing and thinking about. Teachers are currently being trained in Nurtured Heart Approach. We are discussing through leadership meetings and teacher meetings, how this approach can also be used when working with parents and community members. In the past we did not have Parent/Teacher conferences built into the calendar and we now do which has been of great added benefit to parents. We also have built in “early release days” for students so that parents have more time to access their child’s teacher and set up meetings as needed. Our district has a Family Engagement Policy that we adhere to and publicize. Parents receive information regarding their legal rights through our Annual Notification to Parents. There are also several local advocacy groups that the school district works with as needed. All policies are adopted at public board meetings with minutes available online.|MCUSD and Mariposa County office of Ed has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings.Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend.|3|3|3|3|3|4|4|3|4|4|3|3|2019-10-10|Met|2019 22655320000000|Mariposa County Unified|3|All school sites have active School Site Councils and schools that qualify also have ELAC committees. LCAP meetings are held to gain stakeholder input into our goals, but also to update them on the progress we have made towards them. As the LEA is making decisions with the School Board regarding if the re-opening of a middle school is possible, we have created a community Middle School Feasibility study that is allowing for community input on what this would look like and how it would impact. Notices regarding School Site Council go out to parents at the beginning of the year in order to encourage as much participation as possible. Booths are held at “Back to School Mornings” in an effort to get information out there. Our district does have an adopted Family Engagement Policy. Board Meetings are open to the public with notices well in advance for when and where meetings are held. Parent meetings have been held regarding Safety and Bullying Awareness to keep parents in the loop regarding changes and resources on campus. We have hired and ELD/Intervention TOSA who is available to all of our school sites for parent contacts and communications as needed based on language barriers. While we have many programs in place that indicate to us that we are effectively engaging stakeholders, we will be working to put surveys in place to give us more concrete data to inform the direction of our programs. We are focusing our efforts on gaining more quantifiable data from parents after events through the implementation of surveys. While we know that we have a high rate of parent participation, we have not always focused on collecting data to concretely set goals towards progress. This is an area we will be working diligently on last year and continue to improve upon through site and district level data collection.|Families receive monthly newsletters that help inform them on how to engage with their students in a positive manner and how to assist them with their homework. We are currently in progress of holding parent information nights regarding a variety of curriculum and assisting parents in how to help their children at home. Parents receive information before their Parent/Teacher Conferences that give them a list of question suggestions that they can ask their child’s teacher as well as a list of developmental milestones they should be discussing and thinking about. Teachers are currently being trained in Nurtured Heart Approach. We are discussing through leadership meetings and teacher meetings, how this approach can also be used when working with parents and community members. In the past we did not have Parent/Teacher conferences built into the calendar and we now do which has been of great added benefit to parents. We also have built in “early release days” for students so that parents have more time to access their child’s teacher and set up meetings as needed. Our district has a Family Engagement Policy that we adhere to and publicize. Parents receive information regarding their legal rights through our Annual Notification to Parents. There are also several local advocacy groups that the school district works with as needed. All policies are adopted at public board meetings with minutes available online.|MCUSD has diligently worked to create positive and collaborative relationships with all of our stakeholders, especially our parents. As a tight knit, rural community we have the opportunity to pool our resources and ideas to do what is best for our children and our schools. This relationship is fostered through a variety of programs that we hold at our sites. All of our sites have active Parent Organizations that take the lead on fundraising and helping determine the needs of our sites. Our parents participated in the CHKS last year and we continue to use that data to engage parents but address their concerns through both LCAP meetings, safety meetings, and community meetings.Most of our school sites have implemented “Coffee with the Principal” which allows for an informal meeting once a month between school site administrators and community stakeholders. We hold quarterly school safety meetings that not only go over safety protocols at our schools but also give parents information regarding things like bullying. Our site counselors are available to meet with parents and run meetings as interest exists on a variety of topics that pertain to our youth. We hold cyber safety assemblies not only for students during the day but also in the evening for parents to attend.|3|3|3|3|3|4|4|3|4|4|3|3|2019-10-10|Met|2019 05615720000000|Mark Twain Union Elementary|3|Additional data may be obtained by the 2018-19 results of the California Healthy Kids Survey at htps://calschls.org/reports-data/search-lea-reports/.|Additional data may be obtained by the 2018-19 results of the California Healthy Kids Survey at htps://calschls.org/reports-data/search-lea-reports/.|Additional data may be obtained by the 2018-19 results of the California Healthy Kids Survey at htps://calschls.org/reports-data/search-lea-reports/.|3|3|3|3|3|3|3|3|3|3|3|2|2019-10-16|Met|2019 49708050105890|Mark West Charter|3|Mark West Charter regularly inform parents through newsletters, email, and postings about opportunities for families to engage in advisory groups and to provide input for decision-making. The district has a new position, Communication Coordinator, that will seek, through social media platforms and other communication modalities, to increase parent participation on committees involved with site-based or district-based decision-making. A focus area for improvement will be representative input/participation from families of students with disabilities and families of English learner students. Opportunities of focus will be DELAC/ELAC, LCAP, School Site Council, and Parent-Teacher organizations.|Mark West Charter School shows strength is in its ability to garner parent partnerships through teacher-parent meetings, school governance, and committees. The school has also been successful in gathering parent input via surveys and focus meetings. Yet, the school recognizes the need to more actively build capacity of families with information and resources that support student learning at home and in the local community. This need will be addressed through a monthly parent education series in which topics will cover navigating the school system, supporting academic learning at home, social emotional learning supports, and more. The new position of Communication Coordinator will lead a vigorous outreach effort to families, focusing particularly on underrepresented families. The district will also increase participation in the 2019-2020 English Learner Parent Leadership training provided through the county office of education and will seek increased participation of families of students with disabilities in the county’s Community Advisory Committee monthly meetings.|Mark West Charter School recognizes the importance of establishing trusting relationships between school staff and the families it serves. To that end, annually, all staff review school protocols to ensure that procedures are welcoming for all parents, regardless of culture or primary language spoken by families, and that bilingual staff members are available to support Spanish speaking parents. The staff will continue to receive training in practices that engage in effective (meaningful and respectful) 2-way communication with parents, particularly the underrepresented families such as those of English learner students and students with disabilities.|3|3|3|3|2|2|2|3|4|4|4|4|2019-12-04|Met|2019 49708050000000|Mark West Union Elementary|3|The Mark West district schools regularly inform parents through newsletters, email, and postings about opportunities for families to engage in advisory groups and to provide input for decision-making. The district has a new position, Communication Coordinator, that will seek, through social media platforms and other communication modalities, to increase parent participation on committees involved with site-based or district-based decision-making. A focus area for improvement will be representative input/participation from families of students with disabilities and families of English learner students. Opportunities of focus will be DELAC/ELAC, LCAP, School Site Council, PAC, and Parent-Teacher organizations.|The Mark West district shows strength is in its ability to garner parent partnerships through teacher-parent meetings, school governance, and committees such as parent-teacher associations and English Learner advisory. The district has also been successful in gathering parent input via surveys and focus meetings. Yet, the district recognizes the need to more actively build capacity of families with information and resources that support student learning at home and in the local community. This need will be addressed through a monthly parent education series in which topics will cover navigating the school system, supporting academic learning at home, social emotional learning supports, and more. The new position of Communication Coordinator will lead a vigorous outreach effort to families, focusing particularly on underrepresented families. The district will also increase participation in the 2019-2020 English Learner Parent Leadership training provided through the county office of education and will seek increased participation of families of students with disabilities in the county’s Community Advisory Committee monthly meetings.|The Mark West School District recognizes the importance of establishing trusting relationships between school staff and the families it serves. To that end, annually, all staff review school protocols to ensure that procedures are welcoming for all parents, regardless of culture or primary language spoken by families, and that bilingual staff members are available to support Spanish speaking parents. The staff will continue to receive training in practices that engage in effective (meaningful and respectful) 2-way communication with parents, particularly the underrepresented families such as those of English learner students and students with disabilities.|3|3|3|3|2|2|2|3|3|2|2|2|2019-12-04|Met|2019 19647336018063|Marquez Charter|3|Marquez Charter School encourages a feeling of being a family. Our parent organization, Friends of Marquez (Booster Club), has worked collaboratively with the school to schedule community and fundraising events for many years. Additionally, as part of the charter, we have four parents who are elected to the school's Governing Council. These parent representatives are the voice of the parents, so they share parent concerns and suggestions during the Governing Council meetings, which meets monthly. Further, each parent representative serves on one of the five committees as co-chair with a teacher that Governing Council has purview over. There is also an at-large parent representative on each of the committees to ensure that parents have greater input.|Marquez Charter School has long established a true partnership with parents to support student outcomes. Annually, the school has Back-to-School Night where the teachers have an opportunity to share the academic program, expectations, and policies with parents in the fall. Additionally, we have two Parent/Teacher Conference Weeks (one in the fall and one in the spring), where teachers and parents are able to discuss a student's school progress, academically, behaviorally, and socially. Further, parents and teachers communicate regularly to discuss concerns, progress, and supports throughout the year through email, phone calls, and face to face meetings. A focus area of improvement is establishing individual classroom teacher's web page, which would provide further resources and information for parents. By doing this, parents can keep up with what's going on in the classroom online, who may not have as much opportunities to meet or communicate with their child's teacher due to long hours at work.|Marquez Charter School continues to build trusting and respectful relationships with families. The school works collaboratively with the parents and the parent organization, Friends of Marquez (Booster Club) to ensure we are all working towards the same goal of supporting our students. Friends of Marquez meets monthly to discuss logistics as well as upcoming community and fundraising events. They work with the school to coordinate the events and ensure that the proper paper work is submitted to the District in advance. The teachers work with their parents to share their family's culture through food, traditions, and celebrations.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 43693936046619|Marshall Lane Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 07617390000000|Martinez Unified|3|In the 2018-19 California School Parent Survey, approximately 83% of parents surveyed indicated the Strongly Agree or Agree the “School allows input and welcomes parents’ contributions” and 62% overall Strongly Agree or Agree the “School actively seeks the input of parents before making important decisions”, 20% indicated they “Don’t Know.” Parents also noted they “feel welcome to participate in the school”, 89% Strongly Agree or Agree. Parents surveyed also noted they “Attended a general school meeting”, 93% and “Attended a school or class event” 74% overall. As listed under the Building Relationships section, MUSD provides multiple opportunities for parent and stakeholder engagement. This invitation to participate and collaborate in school and district decision making committees is made to all families, including underrepresented families and have used multiple communication methods in order to capture a wide parent audience. MUSD recognizes not all our underserved families use email and many prefer paper flyers, text (Remind App) and Robo-Calls. These are some of the many ways we communicate with our underserved population to encourage input and involvement. We also offer meetings at varying times, mornings, afternoons and evenings to capture as many stakeholder voices as possible. In additional to the California School Parent Survey given to all 5th, 7th, 9th and 11th grade parents, MUSD also administers an annual parent survey via the LCAP advisory committee as another avenue to capture decision making input from parents. This survey is available in English and Spanish. Parents are critical members in the following site and district level decision making committees; LCAP Advisory, Safety Committee, Curriculum Advisory Committee, ELAC/DELAC, Budget Advisory, Master Facilities Planning, and School Site Councils. MUSD’s Superintendent also visits all PTA meetings regularly to provide important information and gather parent feedback for decision-making. MUSD will continue to utilize multiple communication tools to engage underrepresented families. We will also be exploring the addition of an Equity Committee this school year|For the past few years, MUSD has funded two bilingual Parent Liaison positions in an effort to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Parent Liaisons support all seven school sites with school/parent communication (i.e. flyers, newsletters, website, Robo-Calls, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, school sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. Parent Liaisons translate all School Board Meetings. Parent Liaisons have been an integral piece of our ELAC/DELAC committees. They support with translation, as well as encouraging families to attend. Parent Liaisons have also supported MUSDs Latino Family Literacy Program, with the support of MUSD teachers and staff, to develop courses to support parents with reading to and with their child at home. Through our ELAC/DELAC committees, MUSD provides parents with training and information regarding how to parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), college visits, how to navigate A-G requirements, Reclassification, etc. PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen and Digital Safety Trainings, and College and Career Nights. For the 2019-20 school year, MUSD will be to adding college visits for parents back to our DELAC committee activities and parents have asked for more support with the transition from middle to high school. We will be exploring ways to accomplish this goal. This goal aligned with our California School Parent Survey, which indicated the need to take a closer look at how we are “informing our parents on how to help their child plan for college or vocational school.” 66% of Middle School Parents do not know how to help their child; however, this number does decline to 27% in High School.|Martinez Unified School District administered the California School Parent Survey by CalSCHLS in 2018-19. Overall, we had 588 parents participate in the survey (367 from Elementary, 144 from MS and 76 from High School). Of the parents who responded a little over 50% of the parents identified as White, 16-18% Two or More Races and 12% Hispanic or Latino. Only 11% indicated they are eligible for Free or Reduced Price Meals and 2% indicated their students were in EL program. Related to how MUSD promotes parent participation; the top five ways in which parents feel we do so are through events such as Back to School Night, Open House, and by volunteering in the classroom, attending performances, and supporting PTSA. We also asked parents for feedback as to how we can further increase parent involvement and the number one response was to provide more timely information about opportunities. To that end, MUSD has created new opportunities for engagement and means of disseminating information, via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Remind App, Newsletters and Parent Liaisons, to ensure the results represent the largest amount of stakeholder voice possible. We also have parents participate in various district committees such as Curriculum Advisory Council (CAC), This committee means a minimum of four times a year to review and approve curriculum and new courses. This process includes access and equity for our diverse populations and student needs. In 2018-1, three community forums were hosted by MUSD’s Superintendent the purpose of these forums to engage parents in providing input on current programs and district goals, MUSD also engages parents via the MUSD Budget Advisory committee and Safety Committee, parent membership and participation is a critical component to the makeup of these committees. LEA, community and parent members activity review, collaborate and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year. For the 2019-20 school year we will be exploring an Equity Committee to ensure we are engaging our underrepresented families in needs of their students, as we see a need in ensuring this parent voice is heard.|4|4|3|4|3|3|3|3|4|4|3|4|2019-10-28|Met|2019 49402466051932|Mary Collins Charter School at Cherry Valley|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49708626051932|Mary Collins Charter School at Cherry Valley|3|Mary Collins Charter School at Cherry Valley has many strong parent groups. We have a strong PTA group this year with approximately 50% of our families with active memberships. We also have a Friends of Cherry Valley Library 501c3. This parent group holds events to promote literacy in our community and has fundraisers to buy books for our school library and our annual summer reading project. We also have an Education Foundation group who is currently pursuing a 501c3. This group organizes our annual jog-a-thon fund raiser to secure funds to support our enrichment programs such such as garden, music, and art. We also have a parent advisory group who works on the Local Control Accountability Plan and the Charter Petition Renewal. This group has representation from all stakeholders: administration, teachers, classified staff, parents, and students. Also his year we have a new parent group called TIDE - Teaching Inclusivity, Diversity, and Equity. This group holds evening events for our school community with the specific purpose of building an inclusive community for all of our families.|Currently we partner with Mentor Me. This organization connects socioeconomically disadvantaged students with adult Mentors who will spend quality time with them: doing homework, playing games, developing hobbies that help them learn and grow. One area for improvement is to work with our Spanish Speaking families and our students who will be the first in their family to go to college. We plan to partner with the Parent Institute for Quality Education (PIQE) this year. This organization will hold a series of workshops for parents teaching them about the education system and how to fully utilize all the resources available to them.|We currently have many opportunities for parents to connect in a meaningful way with the Mary Collins Charter School at Cherry Valley. Some of our big events are Back to School Night and Open House, but we also have other events such as Celebrate Reading Day, Earth Day, the annual Jog-a-Thon. During these events, parents are invited onto campus to participate in school activities with their children. We also have parent teacher conferences in the Fall and the Spring. Our student information system Aeries, is also accessible to parents at all times where attendance and grades can be monitored in real time. All teachers can be reached via email and voicemail; email addresses and voicemail phone numbers are posted on the school's public website. Our PTA also puts on family events such as a family movie night and a family dance. This year we have also begun to have TIDE (Teaching Inclusivity, Diversity, and Equity) events on our campus. These are open invitations to any of our parents who like to share an evening meal and discuss how to create a more welcoming and inclusive environment in our school community.|5|5|3|5|4|4|4|4|5|5|5|5|2019-11-12|Met|2019 58727365830138|Marysville Charter Academy for the Arts|3|MCAA was rated a 4 out of 5 for all of the above areas in Seeking Input for Decision Making. Although we are strong in all areas, we will strive to improve. All stakeholders are invited to our site council meetings, PTSA meetings, Title 1 meetings, and many other informational and leadership events. We strive to reach more families by utilizing the AERIES Communication program, which is able to communicate with families in their preferred method and language.|MCAA was rated a 4 out of 5 for all of the above areas. Parents are provided with information about how to support student learning and development in the home at Back-to-School Night, a Title 1 meeting, meetings with the school counselor, site council and PTSA meetings, the school newspaper, and the school web site. We will also strive to improve communication with families by using the AERIES Communication program, which is able to communicate with families in their preferred method and language.|School relationships were rated very well in all the above areas. The school was rated highest (5) for creating a welcoming environment for all families in the community. Our plan is to maintain our small school, inclusive, friendly culture. We will also strive to improve communication with families by beginning to use the AERIES Communcation program, which is able to communicate in the stakeholder's preferred method and language.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 58727360000000|Marysville Joint Unified|3|New district level administration has made more diverse stakeholder input a top priority. In order to best serve all students and families, we must further create relationships that involve all stakeholders in the guiding and planning of our district and schools.|While the district has made standard efforts to hold stakeholder meetings and get input, there are multiple areas that can be improved. First, holding smaller, site based stakeholder meetings at multiple times. Holding meetings proximal to low income families increases the ability to attend and contribute. Also by holding meetings at multiple times, families that work multiple jobs or during the standard meeting evening hours can be further involved in the stakeholder process.|MJUSD offered multiple forms of Stakeholder meetings to engage stakeholders in the LCAP and school development process. MJUSD, under new leadership this year, strives to involve more stakeholders in the process of supporting all students. Through increased parent nights, community partnerships and survey opportunities, MJUSD looks to involve all stakeholders.|3|3|3|3|2|3|3|3|3|3|2|3|2019-10-08|Met|2019 19647330126136|Math and Science College Preparatory|3|MSCP provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. In addition, to help parents/guardians support their students’ through the college application process we host trainings on applications and financial aid. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|At Math and Science College Preparatory we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties.|5|5|5|5|5|5|5|5|5|5|5|5|2019-02-06|Met|2019 19647330137562|Matrix for Success Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 12753820000000|Mattole Unified|3|All families are encouraged to participate in opportunities that provide input on Mattole USD policies and programs via regular school site council meetings and LCAP input meetings. Outreach is via emails, newsletters, texts/phone calls, flyers, social media postings, website and announcements on the local community digital bulletin board. Family stakeholder input informs decision making at all site and district levels.|Developing and maintaining strong school/family partnerships is a major Mattole Unified School District priority. The administrative, teaching and classified staff all work together to facilitate parent communication and to guide families to school and community resources. Parent-teacher conferences, Individualized Education Plan meetings, 504 Plan meetings, and student-based intervention team meetings occur throughout the school year. Academic counseling of all high school students ensure that they are on track to meet all academic requirements. Attendance is closely monitored and family outreach occurs when necessary in order to improve attendance outcomes.|A major priority of the Mattole Unified School District is building relationships with families. Survey results indicate that our families feel welcome in our schools. We offer numerous events and opportunities for families such as school site councils, festivals, performances, and open houses. Our website is kept up to date and is fully accessible to all.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 06616060000000|Maxwell Unified|3|The LEA’s current strength is the relationship that staff and administration have with families, including underrepresented families. The LEA's small school and community atmosphere allows for close relationships with families. Our focus will be to identify strategies and activities to improve parent engagement. Ideas include letters to parents, Robocalls, and development of a District Advisory Committee made up of staff, community members, and students.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. Our focus will be to identify strategies and activities to improve parent engagement.|The current strength of the LEA lies in the relationships between the Maxwell Community and our small schools. We will work to develop strategies to increase engagement that will fit the needs of our schools and community.|2|2|2|1|2|1|1|1|2|2|2|2|2019-05-08|Met|2019 13631800000000|McCabe Union Elementary|3|The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC) that meet regularly to review policies, programs and progress monitoring. Staff and parents are well-informed, and are encouraged to provide input and recommendations in decision making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement. A primary focus for the district is improving the engagement of underrepresented families. A fall and a spring meeting are calendared for specific targeted subgroups, with strategic layers of outreach to families.|Building partnerships with McCabe families represents an important strategy in promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth grade students are able to monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision making process related to improving student outcomes. Many McCabe parents take an active part in the school by volunteering to help in the classroom and with programs such as the Halloween Carnival, the See’s Candy fundraiser, McCabe Olympics, upper grade athletics, field trips, eighth grade trip, sixth grade camp program, and school projects. During November of each year, formal conferences are scheduled for every student’s parents. These conferences continue to be highly successful in providing communication and registering concerns about each child’s progress and educational opportunities and programs for which they may be eligible. This year the district will expand targeted outreach to parents of underrepresented subgroups through informational evening meetings.|In order to increase communication and understanding between the school and home, information is provided to parents through digital flyers, notices, and pamphlets emailed through the School Messenger platform. News and other important events are also posted on the McCabe Website and electronic marquee. Teachers use email, Remind App text-based messages, and class websites to communicate with their students' parents. Back-to-School Night is held in August and Open House in May. These events provide opportunities for parents and the community to visit the school and be part of the programs sponsored by the PTO. The campus facilities and student classrooms create welcoming environments for staff, students and families. Well maintained grounds with ample visitor seating and highly visible, friendly staff further enhance the welcoming culture. A focus area for improvement in engagement of underrepresented families in the 2019-2020 school year is implementing additional opportunities to invite parents onto the campus. Targeted evening parent presentations will inform and seek input from English Learner, and Students with Disabilities subgroups. A series of Lunch on the Lawn events are calendared throughout the year to further build relationships with our parent community.|5|5|4|4|4|3|5|4|3|4|3|3|2019-10-08|Met|2019 47704090000000|McCloud Union Elementary|3|Through out the year, the LEA attempts to engage families in advisory groups and decision making by inviting them to formal and informal gatherings and meetings. The LEA has been very successful in getting parents to attend parent/teacher conferences, Back to School Night, Open House and all student performances. An area of improvement has always been, and will continue to be, parent attendance at formal meetings like School Site Council meetings and board meetings. Despite repeated efforts to engage parents in meetings for decision making, our parents remain largely absent. We have even tried having teachers recruit parents from classrooms. The method of input from parents that is the most successful is the parent survey that is distributed each spring. It surveys the parents in several categories:1) parent involvement, 2) progress reports and report cards, 3) school safety, 4) classroom behavior and management, 5) facilities, 6) music program, 7) athletic program, 8) intervention and GATE, 9) SAFE program, 10) comments and ideas for funding expenditures. The survey is returned at a 95-100% rate and gives parents a portion for comments for each category as well as input on policies and fund expenditures. Strictly speaking, we do not have much diversity among our student population (as noted in prior narrative) other than our low income students. We run a school-wide program focused on students living in poverty, All decisions regarding curriculum and funding are focused first on our low income population which comprises approximately 75% of our student body. Working together as a staff is easy because we only have 4 FTE teachers and 1 administrator. Communication, overall, is uncomplicated among staff, students and parents.|The LEA partners with the Siskiyou County Office of Education to provide trainings for staff related to curriculum as well as family engagement. Programs for parents are offered through the LEA via other providers such as Great Northern, Remi-Vista, Siskiyou County Domestic Violence and First Five. The McCloud Resource Center has been revived in the community and they provide many resources to parents including information about healthcare, financial assistance, food distribution, transportation, employment opportunities and housing. Parent/teacher conferences are well attended by students and parents. parents are including in student progress monitoring via phone calls, emails and meetings. Some parents prefer contact via social media platforms like Facebook Messenger and the district accommodates those parents when possible. Texting is also an preferable and manageable options for some parent/teacher communication. Throughout the school year, parents are notified of their legal rights regarding their child's education. Information is distributed about board policies, IEPs and 504s (FERPA) laws, etc. Important information is distributed and readily available to parents and community members. By definition the LEA does not have many underrepresented populations such as non-English speaking youth (ELs), immigrants, foster/homeless youth, LGBTQ youth, youth of diverse races, or exceptional needs youth. Our student body lacks diversity in that our students are primarily white and English speaking. The one distinguishing characteristic of our student body is that most students are living at poverty level. Communication with poverty level families is not different than those who are at a higher level of income. There are no students that have a different primary language spoken at home, so we have yet to modify communication for non English speaking families. One way in which we do communicate with our students of poverty is to connect with their families to provide them with resources for low income households. As noted in the next narrative, our school-wide program focuses first on students of poverty because roughly 75% of our students are poor. The effects of poverty on learning and overall health are always at the forefront of our academic planning for our students. Students of poverty are given first opportunity at special programs designed to target the mental and physical health of low income students, as well as address learning styles of impoverished students. The "whole child" is discussed often as we address our low income student to take into account their home life and challenges as we address them as students.|McCloud Elementary school fosters communication and relationships with families by offering many opportunities for families to participate formally and informally in school-wide activities. Families are invited to have input at school site council meetings and board meetings as well as receiving invites to informal affairs like Back to School Night, musical performances, Open House, classroom volunteering and field trips. The main mode of communication between families and the district is via a survey that goes home in the spring and assesses the stakeholder's satisfaction with many areas of the school: 1) parent involvement, 2) progress reports and report cards, 3) school safety, 4) classroom behavior and management, 5) facilities, 6) music program, 7) athletic program, 8) intervention and GATE, 9) SAFE program, 10) comments and ideas for funding expenditures. We typically have a 100% return rate on the survey because there is an incentive offered to students for returning the survey. The overwhelming majority of the parents surveyed are highly satisfied with the programs at the school. In particular, parents feel that the school is welcoming to parent volunteers and that staff members are kind and handle issues effectively. Parents expressed that there are many opportunities to volunteer even if they are not always able to volunteer. Parents appreciate the cleanliness of the school and the small class sizes for their children. Parents are thankful for the SAFE program which enables them to work without worry about their children in after school hours. They are also grateful for the food programs that offer breakfast, lunch and snacks via the snack pantry. Many parents praise the enrichment programs of music, art and sports that benefit their children. Parents are able to make requests for spending on the survey and this does drive some expenditure decisions made by administration and the school board. The demographic of most students reflect that they are white, English speaking students living in poverty. We do not currently, or historically, have non English speaking students. Our unduplicated pupils are mainly those who qualify for free and reduced lunch. This group is well represented and the school curriculum, communication and services center around that demographic. We do not have underrepresented families at this time, nor families that have language barriers to our communication systems. One area in which the district could improve would be increasing parent attendance at formal meetings like school site council meetings and board meetings. In the past, the district has tried to adjust times to be more flexible to working parents and offered a lunch meal to parents who would attend meetings. However, none of the incentives have increased parent attendance at the formal meetings.|4|5|4|4|4|4|4|4|4|3|4|4|2019-11-13|Met|2019 15739080000000|McFarland Unified|3|Our schools shave run advisory groups such as ELAC and SSC for many years. Barriers that have prevented some families from participating such as food and child care have been identified and provided for. Our parents are provided information regarding their ability to participate in these groups in the form of written invitation, phone messages, and social media. Our parents are provided several opportunities during the year to provide inout on policies and programs, but participation has been low. We need to work together to find ways to increase participation in these discussions.|Our of our schools host formal parent teachers conferences in the fall and the spring. Each site conducts an evening session, in both the fall and spring, to provide a chance for families to engage in the meetings without having to miss work. Our elementary sites regularly use Class Dojo to communicate with families about school events, student progress, and other worthwhile pieces of information. All of our schools have new digital Marquees that help communicate as well. Many of our sites hold Literacy, STEAM, and Math nights as a way to provide opportunities for parents to learn how to support their child in these areas. Each site has an ELAC and SSC where all parents are invited to attend and participate. Parents have been afforded the opportunity to participate in Parenting Partners. Parenting Partners workshops combine parenting and leadership skills that empower parents to become vital contributors to their children’s academic success. The goal of these workshops is to build parenting skills that produce effective parents, show parents how to successfully partner with the school, and create a sustainable team of positive parent leaders. This coming year we are looking to build partnerships with more outside agencies that can help us help our parents. Communication has begun with man, but some funding may become necessary.|At our elementary sites, we have partnered with Parenting Partners in order to provide training to parents, who in turn lead sessions with other parents on how to support their child academically and how to work with the school and teacher. The engagement of parents in this process has helped begin to build a network of informed and empowered parents at our elementary sites. We continue to provide funding to each site for parent engagement activities. Each site has a parent involvement plan and are taking action to improve their part in the parent involvement process. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as child care and dinner. In our community it is difficult for our families to attend events in the evening because of these identified barriers.|3|3|3|3|4|4|4|4|4|4|3|3|2019-10-08|Met|2019 37683386113211|McGill School of Success|3|McGill works hard to keep families informed in their native language through various modes of communication (email, phone calls, flyers, weekly Parent News, monthly calendar, website calendar, etc.) understanding that families respond to various forms of communication. While McGill does its best to engage them, families often remain on the margin due to language barriers, lack of awareness of American school system structure, socio-economic level, and lack of formal education. Given that we are still faced with families remaining on the margin, we feel there is still work to be done. This year, in addition to our Parent Conferences, we will be doing home visits to get to know our families better. We will also have forums relevant to the issues facing our families e.g. immigration, housing, debt consolidation, etc. as a way to engage greater parent participation. We will continue our transparency in sharing data and outcomes during our LCAP meeting and taking their recommendations in forming the following year's plan. With these actions, we hope to increase parent confidence in seeing McGill as their wrap-around service school that values their input and leadership.|McGill is a result of community leaders and families organizing to create a school that could meet the needs of the community's underrepresented families. Given this history, we pride ourselves in creating opportunities for families to participate in the decision-making process and be engaged in day to day school activities. We have partnered up with organizations such as Say San Diego, California Association for Bilingual Education (Project2Inspire), and local non-profits to build the capacity of families to assist their children in their education and life success. Understanding that economics plays a key role in how children live, we provide financial literacy courses during our Family Fridays to educate families in affordable solutions and options to their needs. We continue to seek ways to meet our families, which also vary in their individual needs.|McGill is known as the "little school with a big heart" for its ability to welcome and create a positive culture for families. We have created multiple opportunities for families to engage and become equal partners in education. Our monthly Family Fridays, Coffee with the Principal, School Site Council, ELAC, and school-wide cultural heritage celebrations are few of the ways families are welcomed at McGill. Our School Messenger, school-wide weekly Parent News Bulletin, and teacher communication systems (email, DoJo, Remind and other applications, etc.) allow us to engage families, often in their own language. Most of the communication is initiated by the site, yet families feel comfortable to respond or inquire on school matters, or other areas impacting their children. The majority of our staff is bilingual in multiple languages including Spanish, and Chinese.|5|5|4|4|4|5|5|5|4|4|4|4|2019-06-13|Met|2019 12629500000000|McKinleyville Union Elementary|3|Parental Input is critical to our students success and is always considered in the MUSD's decision making processes. We distribute annual parent surveys and utilize the information to make important decisions. We encourage parental volunteerism, serving on the Board of Trustees, engagement with the MSPTO, District Advisory Committees and Site Councils. Further, the site and district administration is always open to meeting with parents/guardians regarding suggestions and/or concerns. Our district staff has been very active in the use of Social Media as another means of critical parent communication. We would like to see increased participation by representatives of our underrepresented families at Board meetings and at our MSPTO. We intend to personally invite several families as well as provide information about both in both English and Spanish.|MUSD offers a minimum of two parent conferences per year, per student. We have had good participation rates and attendance at these conferences. Additional conferencing is available upon request. The McKinleyville Middle School has coached its 6th-8th grade students in student led conferencing which informs the parent/guardian of student progress but also serves as an effective communication strategy between the students, parents/guardians and teachers. Further, when enrolling students, each parent/guardian is offered a comprehensive intake meeting where they learn about our school expectations, opportunities for volunteering and parent involvement. During IEP meetings, families are always informed of their Parental Rights and deeper explanations are always provided unless declined. Further, MUSD is part of a consortium that hosts Parent Education nights. Families are encouraged to always send their children to school unless there is a significant medical issue or religious and/or cultural celebration. Regular social media posts are sent to families regarding the importance of regular school attendance. Families are encouraged to attend the MSPTO as well as the Board meetings where individuals are invited to provide public comment. At McKinleyville Middle School, there is a community operated Priority Care Center that provides urgent on site medical care for students in need. Information about participating in this wonderful program is made available at sporting events, Back to School Nights and other events intended for families. MUSD also sends representatives to the community facilitated McKinleyville Alliance for Race and Equity (MARE), a local organization committed to ensuring our community is inclusive and equitable. We have been working collaboratively to host book clubs, movie nights and other parent information opportunities regarding how to support our young people and families of color as well as others who might be interested in attending. We have a strong partnership with our local Lion's Community Service Club to conduct initial vision screenings for all students. We have strong working relationships with several tribal organizations including the Local Indian Action Council, Wild Rivers and Two Feathers and provide space on campus for representatives to work with our local American Indian students with tutoring and other appropriate college and career planning. Last, we have a strong working relationship with our local Family Resource Center. We work collaboratively to provide food for families with food insecurities throughout the year. Further, we work with the Family Resource Center and the Department of Health of Human Services on accessing the Bridges Grant that provides youth mental health services and family access to appropriate resources to ensure student success. We are working to find ways to make our Priority Care Center available for students with Medi-Cal. They are working on securing this contract to be able bill.|Parents were asked to attend three Stakeholder/Community Input Meetings. Through this process, it was determined that issues related to student safety are the most important for our families. Specifically in the areas of bicycle safety, social skill development, continued PBIS implementation and more supports for students with extreme behavioral manifestations. Further, we have a robust MSPTO (McKinleyville Schools Parent Teacher Organization) that is active and has parent, staff and administrative representation from all three sites as well as the district office. They work collaboratively with the district to ensure that families feel welcome and included in our educational programs. Further, families are encouraged to volunteer in support of student events such as Family Maker Nights, school carnivals and more. We continue to be committed to full PBIS implementation and are part of the MTSS/SUMS initiative. Further, we are implementing a variety of trainings and supports in the area of improving our Trauma Informed Practices. Appropriate classified staff are provided training in Crisis Prevention strategies (CPI) and every certificated staff member will attend the county Equity Summit on November 1st as a way to build our understanding of and appreciation for culture and equity. We have been participating, along with our local high school district, in training by Dr. Martha Merchant who is coaching designated staff in the implementation of Trauma Informed Care and strategies. Family and school staff working together is critical for ensuring student success. Further, we support the families of our English Learners with information events and opportunities to provide input. Further, our parents of English Learners (EL) have access to our district EL Coordinator to attend meetings and to assist with advocacy when requested. We host both the DLAC and ELAC meetings to share out and receive important information with our EL parents. McKinleyville Middle School has an active graduation committee consisting of families and staff. We offer extensive opportunities for parents/guardians to volunteer in the classroom or on place-based field trips in addition to supporting parents/guardians to be fully engaged in the Individualized Education Plan, 504 and/or Student Study Team meetings when appropriate.We believe that providing both formal and informal opportunities for parent/guardian input assists us all to deliver the best educational programs for our students. An area for improvement is finding more ways for our staff to learn about our local Native American heritage, history and traditions. All certificated staff will attend the County-Wide Equity Summit where there will be several sessions supporting this area.|4|4|3|3|4|3|4|4|3|3|3|4|2019-10-24|Met|2019 15636510000000|McKittrick Elementary|3|McKittrick Elementary School District is a single-site rural school district located 45 miles west of Bakersfield. The school district has 78 students in kindergarten through eighth grades. The small size demands that each classroom is a combination class, meaning each teacher is responsible for two grade levels. Kindergarten is the only non-combo class on campus. At McKittrick, 44 students are male, and 34 students are female. Sixty-one of the students are Caucasian, 13 of the students are Hispanic, 3 of the students are Black, and 1 of the students is Cambodian. Twenty-three of the students receive free lunch, and eight receive reduced lunch. 2 of the students are SLD, and 3 are SLI. McKittrick has no ELL, homeless, or foster care students. After sorting the current McKittrick Elementary School District student population, seven of the students are nonwhite and receive free or reduced lunch. None of the seven identified students are SLD, SLI, ELL, homeless, or in Foster care. 100% of the unduplicated families and 100% of the families of individuals with exceptional needs received invites to the stakeholder’s evening meeting on 2/21/2019, but none of them attended. The invitations were sent home in the Friday notice, listed on the school bulletin board at the McKittrick post office, and posted to the parent’s club Facebook page. McKittrick Elementary School has done a fantastic job raising the performance of underrepresented students. The district’s approach has been to provide additional services to every student. The school district is strongly opposed to the proposition that denies other services to specific groups based on their race, social status, or performance levels. The staff and administration know all of their students and families. This year only one parent out of the entire school did not participate in parent-teacher conferences. This family-style approach cuts through the traditional bureaucracy of the educational system. The families' and staff’s perceptions are that the district is doing an excellent job of “Seek Input for Decision Making.” On occasion, families, community, and staff members attend one of the twelve regularly scheduled monthly board meetings to register comments or concerns on particular issues. Traditionally the parents or guardians visit the superintendent’s office and have sit-down conservations or chat at one of the many school-sponsored athletic of social events. These are just a few of the advantages of a small school. Two-way communication is informal and frequent. Until feedback reflects an adverse change in the satisfaction of McKittrick’s elementary school’s clientele, the district will continue with the current small school approach|McKittrick Elementary School District is a single-site rural school district located 45 miles west of Bakersfield. The school district has 78 students in kindergarten through eighth grades. The small size demands that each classroom is a combination class, meaning each teacher is responsible for two grade levels. Kindergarten is the only non-combo class on campus. At McKittrick Elementary School, 44 students are male, and 34 students are female. Sixty-one of the students are Caucasian, 13 of the students are Hispanic, 3 of the students are Black, and 1 of the students is Cambodian. Twenty-three of the students receive free lunch, and eight students receive reduced lunch. 2 of the students are SLD, and 3 are SLI. McKittrick Elementary School has no ELL, homeless, or in foster care students. After sorting the current McKittrick Elementary School District student population, only seven of the district’s students are ethnicities other than Caucasian, and each receives free or reduced lunch. None of the seven identified students are SLD, SLI, ELL, homeless, or in Foster care. All of the unduplicated families and all of the families of individuals with exceptional needs were invited to participate in the stakeholder’s evening meeting on 2/21/2019, but none of them attended. The invitations were sent home in the Friday notice, listed on the school bulletin board at the McKittrick post office, and posted to the parent’s club Facebook page. McKittrick has no statistically significant underrepresented student groups. The district has a rich tradition of successful parental partnerships. Back to School night and parent-teacher conferences are attended at a very high rate. 88% of the students had a parent or a caregiver present at this year’s Back to School Night. All but one student’s parent or caregiver attended parent-teacher conferences this year. The McKittrick parent’s club host monthly events for students during the day. Because the school is so small, the superintendent uses these occasions to meet with parents and caregivers to obtain input about the day to day operations. The District also has a standing agenda item on the monthly board meeting dedicated to parental information and feedback. The district will continue to research new and innovative ways to get input from all families; this includes under-represented family groups. An example of a creative strategy is the use of a district mobile app.|The families were also invited to participate in the daytime meetings held in conjunction with the regular monthly parent’s club meetings. 52% of the respondents to the survey reported that they attended one of the daytime meetings. Turn-out at the evening meeting was much lower than the regular daytime meetings. The majority of the parents meet with the superintendent informally. 66% of the parents that responded to the survey reported that they are on campus weekly, and 17% are on campus monthly. 62% of the surveyed parents said that they speak to their student’s teacher weekly. The superintendent is active in parent’s club activities and attends the monthly meetings. The classroom teachers had face to face meetings with their students’ parents at this year’s parent-teacher conferences; only one parent did not attend. 88% of our students had a parent/caregiver in attendance at this year’s annual back-to-school night. The district strives to improve the communication process with our stakeholders. 90% of the respondents to the survey felt that McKittrick Elementary School was doing a very to extremely effective in understanding their family’s needs. One improvement this year was the update of the district’s webpage. 91% of the parents that responded to the survey reported that they were aware that the school district held monthly board meetings. Still, no one had attended a monthly McKittrick Elementary School District trustee’s meeting. The lack of attendance at monthly board meetings could be because 95% of the parents surveyed reported that their students enjoyed attending McKittrick Elementary School. The district is currently updating the sound and video systems in the auditorium to encourage participation at the annual stakeholder events. In the past, a stated complaint has been due to poor sound quality in the school auditorium. This upgrade will allow more people to attend meetings and social events. It will also give parents overflow seating and a means by which to view the events from outside the auditorium when smaller children become fussy.|5|5|5|5|5|5|5|4|4|4|4|5|2019-10-10|Met|2019 24657630000000|McSwain Union Elementary|3|The LEA's strengths in this area include seeking input for decision making with the following committees: -School Site Council -District English Language Advisory Committee -Parent Club The LEA will focus on improving participation in the following committees: -Local Control and Accountability Plan -Wellness Committee -Safety Committee|The LEA's current strengths and progress in this area include the following: -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress -Offering extra tutorial programs for students based on academic needs -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family -Providing translation services at all meetings held at school The LEA will improve the engagement of families, including underrepresented families, by: -Reaching out to families whose students are in need of academic or social-emotional supports -Including families in decision-making for their child(ren)'s educational needs|The LEA currently communicates with families in multiple ways and shows strengths in the following areas: -Daily use of student planners for 3rd-8th grade students -Written communication in English and Spanish -Dialers, emails and text messages in English and Spanish -School calendar on school website -English and Spanish-speaking office clerks -Monthly progress reports to 4th-8th grade parents -Parent/teacher conferences and report card nights each trimester -Monthly morning coffee meetings with parents of English Language Learners The LEA is working on ways to increase communication with underrepresented families and is implementing "Abriendo Puertas." This program will provide techniques to Spanish-speaking parents so they can prepare their children to start school and will be hosted by school staff.|4|4|3|4|3|3|4|2|5|5|5|5|2019-10-08|Met|2019 56105616055974|Meadows Arts and Technology Elementary|3|The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all stakeholders, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program and policies. Additionally, the MATES Parent Teacher Organization provides many family engagement activities throughout the year. Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.|MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback. The MATES community is a very inclusive environment, and hold many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective communication methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement.|The Parent Participation goal on the MATES 2018-19 LCAP was to Increase parent participation in student academic achievement. The expected outcomes were to Increase parent engagement through education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home. MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps the parents connected to the happenings on campus and in the classroom. MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters and websites. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement. The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Core Values. These committees are made up of all stakeholders, and after their research and discussion make recommendations to the MATES Board for any additions or changes to the MATES Program.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 13631980000000|Meadows Union Elementary|3|Being that the LEA is a single school district, it makes it easier to create advisory groups in different areas to provide opportunities for families to provide feedback. These groups such as School Site Council, DELAC, PTO, and Migrant Parents are formed by an array of parent representation of different groups.|Administration and teachers provide information, training, and workshops in several areas to ensure the whole child is addressed. Professional development and information provided to families are to cover the social emotional, behavior, and academic support and understanding to ensure the LEA can address all aspects and families' needs are met.|The LEA has been providing professional development and building capacity of staff to ensure there's a variety of ways in building strong relationships with families and teachers. Classified and certificated staff participate in school wide activities to involve families in their child's learning. All activities and communication going home is in the students' home language so families feel welcome and valued.|4|4|4|4|3|4|4|3|4|4|4|4|2019-11-12|Met|2019 23102310000000|Mendocino County Office of Education|3|Goal 4 of the LCAP Annual Update provided some additional data. There was an increase of 10% of parents participating in Site Council. A goal of 15% of families participated in at least one student recognition activity was met.|All parents indicated that the program strives to prepare students for life after high school. Parents felt strongly that communication regarding their child's progress was clearly communicated. All parents felt that students are encouraged to become active participants in their communities.|A parent survey was conducted through a Google Survey format and had a limited number of responses. In summary, the survey results indicated 50% of the parents feeling valued as a parent of a student at the school. Parents strongly agreed that their child feels respected, and stated overwhelmingly that the school rules apply to all students. 80% of the parents felt they were encouraged to participate at the school. A goal of 15% of families participated in at least one student recognition activity was met. Unfortunately, we had established a goal of 15% of parents participating in Open House and Back to School Night, but we only had 10% participation. However, we exceeded our goal of 10% of parents participating in a 10 week Triple P parenting class linked to student learning and social-emotional development and growth by 15% resulting in a 25% participation rate.|2|2|2|3|1|1|2|2|2|2|2|1|2019-10-14|Met|2019 23655810000000|Mendocino Unified|3|All parents are invited to be involved in all District committees, school site councils, WASC accreditation, strategic planning development, and LCAP development committees and meetings. Surveys are frequently sent to parents for their input on a wide variety of topics. In 2018-19 we included all parents on the California Healthy Kids Survey. In order to improve the engagement of underrepresented families, we will continue to use our social worker to personally reach out to families to encourage their participation on District and school committees and advisory groups.|We provide a volunteer training to all parents who wish to volunteer at the K-8 School. As a part of the training, we discuss ways to positively advocate for their own as well as all of the children. This training has given parents the tools to appropriately respond to issues or concerns that they see at school and at home. The District social worker and the mental health counselor counselor provides provided Youth Mental Health First Aid training to all 4th-12th grade staff in 2018-19 and have also offered the training free of charge to parents and community members. In addition, the District social worker offers 1:1 parenting help as well as parenting classes. The District is working hard to improve the grading and progress reporting process. We are transitioning to a standards based grading system that will better reflect student learning.|In 2017-18, we hired a full-time, bilingual social worker to improve engagement with all families, but low income and EL families in particular. The impact on our students and families was immediately felt in our District. Over the next two years, a Family Resource Center was created that includes a private space for counseling, community resource connections, internet use, a food bank, and a washer and dryer. Our social worker actively reaches out to families in need and receives referrals from teachers and staff. If necessary, we always have an interpreter to ease personal communication and we also have a translation app on our copiers so that we can instantly translate any document to other languages. This improves accessibility for families. We are looking to improve our communication with all families this year by making it our District focus. Teachers and staff have discussed strategies to provide more feedback and to better inform parents of student progress - academically and behaviorally. School sites are setting aside time to communicate with parents with concerns but also positive reinforcement. Finally, we are working hard to get parents on campus for Back-To-School Nights, parent conferences, open houses, and other parent informational nights. This past year, we had a 100% participation rate for parent/teacher conferences at the K-5 grade levels and a 96% participation rate in the middle school.|4|5|4|4|4|4|4|4|5|4|4|4|2019-10-17|Met|2019 10751270000000|Mendota Unified|3|Families in Mendota Unified always have an “informal” opportunity to provide our school sites and district with input for decision making along with formal opportunities during governance-type meetings. This is done through campus visits, surveys, and parent meetings. To meet Federal requirements, the district continues to have parent councils/committees. The district’s Director of State and Federal programs ensures that families have the opportunity to provide input for decision making during these meetings by providing all principals with training and the meeting agendas. Next steps will be to help families understand that they can and should provide input during formalized meetings. Progress has been made in this area due to the fact that principals have been trained to understand the purpose of committees and councils. In addition, families are also being trained in this area by the Director of State and Federal Programs and by programs such as the Parent Institute for Quality Education (PIQE). The training that has been provided to both parents and principals in this area is only in the developmental phase and will continue to improve as it will be a focus area for improvement. Since all school sites will be included in this training provided by the Director of State and Federal Programs, it should also improve on the engagement of the underrepresented families.|Providing families with information and resources to support student learning and development in the home at the elementary level is a strength for our school district. The elementary schools accomplish this by hosting parent nights. A similar practice has yet to be established for our secondary schools; this will be an area of focus and growth. Helping families understand their legal rights and how to advocate for their students is another area of strength for our school district. The district continues to partner with the Parent Institute for Quality Education (PIQE) to ensure that all parents are afforded with this opportunity to understand their role as a partner in their child’s education. In addition, the district’s Director of State and Federal programs also provides training in this area for all parents interested in participating. The trainings provide by PIQE and the Director of State and Federal Programs include knowing who school personnel are and their respective roles, understanding assessments, interpreting assessment results, and knowing what parents can do to seek desired outcomes. It is recognized that helping parents become advocates for their students builds a strong partnership between the home and the school district. Providing professional learning and support to teachers and staff in this area will be focused on for improvement. Currently, minimal professional development in this area is afforded to teachers. The district’s Director of State and Federal Programs in collaboration with the district’s Director of Curriculum and Instruction will research available trainings in this area and or ways to help and guide teachers on the concepts of building partnerships for student outcomes. All principals and teachers will be included; therefore, by providing this training/support there will be an improvement on the engagement of underrepresented families.|Creating an environment that is inviting to all is extremely important to our school district and we take pride in providing great “customer service”. In recent years the district has invested in professional development in this area for all employees that interact with families and community members. Specifically, this training has been provided to our leadership team and more importantly to our front-office personnel. It should also be noted that many staff members are bilingual. Being able to communicate with parents in a language that they understand is a positive when trying to build relationships. Developing the capacity of teachers to build trusting and respectful relationships with families is an area for improvement and focus. In general, the district has not provided any formal training for teachers in this area aside from the training new teachers receive when they are first hired. When teachers are hired, the Director of Instruction and curriculum provides support prior to the school year commencing. He does this by sharing information about our community and the clientele that they will be serving. For our new teachers, this training is the start of a bridge that shall connect them with their students. It is recognized that teachers need more and ongoing support in learning about the families they serve to better understand student needs. To support teachers in this area, the Director of State and Federal Programs in collaboration with the Director of Curriculum and Instruction will have discussions with site principals to look for opportunities and ways to support teachers and staff in this area; to build capacity and ongoing awareness regarding the importance of building relationships will be a focus area. All staff will be included; therefore, this action should also improve on the engagement of underrepresented families.|2|4|3|3|2|3|3|3|3|3|3|3|2019-10-23|Met|2019 33671160000000|Menifee Union Elementary|3|The Menifee Union School District implemented and refined actions pertinent to Goal 3, Seeking Input for decision Making, during the 2018-19 school year. In response to our internal survey analysis of parent participation in parent/community forums, we increased opportunities for on-going two-way communication with a focus on the participation of underrepresented families. Our efforts resulted in increased parent participation in community forums, social media, and online surveys. MUSD will also include parent representatives on the focus team for the development of the new Mission/Vision and Student Profile guiding documents. Parents attended additional District facilitated parent/community education events such as educational workshops, English as a Second Language (ESL) classes, and school/District representative groups such as PTA/PTO, ELAC/DELAC, SSC, DAAPAC. Our District continues to identify areas for parent education which will improve opportunities for parents to provide input for decision making such as Parent Portal training, Model School Attendance Review Board (SARB), Student Study Team (SST) meetings. Parent and guardian input in the LCAP process strongly represented a need for additional school counselors and LVN/nurses. During the 2019-20 school year, additional counselors and nurse allocation were added to all school sites. It is hoped that the accessibility of the additional counselors and nurse allocation will contribute to sustaining trust and confidence with our community. Additionally, our LCAP input process demonstrated a continued interest in sustaining and developing our Music program from Elementary through Middle School. The allocation of additional funding in our LCAP has increased the accessibility of instruments available for check out at no cost to students.|The Menifee Union School District completed actions pertinent to Goal 3: Building Partnerships for Student Outcomes during the 2018-19 school year. We continue to focus our efforts to improve ongoing partnerships and buy-in with families and community stakeholders have led to changes in practices related to parent involvement and in the opportunities for partnerships. Subsequently, parents have had the opportunity to attend and engage in additional District facilitated parent/community education events such as educational workshops, English as a Second Language (ESL) classes, and school/District representative groups such as PTA/PTO, ELAC/DELAC, SSC, DAAPAC. In addition, our District continues to identify areas for parent education which will improve partnerships and provide workshops to families in topics such as Parent Portal training, Model School Attendance Review Board (SARB), and Student Study Team (SST) meetings. Through our partnerships with families, we work diligently to facilitate honest collaboration which has resulted in parent education topics that are relevant to our community such as “Grandparents Raising Grandchildren,” family educational events at school sites, Parent Portal training, and Family Literacy events. Community input during the development of the 2018-19 LCAP priorities included the need to increase counseling services at our schools. Additional counselors during the 2019-20 school year increased partnership opportunities between community health agencies, the local Assistance League Chapter who supported purchases of shoes and clothing for students, and the addition of a program called Care Solace which allows parents support and access to mental health services for students if necessary. It is a goal to sustain and build upon our partnerships to support student outcomes. We include parents as representatives at educational symposiums focused on equity in education and textbook adoption. In addition, we have continued to dedicate allocation for providing translation/ interpretation to maintain a dialogue with all constituents. We provide ongoing support and structure to our school administrators and office staff regarding customer service, parent communication and involvement, and sharing community resources. Finally, during the 2019 Kick-Off event, areas of focus included goal setting educational practices, student academics, and social-emotional learning.|Menifee Union School District implemented and refined the actions pertinent to Goal 3, Parent/Guardian Engagement during the 2018-19 school year. In response to the analysis of participation with previous surveys and participation in parent/community forums, we have reviewed our current opportunities for parent engagement with a focus on participation among underrepresented families. Our efforts to improve ongoing two-way communication in response to feedback from stakeholders have led to changes in practices related to parent notification and in increased opportunities for involvement. Subsequently, parents have opportunities to attend and engage in additional District-facilitated parent/community education events such as educational workshops, English as a Second Language classes, and school/District representative groups such as Parent Teacher Association (PTA), Parent Teacher Organization (PTO), English Language Advisory Council (ELAC) / District English Language Advisory Council (DELAC), School Site Council (SSC), and the District African American Parent Advisory (DAAPAC). While parents engage in committee work or in meetings, District staff work diligently to facilitate honest collaboration which results in topics that are relevant to our community such as “Grandparents Raising Grandchildren,” family educational events at school sites, Parent Portal training for the online student information system, and Family Literacy events. Parent input in the Local Control Accountability Plan (LCAP) process, strongly supported a desire for additional school counselors and nurses. During the 2019-20 school year, additional counselors and nurse allocation were added to all school sites. The additional counselor positions have contributed to our ability to create academic, social-emotional, and college and career lessons, family workshops, and communication. It is also hoped that the accessibility of the additional counselors and nurse allocation will contribute to sustaining trust and confidence throughout our community as well as support in connecting parents to community mental health services. One of our goals is to sustain and build upon our relationships within the community. MUSD sponsored parent representatives at a recent educational symposium focused on equity in education with our County Office and will include parents in our upcoming middle school History Social Studies Textbook adoption process as well as the new District Mission/Vision Refresh project. Lastly, MUSD provides ongoing support and structure to our school administrators and office staff regarding District activities and priorities through annual kick-off and professional development events.|5|4|4|4|4|4|4|4|4|4|4|4|2019-10-22|Met|2019 41689650000000|Menlo Park City Elementary|3|We provide LCAP education and input at a variety of forums throughout the district (LCAP advisory, DELAC, Parent Cafe). One area we are focusing on is to improve parent leadership in DELAC by scaffolding roles and responsibilities in a way that encourages parent participation.|One of MPCSD's strengths is the well-attended forums parents have to engage and participate in parent education and leadership opportunities that elevate their voice (such as DELAC and Family Cafe). In order to improve their engagement, we will create a group of parents and staff to solicit ideas and strategies to improve engagement of underrepresented parents.|A strength is our bilingual Family Engagement Coordinator who connects and is regularly in contact with our most at-risk students' families about student learning and parent ed opportunities. An area of focus continues to be increasing the number of underrepresented families at school and district meetings by continuing to develop ways to promote their voice and leadership.|5|5|5|5|4|5|5|4|5|4|4|4|2019-10-24|Met|2019 24657710000000|Merced City Elementary|3|The LEA has well established advisory committees that meet regularly. Participation of parent representatives in the LEA's DELAC, DAC and LCAP events is strong. All representatives serving in a role of leadership are trained by Community Outreach Specialists in meeting facilitation, as well as Robert's Rules. Committees review yearly their intended purpose and link to decision making for student achievement, as well as are provided information about the LEA's programs and policies. Through these meetings the LEA solicits input from families regarding its current initiatives and practices. One area of focus for improvement is increased emphasis on student academic needs, as opposed to social emotional needs. In recent years, through LCAP, many social emotional supports and resources have been established and utilized, yet student achievement levels have not increased at the rate expected with the additional supports. The LEA will further the engagement of underrepresented families, for input, through the work of the Title I Student and Family Engagement Coordinator and the Learning Directors on Special Assignment. Both positions are responsible to conduct personal outreach to families of Foster, Homeless, African-American, English Learner and Socioeconomically Disadvantaged students.|The LEA has a history of working well with families and stakeholders to develop plans, budget and resources to increase student success. School sites and the district continually attend to ensuring families feel welcome at school. Site specific family fun nights, well attended Back to School/Report Card Nights and Parent-Teacher Conferences are some of the events that draw in large numbers of families. The LEA has begun a Family Help Station initiative, in which families can access school and community resources from each school's front office. Phase I was completed in spring 2019 and Phase II is currently in prgress. By fall 2020 all school sites should be outfitted with a staffed Family Help Station. Most recently, the LEA has reintroduced CDE's Family Engagement Framework to shape family involvement and improve schools capacity to partner with families. Through the LEA's Community Outreach Specialists, Site Based Community Liaisons, Learning Directors, Principals and other staff the Framework is a constant guide for interactions about student learning. Much work is being conducted to increase the engagement of under represented families. New actions in the 2019-2020 LCAP include increases in staffing specifically entrusted to directly work with students and families of Foster, African-American and Homeless youth.|Established successful practices of engaging families include: Parent-Teacher Conferences, Back to School Night, Report Card Night, student performances, family fun nights, Open House and advisory committees. The district strives to improve welcoming environments-Recent initiatives to increase the engagement of under-represented families include: Customer service training for school office staff, the implementation of site Family Help Stations (digital enrollment and access to community resources (2019-2020 Phase I-III), district directed training for site-based community liaisons, LCAP goals to include Cultural Competency in professional development offerings, a deliberate focus on CDE's Family Engagement Framework during advisory committee work and at the school site level. LCAP Community Forums have become a partnership with parents and more interactive working sessions. The district has contracted with experts to support outreach to and engagement of Black/African-American families. Focus group work, joint development of a plan and implementation actions are scheduled to occur in 2019-2020. Data from the California School Dashboard will guide progress and act as the metric for achievement.|3|3|2|3|3|3|4|2|4|4|3|4|2019-10-22|Met|2019 24102490000000|Merced County Office of Education|3|For Seeking Input for Decision Making, the LEA was rated Initial Implementation for all four areas from various stakeholder groups. The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. The LEA will continue to provide guidance on these parent committees to ensure that parents learn about the school’s academic progress, conduct needs assessments, and are involved in helping create plans to improve student achievement. School staff will be provided support to decrease barriers for families to increase their engagement.|In Building Partnerships for Student Outcomes, the LEA’s current strength is supporting families to understand and exercise their legal rights to advocate for their child. One area that the LEA will focus for improvement this year is to provide professional learning and support to teachers and principals to partner with families. Resources and supports will be identified with school staff to increase ways to reach out to and work with families as equal partners in their children’s education.|In Building Relationships, creating a welcoming environment for all families at our campuses and engaging in two way communication between families and school staff using understandable language are current strengths for our LEA. The LEA will continue to work with school staff in developing their capacity to build trust and relationships with families. This would include learning more about each family’s strengths and their goals for their children. The LEA will improve engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, and providing ways families can support their child’s learning at home. The implementation of a multi-language communication portal will help in these efforts.|3|4|3|4|3|3|3|4|3|3|3|3|2019-10-21|Met|2019 24737260000000|Merced River Union Elementary|3|The district believes that parent/school collaboration is the key to success. The district does a great job of providing parents with a variety of opportunities to participate in district events such as the Back to School Night, Open House and other school-related events. Additionally, the district holds monthly district-sponsored breakfasts where it invites all parents to join them for breakfast. Due to these various community activities, parents are more engaged with the school. These unique opportunities open the doors for continued dialogue amongst the adults in the system as to how we can best work together to improve the overall setting of the school for all stakeholders. The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and give everyone the opportunity to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language in order to include their voices in the decision-making process.|The district is focused on providing all students with a rigorous academic program inclusive of the Visual and Performing Arts. The district has partnered with the Merced ARTree to provide all students with art lessons and music lessons. All of the artists provide a detailed lesson with connections to various cultures. The district will extend teacher's learning of the arts by providing them with professional development in the various arts so that they can integrate VAPA across the various curricular subjects. The partnership with the county has allowed the district the opportunity to have the various county experts in specific academic areas, ELD, and MTSS to best prepare our teachers with the demands of its curricular programs. As the district shifts towards more online programs and the integration of technology, we have also provided parents with access to these online programs and access to student progress through its student information system. The district will shift some of its efforts to better educate parents on the use of the student information system in order to provide up to date information on their child.|The district partnered with the Merced County Office of Education to support its implementation of Multi-Tiered Systems of Support to focus on Positive Behavior Interventions and Strategies to best support all students. This has led to a positive change with our families as we continue to reinforce the expectations with all families in order to create a more positive environment with our community's stakeholders. The district continues to find new ways to better communicate with parents. The district has also partnered with Building Healthy Communities to lead the way with the Participatory Budget Project for the coming year. The PB will allow the community and its stakeholders to have more of a voice in possible upcoming student-led projects. The district continues to host a variety of community events for all community members. The district holds annual parent-teacher conferences and will seek how we can have a parent-teacher conference event in the spring to meet with all families, specifically our underrepresented families, in order to monitor student progress across all curricular subjects.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 24102490106518|Merced Scholars Charter|3|Parents of MSCS students have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, parents, students, and community members that provide input into school policies, curriculum, and school activities. Students and parents can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. With the addition of the School Site Council, parents have another opportunity to be part of the formal decision making process of the school. Parents are encouraged to serve on either the board or council and are duly elected by other parents. MSCS continues to reach out to parents of English Learners and students with special needs as these two groups have been underrepresented in the past. Bilingual staff are present at each meeting to encourage Spanish speaking parents to attend and participate in such advisory meetings. The administrator, the special education teacher, and other staff are working with parents of students with special needs to encourage them to attend and be a part of the decision making process. Additionally, the advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. Currently, an informal process exists at the school administration level, but incorporating family input and formalizing the process will help ensure students are participating in activities that will help them improve.|Being a nonclassroom-based program, parents are a much more integral part of the school program. Parents work closely with teaching staff to ensure students are progressing both at school and at home. All parents are encouraged to attend weekly personalized learning sessions with their children, so they can better support students with their learning in the home. However, not all parents take advantage of this opportunity, so the school continues to work on regularly communicating to the home and in the primary language. Additional opportunities for staff and parent engagement are being promoted and provided through the MSCS Dolphin Cafe that allows learning opportunities for parents. Such trainings will allow staff and parents to interact closely in a professional development type of workshop.|MSCS strives to provide a welcoming environment in which students and their families can feel safe and comfortable. The foundation of this lies in the development of positive relationships among staff, students, parents, and families. As noted in the adult school climate survey, 96% of parents agree that the school climate is welcoming, safe, and conducive to learning. Additional efforts should be focused on developing staff knowledge on the multitude of backgrounds that students bring to the learning environment. Additional professional development will continue to provide staff a better foundation to work with students of various backgrounds. The implementation of a multi-language communication portal will also help to improve 2-way communication between families and school.|4|5|3|4|3|5|5|4|5|4|4|3|2019-10-21|Met|2019 24657890000000|Merced Union High|3|Families and community group members are actively involved in School Site Councils, ELAC, DELAC and LCAP meetings at MUHSD. In the fall of 2019, parents/ community members will have opportunities to visit schools during the school day, make notes during their observations and be trained on a questioning strategy that will allow them to write, analyze and prioritize their questions about policies and programs included in the LCAP. All questions will be shared with site principals, and prioritized questions will be shared at districtwide LCAP meetings. Family and community members will be identified at LCAP meeting according to the students they advocate for, and underrepresented families will be intentionally invited to participate.|This is an area of challenge for MUHSD. Implementation of the Family Engagement Framework priorities will provide structure to movement forward, and including stakeholders in the process will allow more voice. A strength for MUHSD is our community resource liaisons, bilingual personnel who staff Parent Centers at each campus and conduct informational meetings with bilingual families.|During the 2018-19 school year, a duplicated count of 4710 parents took part in activities at school sites including Back to School Night, LCAP meetings, School Site Council, English Learner Advisory Committee or regularly scheduled parent involvement activities.The MUHSD set this board goal for 19-20: "Focus on providing timely and accurate communication to families, staff and the community to promote all school and district activities consistently at all sites." During the 2018-19 school year, MUHSD added a full time Director of Communications at the district level. The Director has created social media accounts on several platforms to add to the existing platform "Parent Square". The MUHSD board also adopted the California Family Engagement Framework to provide district-level structure to the varied parent/ community engagement activities occurring at each school site. The framework will allow schools to self-assess with the help of family stakeholders, and prioritize action steps for the future.|2|4|3|4|1|1|1|2|4|3|2|1|2019-10-09|Met|2019 51714150000000|Meridian Elementary|3|This is the largest area for improvement for Meridian Elementary School District. We have not been efficient in creating these opportunities in the 18/19 school year. We did not have a working School Site Council or advisory group this past year. That will change this upcoming year with a fully functioning School Site Council, an advisory committee to write the new LCAP for the upcoming three years and opportunities for families to take part in the decisions moving the school forward. Additionally, we have implemented surveys to gather information to what is going well, needs improvement and safety concerns or celebrations as a school.|As a small school and staff of ten, including classified and support staff, we are able to partner together in professional learning and analysis of student outcomes. We were able to implement school-wide programs throughout the 18/19 school year that served our underrepresented population in reaching a wide ranging course of study branching into previously unexplored areas. Our task is to work diligently to improve the resources at home that our families can access to improve their students' experience at school and support improved outcomes in student learning and achievement. We can do this by implementing family involvement in several areas beginning with improved communication and contact.|Meridian has an extremely welcoming front office, classified and certificated staff that encourages and communicates well with our school community and community stakeholders on an individual and group basis. We have family and community events that draw people from the school and community at large. In order to build relationships with our underrepresented families we reach out individually by phone and mail to invite, remind and encourage to attend school events and activities. Ways to improve in the upcoming year(s) is to increase events opportunities with specific groups to become more involved in decision-making at the school. Additionally, and most importantly, we did not have formal and mandatory student/teacher/parent conferences. That was a large area for growth. This upcoming year we are implementing two minimum days specifically for mandatory parent/teacher/student conferences that will be student-led. This will improve greatly the opportunity for engagement of underrepresented families and students.|4|4|3|2|5|3|3|4|3|3|3|3|2019-10-10|Met|2019 56724700000000|Mesa Union Elementary|3|Mesa Union School District, as part of the Local Control Accountability Plan (LCAP) development process, annually surveys its stakeholders (i.e., students, parents, community members, certificated and classified staff and administration). The survey's strategically developed questions focus on collecting stakeholder input regarding progress towards meeting District LCAP goals. Monthly scheduled meetings with stakeholder groups are held to allow for the evaluation of survey results, discussion of implemented strategies, and the exchange of ideas to increase District and site level parent involvement and engagement. In addition to the District's Parent Advisory and Parent English Learner Councils, Mesa Union's K-8 School's Site and Parent English Learner Councils, which require equitable composition between school personnel and parents, provide an opportunity for school level evaluation and plan development regarding expenditures and programs that are encompassed in the School Plan for Student Achievement (SPSA). Tightly aligned LCAP and SPSA plans are reviewed and approved by School Board Trustees each year. The District's LCAP survey was administered in January of 2018. Survey responses indicate that 84% of stakeholders believe the District provides a welcoming and safe environment. This is a 14% increase from reported survey results from the previous year. Forty-seven percent report that they are members of the Parent Faculty Organization (PFO), a 2% increase in membership as compared to 2017. Fifty-eight percent of parents attended one or more district or school family workshops, demonstrating an increase of 13% from the previous year. Forty-four percent of parents reported that they attended one or more coffee meetings with the Superintendent, a 1% decrease from 2017. Finally, 2% of parents reported that they joined the PFO for the first time in 2017. The District will continue to focus on increasing parent participation in District Parent Advisory Councils, school-sponsored activities, and volunteerism. In response to requests by survey participants, the District will work towards expanding its parent workshop offerings.|The percentage of positive ratings from families in the area of Resources on the Youth Truth survey increased from 41% in 2018 to 70% in 2019. In addition, Communication and Feedback increased from 41% to 65 % over a two-year span according to Youth Truth survey results. In both of these areas, the District's percentage was higher than the national norm. The District's average ratings in Resources and Communication/Feedback were higher than a typical school nationally. The District's efforts in providing multiple-tiered supports (i.e., academically, emotionally, and behaviorally), with the addition of academic interventions and increased nursing and counseling services, more than likely contributed to the increase in the rating in Resources. Furthermore, weekly communication, social media, increased participation in parent council meetings, and LCAP and Youth Truth surveys support the increased ratings by families in Communication and Feedback. Despite a 10% jump from 50% to 60% in the area of school safety, the District's rating in only slightly above the national norm of 57%. It is also noteworthy that according to family surveys, school safety has the lowest rating of all categories. These results indicate the District needs to continue its efforts to educate its families about school safety measures the District is undertaking.|The Mesa Union School District administered the Youth Truth survey to students and their families in the 2018-2019 school year. The survey provides a valid measure of perceptions of student engagement, relationships with peers, relationships with teachers, academic rigor and overall school culture. 95% of students enrolled in the District in grades 5 through 8 completed the survey. Mesa Union's family survey results, as compared to similar schools throughout the country, scored above the national average in the area of school culture (80% vs. 73%), student engagement (76)% vs. 58%), school safety (60% vs. 57%), resources (70% vs. 63%) and communication and feedback (65% vs. 62%) Mesa Union scored at the national average in relationships at 76%. Participating students in grades 5 through 8th grade, despite being in the national average, had a different perception of school culture with only 38% of students rating the school's culture positively. Furthermore, students ranked relationships slightly above school culture at 44%, which is 3% lower than the national average. In closing, the District also administers the California Healthy Kids Survey to students in grades 5 and 7 biannually. The latest results indicate that 68% of students feel connected to school; 55% of students report that they maintain caring relationships with adults; and 48% of students report they feel safe at school. Survey results indicate that the District needs to understand the gap between how families perceive school culture and how their student perceives school culture. In addition, the District recognizes the correlation between developing and maintaining caring relationships with adults and their peers and the positive perception of school culture. In addition to analyzing survey results with all stakeholders, the District has initiated a series of student, staff, and family focus groups to learn more about their perceptions and ideas on how to strengthen relationships and improve school culture among its students. In closing, the District will continue to reach and encourage underrepresented families to participate in the school's Youth Truth Survey through weekly publications, media outlets, and verbal communication at parent meetings and school events. Lastly. as part of the District's efforts to create access to the survey, bilingual staff will make surveys available at school events and parent meetings during the survey window.|4|4|4|4|4|4|4|4|5|5|4|4|2019-10-15|Met|2019 19753090137703|Method Schools, LA|3|Parents are regularly invited to 1-on-1 meetings between the student and teacher and feedback is requested through quarterly surveys sent to parents and students. Method regularly reviews these survey results and uses this data in making schoolwide decisions. In an effort to further involve parent feedback, a parent advisory group will be assembled to invite further feedback and collaboration between home and school, implement further strategies to increase participation of underrepresented groups, collaborate with families to plan and design Method activities and field trips to increase family engagement.|Method Schools has a high standard for building partnerships for student outcomes. Method recognizes that involved and aware parents are a key ingredient to the student success; therefore, it is expected that all students meet with their teacher 1:1 once a week to communicate progress and concerns. If parents are unable to attend, notes of what was discussed are shared with the parent. Recognizing the need to further involve parent voice in decision making, Method is creating a parent advisory group to meet this need. The focus of this group is to empower parents to be an active participant in their students education and provide resources and support in learning at home.|Method Schools creates several channels of communication between the school and its families. Method encourages regular and open communication through weekly one on one meetings with the student’s homeroom teacher, parent, and student. Teachers regularly communicate progress with families as well as encourages participation in upcoming community events and field trips throughout Southern California. Upon enrollment, students are connected to their homeroom teacher and a 1 on 1 orientation which helps students get started right away, clears up any question and welcomes the student to Method Schools’ community. Method hosts events and field trips to build a sense of community even in a widespread network of students, parents, and staff. Further, Method staff regularly travels to central locations to provide instructional support, host STEM events, service learning trips and field trips to provide additional enhancements to Method Schools offering. Method has developed several tools within its own Learning Management System that increase communication between Method and its families including: text messaging, direct messaging, notifications of new grades, etc.|5|5|5|5|5|4|5|5|5|5|4|5|2019-09-10|Met|2019 37680490129221|MethodSchools|3|Parents are regularly invited to 1-on-1 meetings between the student and teacher and feedback is requested through quarterly surveys sent to parents and students. Method regularly reviews these survey results and uses this data in making schoolwide decisions. In an effort to further involve parent feedback, a parent advisory group will be assembled to invite further feedback and collaboration between home and school, implement further strategies to increase participation of underrepresented groups, collaborate with families to plan and design Method activities and field trips to increase family engagement.|Method Schools has a high standard for building partnerships for student outcomes. Method recognizes that involved and aware parents are a key ingredient to the student success; therefore, it is expected that all students meet with their teacher 1:1 once a week to communicate progress and concerns. If parents are unable to attend, notes of what was discussed are shared with the parent. Recognizing the need to further involve parent voice in decision making, Method is creating a parent advisory group to meet this need. The focus of this group is to empower parents to be an active participant in their students education and provide resources and support in learning at home.|Method Schools creates several channels of communication between the school and its families. Method encourages regular and open communication through weekly one on one meetings with the student’s homeroom teacher, parent, and student. Teachers regularly communicate progress with families as well as encourages participation in upcoming community events and field trips throughout Southern California. Upon enrollment, students are connected to their homeroom teacher and a 1 on 1 orientation which helps students get started right away, clears up any question and welcomes the student to Method Schools’ community. Method hosts events and field trips to build a sense of community even in a widespread network of students, parents, and staff. Further, Method staff regularly travels to central locations to provide instructional support, host STEM events, service learning trips and field trips to provide additional enhancements to Method Schools offering. Method has developed several tools within its own Learning Management System that increase communication between Method and its families including: text messaging, direct messaging, notifications of new grades, etc.|5|5|5|5|5|4|5|5|5|5|4|5|2019-09-10|Met|2019 19647330127977|Metro Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 16639586113120|Mid Valley Alternative Charter|3|Strengths: Supporting and engaging families in field trips and family nights, engaging parents on SSC and IEP meetings, having families engage in family activities at the school. Area of improvement: Seeking input from underrepresented groups|Current strengths: The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are disseminated in the student handbook. Focus Area: The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population.|Current Strengths: Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC has 100% participation, parent nights are well attended, the # of families completing the parent survey increased from 31 parents in 2018-2019 to 88 parents in 2019-2020. Professional development for staff revolves around English Language development strategies. All communication to families is disseminated in english and spanish. Focus for Improvement: The district would like to focus on parenting support for parents. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families. Engagement of underrepresented families: The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.|4|4|4|4|3|3|4|3|4|4|4|3|2019-10-16|Met|2019 17640550000000|Middletown Unified|3|The LEA and sites are very strong in providing opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. Our most under-represented families are those of the students attending our continuation program. We continue to provide various modes of engagement and participation with varying levels of success. We will continue to work on this.|The LEA/sites do many things related to building partnerships for student outcomes. Principals meet weekly and often discuss the family/student/school partnership. Site staff meetings also regularly address this. There are site-based events related to academics, parent support, student success, parent rights (with translation/interpretation and baby-sitting provided), along with the standard Open Houses, parent/teacher conferences and meetings. The District actively recruits and encourages volunteers, providing free finger-printing. It is time for the District to revisit professional learning and support to teachers and principals to improve all school’s capacity to partner with families.|A number of issues are being addressed as MUSD works with our own administrators and teachers. We provide language translation and support for families at a variety of meetings. English Learner Advisory Councils are active at two sites and the District ELAC is also active and gives input to the District. At our schools we will provide PD and collaboration time for staff to learn about each family’s strengths, cultures, languages and goals for their children. All sites employ a variety of communication modes that assure 2-way communication, but we need to focus on families that might not be receiving/understanding communications, analyze the cause, and remedy the situations.|4|4|4|4|4|4|4|4|4|4|4|5|2019-10-09|Met|2019 15636690000000|Midway Elementary|3|School use scheduled parent and community meetings to discuss LCAP goals and actions. This allows for input from a diverse group. These meetings are sent out via mas text, phone calls and through monthly calendars that capture all famililes.|We use monthly In-service days to support and train needs for all staff. Parents have acess to online textbook publishers resources, Accelerated Reader and online grading and assignment tracker that keep them infomed and connected to student work. Teachers accept daily phonecalls and emails to keep communication open to student needs and intervention.|We have a welcoming and engaging environment/culture that allow all stakeholders to communicate needs and celebrate successes. School uses mass messaging system, monthly calendars, school website, teacher emails, progress reports and surveys that allow for clear communication with all stakeholders. We have several events on campus throughout the year that invite the community to participate and build positive relationships. Overall, our goal is to be inclusive and to allow for all stakeholders to be heard and participate in the process of serving students with equity.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 21653910000000|Mill Valley Elementary|3|Our district enjoys strong parental involvement at all of our schools and on site/district committees. We seek parent input for decision-making at the district and site level through a variety of in-person meetings and written feedback. Some of the in-person meetings include Parent/Staff Equity Committee meetings, LCAP Parent Advisory Committee meetings, District English Language Advisory Committee meetings, PTA/PTA Council meetings, Site Council meetings at each school, Community Financial Advisory Committee meetings, and It Takes A Village meetings. For the Strategic Plan/LCAP stakeholder engagement process during the 2018-2019 school year, there were numerous LCAP discussions and Strategic Plan/LCAP reports at Board of Trustees meetings, along with five LCAP Parent Advisory Committee meetings. In addition, the district sent out two parent surveys to gather feedback on the Strategic Plan and LCAP. In addition, our staff has continued to focus on engaging parents of unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth) in different ways. For example, district staff reaches out to these families to attend parent-teacher conferences, Student Study Team (SST) meetings, Individual Education Plan (IEP) meetings, along with other committee meetings and school events.|In the past two years, over 125 teachers, administrators, Board members, and parents have attended Courageous Conversations, a two-day workshop focused on equity and building racial awareness. Also, our Administrative Council of district and site administrators attended six days of training this to develop skills as racial equity leaders. Also, over 25 teachers and staff members participated in a series of interest-based professional development led by Teacher Leaders that was focused on equity. Our district will continue to focus on building its knowledge base on this topic through participation in professional development. This will allow our staff to be better equipped to implement equitable practices across our schools. In addition, our district has held multiple parent education events focused on equity. These learning opportunities have engaged our community in discussions about addressing issues of equity and developing racial consciousness. These parent education meetings focused on equity will continue this school year.|Our district has begun to analyze our practices through an equity lens in order to better serve students across all student groups. Our focus on equity has included a number of key initiatives that strive to create more inclusive, supportive, and safe learning environments where culturally responsive instruction and practices allows all students to experience academic success, develop positive social-emotional well-being, and feel included in their schools. We have established two district committees related to equity, a staff equity committee and a parent equity committee. The staff equity committee has focused its discussions on culturally relevant teaching practices, developing an understanding of what equity in education means, and mitigating barriers for student success. The parent equity committee’s discussions have focused on hearing parent perspectives about equity and their experiences in our schools, as well as gathering ideas about how to engage a broader spectrum of families. We have grounded these discussions on the text, Culturally Responsive Teaching and the Brain. This equity work will remain a focus for the district, and these initiatives will continue into next school year. As far as communication, we provide regular messages to the MVSD community that offers relevant information and highlights the programs and events happening in the district. We prioritize providing timely and succinct messages to our families and the community through a variety of communication tools. We also work to ensure that this communication with our families is a two-way process. We will continue to explore different ways to ensure consistent communication at all levels in the district, which will be part of our work next year. By communicating regularly with families, we strive to ensure our parents are well informed, have opportunities for involvement, and are connected to their children’s classroom. We have seen this home-school connection as another effective means for ensuring high levels of student learning and build strong relationships with families.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-03|Met|2019 41689730000000|Millbrae Elementary|3|Strengths & Progress Millbrae School District continues to build the capacity of principals and staff to effectively engage families in advisory groups and with decision-making. District staff conducts study sessions focused on conducting effective School Site Council, English Language Learner Advisory, and Parent Organization meetings. During these study sessions, staff works to implement best practices for increasing participation of underrepresented families. Millbrae School District continues to build the capacity of family members to effectively engage in advisory groups and decision-making by continuous outreach from staff. Families are made aware of the importance of their contribution to their students’ school’s goals and programs for strengthening student achievement during site events, such as Back to School Night and Family Nights. District administration will continue during the year to provide updated evaluation results for the district’s metrics and to gain advice on how to proceed. All contributions are incorporated into the actions and services of the revised School Plan for Student Achievement (SPSP) and Local Control Accountability Plan (LCAP). Engagement of Underrepresented Families The District continues to improve the engagement of underrepresented families by arranging locations and times of meetings to best meet the needs of our families and providing translations for all messaging. The District remains dedicated in providing opportunities to have underrepresented families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This year the District plans to bring the LCAP’s goals, actions and service meetings to the individual schools in order to reach underrepresented families. Also, translated hard copies of the annual survey will be available at school sites and given out during site meetings. Focus area of Improvement Millbrae School District continues to bolster families with opportunities to provide input on policies and programs by scheduling meetings at a variety of times and days throughout the year to increase parent participation in contributing feedback about the district's vision and goals. An annual parent survey, which is sent out electronically and hard copies at all sites, allows families to give feedback on district initiatives and programs. The family participation in the annual survey continues to increase for the past four years but there is still an opportunity for growth, especially for underrepresented families.|Strengths & Progress Millbrae School District provides families with information and resources to support student learning and development in the homes under the conditions outlined in Board Policy. District notices are provided to all families in primary languages and parent meetings have translation services available. Parent education sessions are provided to support improving student outcomes at each of the school sites. Millbrae School District implements policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes during two scheduled elementary conference weeks. Also, each school implements Student Success Team (SST) meetings for the families of students that are not meeting grade level expectations in order to plan ways to support student achievement. Millbrae School District supports families to understand and exercise their legal rights and advocate for their own students and all students. Annual notices that promote parental understanding of their legal rights are sent out at the beginning of every school year. Parental legal rights notices are given whenever a new student enrolls into the district. Administration meets with parents to provide explanations of legal rights whenever it is brought to their attention of their needs. Focus area of Improvement Millbrae School District recognized through administration self reflection activity, more communication of student achievement would benefit building a stronger partnership with parents for student outcomes. Plans are being developed to increase translations for all parent meetings, including SST and other conferences when student outcomes are being discussed. Engagement of Underrepresented Families Millbrae School District continues to develop professional learning and support to teachers and principals to improve a school’s capacity to partner with families. In order to improve the engagement of underrepresented families, additional trainings are being investigated to improve the methods of connecting with underrepresented families to include their input for student outcomes.|Strengths & Progress The District has demonstrated progress in developing the capacity of staff to build a trusting relationship with families by focusing efforts to bring families together for school events throughout the year. All schools host family events at their sites. Parents and community members are invited to attend District meetings to build relationships throughout the community. Local organizations, such as the Lions Club, Rotary Club, and The Chinese Business Association, support all the schools by working closely with the District to contribute to site initiatives. Millbrae School District has worked to increase parent relationships between the different parent organizations at each school site. PTA/PTO council members, MEF Board, and Board of Trustees meet with Administration to align the direction of the district's goals. The District has created a warm, welcoming environment for all families by training staff to offer a positive manner when communicating with parents and community members. This includes; families contacting main school office, attending principal meetings and parent-teacher conferences. The District has developed multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. The district website contains significant Information for supporting parents understanding of district business including the district’s calendar, parent notification, Food Services, Emergency Preparedness, Registration, School SARC Reports, Local Control Accountability Plan, and a guide for Acronyms and Initialisms. The website includes access to translations through Google Translate. Focus area of Improvement The District will continue to expand on providing teacher training to guide teachers and administrators in this area. The District has taken initial steps to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. As part of the implementation of Social Emotional Learning (SEL) program this year, teachers are using the SEL program component that focuses on the students’ family life. Students are asked to communicate lessons with their families and share their findings with the class. Through this process, teachers are becoming more aware of each of the families’ beliefs. Engagement of Underrepresented Families The District continues to improve the engagement of underrepresented families by arranging locations and times of meetings and providing translations for all messaging. A new position was created to work to offer support to underrepresented families. Services include; parent consultations to answer questions and/or concerns, attendance support, and explanations of academic program.|4|4|3|3|3|4|4|4|3|3|3|3|2019-10-15|Met|2019 39754990102392|Millennium Charter|3|The school has developed a comprehensive action plan outlining all of the areas in need at the school based on the most recent WASC review. The plan went into effect last January. There is a School Improvement Committee which meets once a month to monitor progress. This committee is made up of parents, staff, and students. The school leadership class surveys students to learn how they view the culture of the school and what can be done to improve it.|The school engages in a process that protects the legal rights of the families as we work through 504 plans and IEP evaluation and review. SSTs are called for students having difficulty to best learn how to support them in the classroom. Resource and speech is provided for students identified for these services.|Building relationships with families begins with the Orientation of new students before school begins. It is followed this year with the implementation of a staff member who is designated as the Freshmen coordinator. The Freshmen have grade checks and the Coordinator contacts parents for SSTs as needed. The Sophomores are monitored by the Counselor and again grades are checked frequently. Parents have access to electronic grade books. 84% of our parents have signed up and use this. There is a weekly newsletter to parents highlighting the different aspects of the high school each week.|4|5|3|4|4|4|5|5|5|5|5|5|2019-10-14|Met|2019 27102720125765|Millennium Charter High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 21653180000000|Miller Creek Elementary|3|The District partners with parents and solicits input through a variety of committees including examining EL students and language acquisition, the district budget and LCAP, a parent leadership council (Coordinating Council) and School Site Councils.The district built the capacity of families to effectively engage in the LCAP process by making a presentation at each site that explained the LCAP and the process used to engage families. According to the elementary parent survey, 95% of respondents feel that they have the opportunity to contribute to their school and 73% of respondents feel valued by their school.Each school site has a thriving parent club and School Site Council. These provide ways to engage parent leadership and amplify their voice. The LEA will redesign the family engagement process related to the LCAP this year.|The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply in a students individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards were updated to reflect more content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. According to the parent survey at the middle school, 85% of respondents report reading the weekly newsletter. Back to School Night is hosted and highly attended every year. According to the parent survey, 89% of the respondents to the middle school survey reported attending Back to School Night. According to the annual parent survey, 84% of elementary respondents agree that their child is getting a high quality education. 92% of respondents at the middle school report a neutral/good/excellent experience at Miller Creek Middle School.|Parent relationships, partnerships and input are valued in the Miller Creek School District. During the 2018-19 school year the Miller Creek School District administered a parent survey asking parents for feedback on programs offered, communication, school safety, parent involvement, and school connectedness reflecting alignment with the goals established in the Local Control and Accountability Plan.The response from the parent survey far exceeded the 25% recommended participation level from the state. Key findings from the survey show that 90% of elementary respondents agree that their school creates a friendly environment. 90% of elementary respondents feel that administrators treat families with respect. 79% of respondents at the middle school level report that they have meaningful ways to be involved. Building trusting and respectful relationships with families is a priority. The LEA recently surveyed parents to better understand their preferred communication methods to receive ongoing news and more urgent news. The LEA will prioritize their top two preferred methods in both categories to be responsive to their needs. Additionally, the district and school sites are designing web pages to make them more use friendly, ADA compliant, and to have translation services. The LEA supports staff to learn about each students and families strengths by hosting professional development that focus on identifying and understanding that identify shapes perspective. The professional development offered ways of getting to know students and their families in order to be culturally responsive.|5|4|4|4|4|3|5|3|4|5|4|4|2019-10-08|Met|2019 45700520000000|Millville Elementary|3|Millville School is a single school district with one school administrator in the form of a principal/superintendent. Millville School sees its strength in its size in that families are heard, students are known and change can be made easily. The principal/superintendent discusses relationships at every staff and teacher meeting. These discussions include how to better, improve and sustain relationships with students and with parents. Our school Site Council has as one of its priorities the continuous improvement of the school culture to be one of inclusion, friendliness, kindness and fun. All students have access to the school culture activities as they are held during lunch. The school culture activities are designed and implemented by Site Council. At Millville School our largest demographic is that of families of low socioeconomic status. When we canvas parents for participation in Site Council, the parent group and the LCAP committee, all families are invited to attend and any parent can participate, regardless of demographics. Our student population with exceptional needs is approximately 5% of our entire student population; to have representation of all student groups the principal can invite specific families to participate, along with advertising in the newsletter and on the website for new members for Site Council and the LCAP committee. Our Site Council has had representation from families a variety of demographics including: special needs, foster families, families of gifted students, families that qualify for free and reduced lunches as well as families that do not qualify for free and reduced. Though the demographics of foster and special needs is small at our school, the families are represented and heard. As Millville is a small school, every family is known to the administration and conversations regarding student needs are easily had. The self reflection tool was taken to Site Council, the parent group, the board meeting, where it was open for public discussion, and to the teachers' meeting seeking input. The focus on improvement will continue to involve our students and assuring they feel safe and connected to their school. This has been and will continue to be a discussion point at teachers' meetings, staff meetings, Site Council meetings, LCAP meetings and board meetings. We have put many programs in place to assure student safety and connectedness: Developmental Assets adoptions, Girls Helping Girls anti-relational aggression teams, Big/Little Sisters and Brothers, and the lunchtime activities meant to create a feeling of cohesion, unity and connectedness.|Millville School invites every family to a parent/teacher/student conference twice a year. During this conference, parents provide input and information to the teacher, as well as the teacher provides information to the parents, which helps to bridge the informational gap. We will include in our conferences discussion regarding student outcomes and progress as well as speak with our families regarding their "strengths, cultures, languages and goals" . Parents took part in a survey in the spring of 2019 with the purpose of determining how the school can better support them regarding their own child's success in school, their child's social/emotional growth, in creating an educational environment at home and in encouraging parent involvement. The results of this survey gave us direction in providing evening workshops in two or three topics: supporting a child's education at home, how to help kids be more organized and a workshop on social media and its harmful effects. Additionally, though we are located in a rural location, Millville could attempt partnerships with some businesses and volunteer organizations in the closest town to provide opportunity for our students to volunteer If there was one area of improvement in building partnerships for student outcome, it would be to provide regularly scheduled evening workshops for parents and teachers in building partnerships for positive student outcomes. We would also provide information and resources to families to support student learning and development at home. These workshops will improve the capacity for teachers and administration to build relationships and to partner with families, expand pupil learning opportunities and community services, and promote civic participation. Additionally, to build a civic responsibility we would turn to our local volunteer organizations to encourage student programs and participation. As we are located in a small rural town, the school is the heart of our town. Encouraging civic responsibility would come down to students making improvements on our campus and surrounding lands. This could include cleaning collected trash along the roads, clearing weeds along irrigation ditches and spreading seeds of indigenous wildflowers.|Millville School considers relationships with students and families a priority before all else. To establish relationships with families, we hold a community social before school begins. During this community social, new families are welcomed and introduced to established families and new students are introduced to classmates. Another aspect of our welcoming environment is the presence of the principal every morning and after school in front of the school. Every morning she welcomes each child and family as they bring their kids to school and in the afternoon she is also visible as she waves the kids and families off for the day. Another opportunity where we continue to build our relationships with our families is our parent/teacher/student conferences which we hold twice a year. During these conferences, parents provide input and information to the teacher, as well as the teacher provides information to the parents, which helps to bridge the informational gap. During conferences our teachers "use language that is understandable and accessible to families" while not being insulting or derisive. Conferences are a direct method of building relationships in that communication is "two-way" and specific to our common interest: the parent's child/our student. In addition, we engage parents in our school Site Council. Parents are invited to participate on the Site Council. Site Council members are decision makers revising the LCAP, reviewing Local Priorities, revising and updating the emergency plan and creating the surveys issued to students and parents in the spring. Site Council is also deeply invested in continuing to develop a welcoming environment for our families. Site Council plans and implements lunchtime activities for students and evening events for families to continue to build relationships. Results of Site Council meetings are shared with the community. Millville offers a weekly newsletter, a web page and a parent notification system that reaches all of our parents and is used to inform and alert. Last spring we surveyed our parents on multiple areas: what sort of help they'd like for their families, whether they volunteer, what keeps them from volunteering if they don't, and multiple other questions focusing on involving more parents at the school. The results of this survey have given us focus for evening workshops for our parents on how to help their children be successful. The survey results also identified an area of improvement, that being reaching beyond our "worker parents" who volunteer consistently, and bring more parents onto campus who may not feel comfortable. Another area in which Millville can continue to improve is supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children. This can be done during conferences or through classrooms survey where teachers can ask very specific questions regarding their family's "strengths,cultures, languages and goals" and act on the results.|4|4|3|3|3|3|4|2|4|4|3|3|2019-10-22|Met|2019 43733870000000|Milpitas Unified|3|March 2019 all Managers studied the new state expectations for family engagement and assessed current practices. Based on the results they created a goal in their SPSAs to address the specific school community needs. During the Aug-October 2019, all School Sites Councils, ELACs and DELACs were provided training on their roles and responsibilities as decision-making body. On October 2019, a survey was administered, based on the results, our areas of strength is building partnerships with families, providing pertinent information, as well as teachers and families working together to improve students’ academic outcomes. An area to improve is informing and empowering our parents to exercise their right to advocate for their and all students. Our next steps include the need to discuss core beliefs about Family Engagement, establish a District Family Engagement Council in charge of evaluating the data, identifying needs, establishing a vision and creating an action plan that addresses the identified needs.|Based on survey results, our areas of strength is building partnerships with families, providing pertinent information, as well as teachers and families working together to improve students’ academic outcomes. An area to improve is informing and empowering our parents to exercise their right to advocate for their and all students. At MUSD we must be proactive and intentional about providing information to our parents regarding policies and their involvement in policy development.|Based on survey results, our areas of strength is in developing a welcoming environment and trusting respectful relationships with families and building two-way communication. An area for growth continues to be on strengthening is seeking information and building on the strengths of our families, culture, and language.|3|3|2|3|3|3|3|2|3|3|2|3|2019-10-22|Met|2019 20756060125021|Minarets Charter High|3|Parent feedback is gathered 2 yearly via parent surveys. Surveys are conducted during our Minarets Charter High Showcase night and solicited via email and phone. During the 2019-2020 school year there will be two parent meeting nights to focus on academics and school culture.|Minarets Charter High School has a fully integrated student and parent learning management system. Both students and parents can see all coursework and assignments online. Inside this system is a communications package that allow students and parents to message teachers about assignments. The school holds several parent night meetings to gather feedback about academic and other school issues. The school provides a systematic intervention system for struggling learners and immediately informs parents via email about their students status in this program. The schools website has every document, including the Parent Student handbook, online for parents access. Paper copies are also provided to parents yearly.|Minarets Charter High School has a robust school to home communication system. We communicate to parents via automated email, phone and now SMS. When requested by families we can deliver messages in other languages, including Spanish. Our school demographics are 70% Caucasian, 20% Hispanic, 3% African America, 4%Native American and 3%Asian or other. We do not have a significant EL population, thus most parents request English language communications. Minarets host two large parent gatherings each year that have been attended by over 70% of the schools guardians the past two years. Minarets Charter High School has a very active Facebook community that even includes a parent group that answers questions and concerns from parents and community members. Minarets Charter also works with local tribal organizations to provide better communication and support for our Native American population. Every staff member has a published email that parents and students can use to contact teachers and staff about issues they have. In 2019-2020 the school will fully implement SMS messaging to parents and guardians to better keep them informed about school functions.|5|5|4|4|3|5|4|5|5|5|4|4|2019-10-08|Met|2019 36750440114389|Mirus Secondary|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop, refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds several Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 100 stakeholders and used the input in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 4 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 90% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 98% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 19753090137786|Mission Academy|3|One strength stated by the participating parents indicated that they can actively participate in the school program. The setting (virtual/phone) is convenient and they do know what the basic function the PAC (Parent Advisory Committee) is. Focus group parents expressed that they’ve received the invitation to participate in PAC and on parent said, “I attended the last PAC meeting that you had online.” One area to focus on is to increase the opportunities for families to participate in decision-making processes for the school. The school can be more intentional and strategic in engaging families in the design and implementation of family engagement activities at school.|Parents indicate that a strength of the school is that they make clear what is expected of their students, and that they effectively communicated with families. Parents are comfortable working with teachers and know what the steps are when they fall behind. Parents are communicated with through the phone, emails, text and face to face meetings. The school can continue to improve by provided families with information designed to support students’ post-secondary efforts such as FASFA, work programs, college application information/deadlines, and other information families (particularly underrepresented) would benefit from, and in their primary language.|The virtual setting of Mission Academy requires staff to be mindful and intentional in their communication efforts with parents. Overall, parents responded positively to questions related to communication, stating that they have open access to staff, and receive communication through various modes such as phone, text, and email. It was also noted that this communication is two-way and staff is responsive when contacted by parents, and they truly create a comfortable environment for parents and students, personalizing their conversations. One key strength was the results from our parent survey showed that 100% of the respondents felt comfortable calling and talking with teachers. They appreciated the, “welcoming environment created by the school.” Parent outreach has greatly improved at the school and participation numbers continue to increase. Parents participated in our parent meetings including ELAC committee. Parents reported that the school is doing a good job in building trusting and respectful relationships with our stakeholders. Parents also reported that they feel welcomed by the school. Moreover, constant communication is done through staff calling families weekly and also leveraging technology such as the student portal and one-call for calls and messages. One parent said, “I know whenever my student or myself has a question or a problem we can always call and speak to someone there.” One focus area was to continue to improve upon communication and engagement of underrepresented families by providing useful information for resources designed to support post-secondary options and access to interpreters to support outreach and community events.|2|3|2|3|2|3|2|1|2|1|1|1|2019-10-15|Met|2019 38684780123505|Mission Preparatory|3|As a school, we have begun to explore ways in which we can effectively engage families in advisory groups and with decision making. While our DSELAC Committee meets to review our progress towards our annual goals, we well as to reflect upon how we are using our funding to support those goals, we have only begun to engage our families in the aspect of decision making and to provide input on policies and programs. Our families complete a yearly satisfaction survey, but we could identify new strategies to support the collaboration between families, teachers, administration and students to plan, design, and implement family engagement activities. From our work to prepare and execute Family Engagement Committee meetings, we hope to work together to find new ways to collaborate with families and involve them in the decision making process, as well as to encourage their ideas as to how we could better plan for execute family events in the most meaningful and impactful way.|We train our staff to build strong and meaningful relationships with families, but identify that we could explore other ways to improve our capacity to partner with families. For this reason, we have planned monthly Family Engagement Committee Meetings where families will utilize that time to discuss what is important to them, and to focus their energy on supporting the mission of our school in ways they deem appropriate and purposeful. Through these monthly meetings, we hope to improve our capacity to partner and collaborate with our families. We provide a great deal of information regarding academic progress and development to our families through our daily Communication Log structure, through informal meetings, and through quarterly Parent Teacher Conferences. Our Parent Teacher Conferences have been successful, in that we’ve consistently attained 100% participation each round of conferences, and families have shared that they find Parent Teacher Conferences to be a helpful way to learn more about their child’s progress at school. We have also provided resources at our Family Achievement Council Meetings, where families can learn about new ways to support their children in literacy, math, and preparation for state testing. We encourage input from our families, but can explore new ways to encourage families to advocate for their children. We hope that our Family Engagement Committee Meetings will provide another way for families to advocate for their child’s needs and to build a partnership together.|Building strong relationships is paramount in our school community. We believe in building and sustaining a strong partnership with our students' families in order to celebrate the success of their children, to identify areas of need, and to problem solve as a team in order to ensure that our students achieve their goals. In summer Professional Development, we prioritize exploring new ways to engage with our families, and set meaningful targets to achieve in the area of Family Engagement. We train our staff to use strategies to establish and build strong relationships with families and we start using our tools of communication with our families in order to establish those routines early on. During our training and preparation at the beginning of the year, we build rapport with our families and learn about our families’ priorities with a Family Panel, where numerous families have the opportunity to share their perspectives with our staff. We create a welcoming environment by providing a thorough Orientation and Back to School Night program, which allows for families to meet their teachers and learn about their classroom goals. Our teaching faculty are consistently present at dismissal each day, and this is a great touchpoint for our staff and our families to connect. Our teaching faculty maintain strong consistent communication daily with our parents through our Communication Log, as well as through phone calls, emails, and/or text depending on family preference. Through quarterly Parent Teacher Conferences, our families and staff can celebrate success and identify gaps together in order to adjust instructional needs and support for each child. Through increased communication structures (our website, use of social media), we are able to better inform our families about upcoming events and opportunities. In regards to areas of growth, we continue to learn more about each family's culture, language, and goals for their children by providing more channels of communication and opportunities for our families to come to school to give crucial feedback. We will continue to host our monthly Cafecito, a monthly informal gathering of families where we build community, invite feedback, and inform families of opportunities to support our school (i.e. volunteering, representing our school at community events). We will learn more about our families by executing our Family Engagement Committee meetings this year, which is a new program aimed at empowering our families to discuss and share important topics, as well as support our school mission. We can also explore new ways to increase accessibility of information to our families. For example, we are learning about new ways to utilize our website features to communicate more directly with families. While our print materials and events are translated into Spanish, we consider other ways to translate to languages other than English or Spanish.|4|4|4|4|4|4|4|3|3|3|3|3|2019-10-03|Met|2019 27660840000000|Mission Union Elementary|3|The superintendent is contently meeting with families , asking questions seeking advice and suggestions. The PTO is an integral part of the decision making at the school. The diversity of the school is clear yet everyone has a voice and the consensus is that each family of this small community has a voice in suggesting what is best for the children|The school has lots of diversity where everyone brings their strength and everyone is welcome. The policies of the board reflect the belief of the school in engaging under represented families. The school provides many opportunities for students from different background to learn and expend their horizons.|The school is a micro community where families are not only welcome but an integral part of the decision making process. The school climate is very positive and engaging. Parents are always volunteering in the classrooms. the PTO is very active and engaged in the school|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-09|Met|2019 19651360114439|Mission View Public|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 76% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, open houses, student recognition days and parent-teacher-student conferences. Some parents said that they feel makes an effort for them to be part of the decision-making process of the school; others said the opposite. Focus group parents expressed that they were not aware of opportunities to give their input to the school. The school can improve parent engagement by raising awareness regarding parental engagement as well as by further strengthening communication with stakeholders. To improve the engagement of underrepresented families, the school can ensure that the quality translations will continue to improve. Inviting parents to participate in ELAC meetings and providing transportation and food could help with their sustained participation.|There were 312 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers and counselors. At events there is always a wide range of families representing the diversity of the school. One parent reported that, “ Mission View parents stated the school was making an effort to call parents is a good thing to do. Some parents expressed a need for more communication when there is a change at the school, like when they mod to the pod format. The school can improve in their engagement with underrepresented families by further educating and reiterating to parents the systems the school have in place, how those systems relate to student learning and progress, and of the legal rights families can exercise.|One key strength was the results from our parent survey showed that 90% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were 63 parents participated in our parent meetings including PAC/ELAC throughout the year. Additionally, there were 441 parents attending conferences and open house last year. Some parents reported that the school is a great job in building relationships with stakeholders. Some were unsatisfied and wanted more communication from the school/staff. Currently, the school utilizes, phone-calls, Sunday night one-calls, student portal and text messaging for parents and students. One focus area is for the school to increase communication in parents’ primary language. To improve engagement with underrepresented families, parents and students must be continually informed with how to contact the school and their students’ teachers. Staff should also verify if parent and student information are also up-to-date.|3|3|2|2|2|2|3|2|2|2|2|1|2019-10-23|Met|2019 48705814830196|MIT Academy|3|We have traditionally had one PTN (Parent-Teacher Network) for parents to discuss issues and bring them to the Board. We have decided to join the PTA (Parent Teacher Association) so that additional resources can be utilized for engaging parents in the school. We have also decided to split the group into two so that the MIT Academy parents and GA parents can have their concerns adequately addressed.|We are currently relying on PIQE to provide parents with information about college. More needs to be done in this are. We plan on adding a Curriculum Night this year in which to provide a forum for parents to interact in person with the teachers.|MIT Academy provides several opportunities to create and build relationships with the parents and families: Ice Cream Social, Back-to-School night, and Saturday Cleanup/work sessions. We also use ParentSquare as one of our major forms of communication with our parents. This is in addition to Facebook and email. Parentsquare provides translated messages which increase our ability to communicate with parents whose first language is not English. Additionally, we are improving the engagement of our families by contracting PIQE (Parent Information for Quality Engagement) to provide our parents with a workshop series in English and Spanish on high school transcripts, the higher education system and how to apply and pay for college.|3|3|2|3|1|3|3|3|1|3|3|3|2019-11-12|Met|2019 48705810137380|MIT Griffin Academy Middle|3|We have traditionally had one PTN (Parent-Teacher Network) for parents to discuss issues and bring them to the Board. We have decided to join the PTA (Parent Teacher Association) so that additional resources can be utilized for engaging parents in the school. We have also decided to split that one group into two separate groups: One for MIT and one for Griffin Academy. By splitting the groups, the specific needs of each group of parents can be more effectively addressed.|We have our PTA as a forum in which parents can voice their opinions and concerns. We are currently relying on PIQE to provide parents with information about college. More needs to be done in this area. We plan on adding a Curriculum Night this year in which to provide a forum for parents to interact in person with the teachers.|Griffin Academy provides several opportunities to create and build relationships with the parents and families: Ice Cream Social, Back-to-School night, and Saturday Cleanup/work sessions. We also use ParentSquare as one of our main methods of reaching out to parents (along with Facebook, email). Parentsquare provides translated messages which increase our ability to communicate with parents whose first language is not English. Additionally, we are improving the engagement of underrepresented families by contracting an organization called PIQE to provide our parents with a workshop series (in English and Spanish) on high school transcripts, the higher education system and how to apply and pay for college.|3|3|2|3|1|3|3|3|1|3|3|3|2019-11-12|Met|2019 49708476072136|Miwok Valley Elementary Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 50711670000000|Modesto City Elementary|3|MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee and School Site Councils. In 2019 -20 will have a Parent Involvement Committee. These committees provide opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels.|MCS professional learning and support to teachers and principals to improve a school’s capacity to partner with families includes PD on Cultural Awareness topics. The district has staff dedicated to family engagement at the central at site level. Parents are informed of their legal rights both in writing and through participation in advisory committees. MCS offers parent involvement programs that are specific for Spanish Speakers, for example, the Latino Literacy (reading program). The literacy program is to establish family reading routines for Spanish speaking parents and their children.|Modesto City Schools provided a Local Control and Accountability Survey during the 2018-19 school year. The results were included in the district LCAP and presented to the Board of Trustees at the June 2019 meeting. A total of 1,410 (an increase of 3.3%) parents completed the survey. Sixty-five percent (increase of 2%) of parent respondents state that the school provides ample opportunities for them to be involved, and they most commonly participate in Back to School Night (61%, increase of 6%) and Open House (51%, increase of 6%). Furthermore, between 66 to 96 percent of parent respondents believe that the school and/or district values their participation or input in a variety of parent involvement activities. Of the parent respondents who indicate that they did not participate in any parent activities this year, 50% report that they had scheduling conflicts and 17% were not sure how to participate (a decrease of 4%). A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops. MCS hosts well attended DELAC meeting with representation from site ELACs to foster engagement of parents of English learners. The district provides materials in Spanish and translation at major parent engagement functions. The district is revising the LEA Parent engagement policy in 2019-20.|3|4|3|3|3|3|3|3|4|4|3|3|2019-10-14|Met|2019 50711750000000|Modesto City High|3|MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee and School Site Councils. In 2019 -20 will have a Parent Involvement Committee. These committees provide opportunities for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels.|MCS professional learning and support to teachers and principals to improve a school’s capacity to partner with families includes PD on Cultural Awareness topics. The district has staff dedicated to family engagement at the central at site level. Parents are informed of their legal rights both in writing and through participation in advisory committees. MCS offers parent involvement programs that are specific for Spanish Speakers, for example, the Latino Literacy (reading program). The literacy program is to establish family reading routines for Spanish speaking parents and their children.|Modesto City Schools provided a Local Control and Accountability Survey during the 2018-19 school year. The results were included in the district LCAP and presented to the Board of Trustees at the June 2019 meeting. A total of 1,410 (an increase of 3.3%) parents completed the survey. Sixty-five percent (increase of 2%) of parent respondents state that the school provides ample opportunities for them to be involved, and they most commonly participate in Back to School Night (61%, increase of 6%) and Open House (51%, increase of 6%). Furthermore, between 66 to 96 percent of parent respondents believe that the school and/or district values their participation or input in a variety of parent involvement activities. Of the parent respondents who indicate that they did not participate in any parent activities this year, 50% report that they had scheduling conflicts and 17% were not sure how to participate (a decrease of 4%). A more detailed analysis of the survey can be found on our website at https://www.mcs4kids.com/district/lcff-and-lcap/workshops. MCS hosts well attended DELAC meeting with representation from site ELACs to foster engagement of parents of English learners. The district provides materials in Spanish and translation at major parent engagement functions. The district is revising the LEA Parent engagement policy in 2019-20.|3|4|3|3|3|3|3|3|4|4|3|3|2019-10-14|Met|2019 25102560000000|Modoc County Office of Education|3|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 25735850000000|Modoc Joint Unified|3|Parents have multiple opportunities to provide input through a variety of formalized groups and committees. Being a small district, parents also interact with site staff infrequently at community events. The District is working on scheduling more frequent formaized community meetings to allow for input on specific topics.|As stated previously, we do an excellent job building strong two-way relationships with every family we serve. We have low mobility so we plan on serving each family for thirteen years and treat them as long term partners in their child's success. We need to continue to improve on integrating all available services in the county to our families.|We have added professional development days part of which are spent learning how to better serve our clients. We do an excellent job in getting to know our families and building strong two-way relationships.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 36678270111807|Mojave River Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 36678270137174|Mojave River Academy - Gold Canyon|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings, parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|4|4|4|4|4|4|4|4|4|4|4|2019-12-11|Met|2019 36678270137232|Mojave River Academy - Marble City|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings, parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|4|4|4|4|4|4|4|4|4|4|4|2019-12-11|Met|2019 36678270137182|Mojave River Academy - National Trails|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|5|4|4|3|4|4|4|3|3|3|3|2019-12-11|Met|2019 36678270137190|Mojave River Academy - Oro Grande|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings, parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|5|4|4|4|4|4|4|4|4|4|4|2019-12-11|Met|2019 36678270137216|Mojave River Academy - Rockview Park|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|4|4|4|4|4|4|4|4|4|4|4|2019-12-11|Met|2019 36678270137208|Mojave River Academy - Route 66|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings, parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|4|4|4|4|4|4|4|4|4|4|4|2019-12-11|Met|2019 36678270137224|Mojave River Academy - Silver Mountain|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings, parents look at data, view instructional materials, and analyze budget. Parents are encouraged to All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Mojave River Academy has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. Parents have access and are encouraged to meet with teachers every week during the student’s individual appointment time.|Mojave River Academy is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|4|5|4|4|4|4|4|4|4|4|3|3|2019-12-11|Met|2019 15636770000000|Mojave Unified|3|In our 2018-19 LCAP Parent Survey, 60.87% of parents felt that schools actively seek parent input into decisions related to their student(s) education. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area. To help facilitate this improvement, multiple opportunities are established to engage all student groups: Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City. Multiple DELAC and LCAP District Advisory Council (DAC) meetings are also conducted to engage parents in the planning process and get input for LCAP development. LCAP surveys are available to all parents, as well as students and staff. Quarterly ELAC and School Site Council meetings are held at the site-level. LCAP presentations/updates to the board are delivered on a quarterly basis with opportunities for input/questions. An African American Advisory Council has been established (meeting on a monthly basis) to provide input and recommendations for the LCAP development. Special Education parent nights are held in Mojave as well as California City. In addition, the Mojave Unified School District has participated in the Continuous Improvement Process over the last two school years, which has influenced the LCAP, and added a focus on equity. The CIP team included parents, staff, teachers, site administrators, district leadership, and representation from the Governing Board.|In our 2018-19 LCAP parent survey, 56.52% of parents agreed that they felt invited to help plan, implement, and evaluate instructional materials, strategies and programs. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships. To further improve in this area, our LCAP has funds dedicated to: providing professional development to employees on involving parents in the educational process; expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities. During the 2018-19 school year, an African American Advisory Council was established, and a Director of Educational Partnerships position was created to focus on building partnerships for student outcomes. In an effort to provide families with information to support student learning and development in the home, MUSD will also be adding access to an app-based version of our Parent Portal system.|The Mojave Unified School District prioritizes the building of relationships and trust with the families and communities we serve. Our 2nd LCAP goal emphasizes this: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” As part of that goal, action 8 states that MUSD will: “Implement implicit-bias and cultural awareness training, as needed, to develop strategies for meeting the needs of a diverse population of students, improving teacher-student relationships and building school-community trust.” Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement. Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, In-Touch K12, a new app-based parent portal, etc.).|3|3|3|4|3|3|3|4|3|3|3|3|2019-10-01|Met|2019 45701106117931|Monarch Learning Center|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 26102640000000|Mono County Office of Education|3|The Family Nights and Student Led Conferences that we hold three times per year have become our greatest mechanism for gaining input and feedback from our parents regarding our instructional program. At these meetings our students have an opportunity to share their work and progress with their parents. We use these nights to both formally (through surveys and other tools) request parent input on various decisions and also informally (through conversation and observation). Our family nights nearly always have 100% attendance and are a highlight of the year for all stakeholders.|Communication with our families is one of our highest priorities. It takes great perseverance to establish relationships with the families of students in alternative education setting. A positive result of having small programs is that allows us to develop a sense of trust with families normally reticent to participate in their child's education. We actively reach out to families in their native language and encourage them to reach out to us as well. As we move forward into 2019-2020, we plan to provide both parent training as well as information regarding procedures and activities during our family nights and on a more consistent basis. We also plan to share our progress on our current Local Control Accountability Plan and the results from state tests and accountability measures in a timely and meaningful manner for our parents.|Running a small, alternative program helps us to develop strong personal relationships with each of our students families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which center around sharing a family meal. We have very good, if not, 100% attendance at these events, which occur at least twice a year. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal is able to speak two languages to help open lines of communication amongst many of our students' families. This year we plan to offer more translation support to our teachers in their needs for communication with families.|4|4|3|4|4|3|5|3|3|3|4|4|2019-10-03|Met|2019 10623230000000|Monroe Elementary|3|Seeking input from our families is at the forefront of what we are focusing on. We have several committees and parents are invited and encouraged to attend. Families are fed and we provide daycare. Bilingual translation is provided as needed.|Building partnerships for student outcomes has a focus of our PD for our staff. Communication with parents is expected to be frequent in nature and supportive and instructive to assist our families.|Building relationships with our community has been a district, school, and school board initiative. We have dedicated bilingual staff dedicated to outreach and inclusion. We have developed a quick and responsive two way communication, bilingual as needed, to facilitate all questions, needs, or help as requested.|4|4|4|4|3|4|4|3|4|4|3|3|2019-10-25|Met|2019 43693936046627|Monroe Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647900000000|Monrovia Unified|3|Although it seems as though the district is open and reaching out to families and all stakeholders, it seems as though parents feel there needs to be more and clearer communication regarding the decision-making groups and policies. Some parents are very well-informed and involved in the district and school site meetings and decision-making processes, however, these groups of parents are the minority. The majority of parents are not involved and not aware of how to be involved or even that they can be involved. MUSD needs to continue to develop methods for seeking input from all stakeholders when it comes to the decision-making process. A select few parents understand the process and what they can do to participate in the decision-making process, however many more need to be involved. Using technologies and other resources the district needs to continue to develop policies and structures so that all stakeholders know how to be involved and have the opportunity to be involved in this process.|Overall we feel as though we are doing well to build relationships regarding student outcomes. Schools are focused on opening doors and welcoming parents in to learn what goes on in the classroom and how the family can be an active participant at home. There needs to be improved communication about why some decisions are made with clear reasons and research behind the decisions. Administrators need to be trained in ways to develop communication with parent and families regarding what is happening at school and why things are happening. Research can be shared with families regarding policies and curricula so that parents and families can be supportive to what is happening in the classroom. Through these programs the district can support the development in the home so that parents and families can be more involved in the learning process.|Relationships between families and schools are strong. Schools are providing many opportunities for parents to be present on campus and involved in school life. Parents feel welcome and feel as though they know where to go and who to talk to if they have questions or concerns. Programs and policies are in place and just need to be refined and adjusted in order to create the sustainability required to have the ideal relationships. Although there are programs and policies in place, many staff members need more training on how to work closely with families on a regular basis. Administrators and teachers need to continue to develop skills and programs to reach all parents and families and create opportunities for all to be involved.|3|4|3|4|3|1|5|4|3|3|3|1|2019-10-23|Met|2019 19647330114959|Monsenor Oscar Romero Charter Middle|3|Monseñor Oscar Romero Charter School (MORCS) believes that parent involvement translates into increased student achievement and contributes to features of our innovative program. We believe that encouraging, honoring and respecting parent voice is only the beginning. At MORCS, we aim to forge a true partnership with parents, which involves providing the parents with meaningful leadership and decision-making opportunities. The main way in which we involve parents in decision-making for our school is through the School Advisory Council (SAC). The School Advisory Council includes elected representatives from each major stakeholder group at our school: students, teachers, other staff members, parents, and the school principal. The SAC team collaboratively develops our school’s Targeted Support and Improvement (ATSI) plan, which is a focused plan that describes what actions will have the greatest impact in increasing student achievement and building a positive school culture. The SAC team also discusses and deliberates and supports the development of all areas of school-parent involvement compliance: ELD, Title 1, ESSA, LCAP, etc. In order to most effectively develop the ATSI plan, the SAC team assesses the needs of our school, and determines what school policies, programs, and strategies are necessary to meet the needs of our students. The SAC team gathers parent feedback data that informs their decisions in a variety of ways including: · Monthly “Café con el Director” meetings which are conducted in a town hall setting. All parents are invited to ask any and all questions they may have about the academics, culture and climate, and/or operations of the school. This feedback is gathered and shared with the admin team as well as the SAC team so that it can be addressed directly or built into the ATSI plan · Classroom Walkthroughs with parents three to four times per year, during which parents visit every classroom at MORCS on a regular school day. Afterwards, parents discuss the bright spots and or areas of strength that they observe in the classrooms as well as the areas of concern or growth that they observe. The feedback is shared with the SAC team so that it can inform which areas of focus need to be included on the ATSI plan. · Semi-annual “Youth Truth” parent surveys, which allow us to gather detailed feedback from each parent regarding their perception and experiences regarding the academic program, the school culture, and the operational management of the school. This feedback is either acted directly upon by the admin team, or used by the SAC team to further focus and refine our ATSI plan. All of the Charter School's families are identified as underrepresented families.|In order to maximize participation, MORCS has a strategic plan to implement effective parent and family engagement. The Charter School developed the parent and family engagement policy through stakeholder meetings that were held both formally and informally. MORCS educates certificated and classified staff with the assistance of parents in the value of parent and family engagement. MORCS consistently implements intentional formal and informal practices to reach out to, communicate with, and work with parents as equal partner leaders in order to build connections between families and the school. In addition to encouraging true parent leadership at MORCS, we also employ a variety of strategies, programs and workshops designed to keep parents as informed as possible. These include: · Semi-annual parent conferences during which time each parent meets individually with each of their child’s teachers. Parents are informed regarding their student’s academic success and challenges in each class as well as their behavior. We are proud to regularly have an average of 95% of our parents attend during each week of conferences · Frequent parent meetings in which school-wide policies, events, and information are shared. · Parents are also informed of critical school information through “Remind” text messages, informational parent letters, and bulletins that are sent home on a regular basis · Workshops are provided for parents that range from training parents on how to support their child in practicing college-ready skills (Graciela’s Dream) to how parents can support their child in utilizing technology at home to enhance their educational experience (School to Home) · A school web site along with school-sponsored social media accounts facilitate the dissemination of information on areas of specific interest to parents, including parent workshops.|The Charter School continually seeks opportunities to build our capacity in planning and implementing effective parental involvement activities to improve student performance. The Charter School conducts two annual parent surveys to evaluate our effectiveness and to provide meaningful consultation with our parents. We strive to remove barriers and obstacles in order to maximize greater participation. The following parent survey responses reflect the success of our partnership with parents at MORCS: · The school informs me about the academic services available to help my child (89.7% Agree or Strongly Agree) · he school offers me opportunities to participate in councils/parent organizations (93.7% Agree or Strongly Agree) · The school offers parent training when I can attend (84.4% Agree or Strongly Agree) · An administrator is always available when I would like to speak with them or if I need to discuss a concern (90.3% Agree or Strongly Agree) · I feel welcome to participate at this school (95.8% Agree or Strongly Agree) · My culture is respected at this school (99.4% Agree or Strongly Agree)|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-06|Met|2019 54720090000000|Monson-Sultana Joint Union Elementary|3|The LEA has made progress in building the capacity of staff to effectively engage stakeholders in decision making at the school. During advisory meetings, the District has provided training to parents regarding their role and effective participation in decision making. All families are invited to complete surveys about the school and its programs. These surveys have intentionally been given during Parent/Teacher Conferences which are attended at a rate of 99%.|The LEA has provided professional development to school leadership to enhance partnerships with community and stakeholders. The District frequently provides information to families with various resources to support their needs. The District conducted two parent education programs during the 2018-2019 school year. One was focused on insuring both short term and long term student success. Parents participating were asked to provide feedback as to the effectiveness of the program and suggestions for future parent and family education that they felt would be beneficial. In addition, the District provided a family nutritional program in the spring of 2019. During the 2018-2019 school year, the District also added a social worker to the staff to help support and educate families in areas of need.|Monson-Sultana School administered a parent, staff, and community survey in March of 2019 to measure perceptions from the school community around the performance of the school as a whole but also specifically to assess the progress in implementing the Local Control and Accountability Plan (LCAP). The survey was intentionally focused on identifying needs around all state identified priorities. Surveys were given to parents at parent/teacher conferences to promote maximum participation. The results showed that overall, the school community holds a very positive perception of the school. Specific strengths identified include: • 99% of respondents believe the school encourages their involvement. • 96% of respondents believe that students trust teachers and staff. • 96% of respondents believe that the school communicates effectively with the community. • 98% of respondents said the school is effective overall. Despite the relatively strong perceptions, the results of the survey were used to identify goals and actions for the 2019-2020 LCAP Plan. Of those needs identified, the greatest need as identified by the community is that of English Learner. Presented to school board on April 2, 2019.|5|5|4|5|4|3|5|4|4|4|4|4|2019-04-02|Met|2019 19647336018204|Montague Charter Academy|3|MCA has done a great job to building parent participation with many school events, but advisory councils are not at the same level of participation. We do meet requirements, but we would like more participation. Our Coffee with the Principal, in contrast, is very well attended with over 60 parents each time. Due to that popularity, many of the topics that I, as Principal, share at the advisory committees are now discussed at Coffee with the Principal. MCA has also changed advisory times to be held right after the Coffee with the Principal to promote them.|MCA has worked hard over the years to build a strong partnership with families. From the board meetings to advisory councils, everything we do demonstrates that understanding. Our parent center holds workshops throughout the year that help our parents to help their children succeed academically. Our teachers hold Literacy Nights. We are implementing Class Dojo, a home-school communication app, school-wide to support parents.|MCA has developed a strong sense of trust with our families. Our surveys sent home and questions asked at our monthly Coffee with the Principal indicate that. Our beginning of the year orientations and Parent Conferences are very well attended. As are our 5th Grade Culmination Ceremony and Performing Arts Shows twice a year. We are often complimented about our customer service. Our Parent Trainings and Community Partnerships are plenty and there are parents on campus every day of the week for one workshop or another. MCA also has an ESL Class that is held in partnership with a local junior college. One of our goals for 2019-20 is improve parent participation in our Governance Committees and attendance at board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-31|Met|2019 47704170000000|Montague Elementary|3|MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year. MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process for the next three-year planning cycle.|MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education. Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community. Ongoing professional development in restorative justice|Montague Elementary School District (MESD) has renewed it commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. During 2018/2019, changes to the lobby are being made to create a more welcoming atmosphere. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff. 2018/19 survey data shows further need for developing open communication between school and home. MESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.|4|5|4|4|4|4|4|5|3|3|4|4|2019-10-15|Met|2019 49708130000000|Monte Rio Union Elementary|3|Opportunities are currently fully available for families, teachers and principal to work together to build partnerships. However, the current model is not working as well as we would like. Engaging stakeholders to help understand the difficulties in gaining more parentent engagement is a District priority. Determining other ways to create opportunities for families to support the school and student learning is quite a challenge. Monte Rio School's families are dynamic, hard working people that love their school but are struggling to find extra time in their lives to volunteer. We want to discuss this issue with the Parent Group to find out their challenges and develop a plan that will work better.|Monte Rio School makes concerted efforts to meet with and educate our families in order to better support student academics and social emotional learning. Our middle school aged children and their families have access to an online portal to have direct communication with their teacher regarding homework or class projects. However, both the teachers and school are working hard to bring more family support into the school. The staff will meet to discuss these ongoing issues and work on ways to bring families into the conversation and gather more information on how best to partner with families. The principal will discuss this issue with both the Parent Group as well as the Staff to design a plan for school/family partnership. We hope to increase parent volunteerism by 10% in the next 2 years.|Monte Rio School has done a great job including the community in multiple aspects of District decision making. In addition to our monthly Board Meetings, our school Board President sends a monthly newsletter to our community, explaining decisions that have been made and opportunities for individuals to participate in future conversations. The Superintendent/Principal makes a point to reach out to each family, discuss concerns and answer questions. Staff members are not only a part of the community but they make extra efforts to bring parents and guardians into the classroom and volunteer in our school. Currently our LEA is reaching out to the community for more family volunteers. We would like to see more parents on campus, volunteering on a daily basis and taking an active roll in Site Decisions. Parent Club meetings, Teacher requests and Principal correspondents have not created the volunteerism we would like to see. It is difficult to determine if underrepresented families participate less than other families due to the low numbers in each group. However, all families are looked at equally and Monte Rio School continues to reach out to everyone in the community to become active participants in the growth and development of our students.|4|4|4|4|3|4|4|4|3|3|4|5|2019-09-10|Met|2019 19648080000000|Montebello Unified|3|A number of parent groups are in place throughout the District and at schools which create an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District personnel are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision making process and have a voice through committees such as LCAP Advisory, DELAC, PTA and SSC meetings. Parents are encouraged to attend and become members and are able to access information through school and District website, Blackboard, parent handbook and school marquees, and Bulletins.|Montebello Unified School District provides families with the opportunity to meet with teachers, school administration, and District personnel to discuss student progress and any areas of need or concern. Meetings with parents are scheduled as needed and throughout the year during Back to School Night, Parent Conference week (held twice a year,) and Open House. Schools at the secondary level are staffed with counselors whose main focus is academic progress but who are also equipped to discuss students' social and emotional needs. MUSD has a Parent Handbook distributed to all parents. The Handbook is updated annually and contains pertinent information on schools and the District. MUSD will continually look to find ways to include all parents and address the concerns of parents who still may not feel comfortable attending parent meetings or participating in Advisory groups by making parent phone calls and finding highly motivating ways to include all stakeholders.|Montebello Unified School District provides families and the community with opportunities to build partnerships with schools and personnel through various events held throughout the year. Families and students are invited to events during the school year to learn about school programs, educational opportunities and participate in parent education classes. Translations is provided for families at all meetings and events including Board Meetings. Various opportunities include the Montebello School District Overview, the district Showcase event, the Students in Action Day, and the College and Career Readiness Fair. Parents are encouraged to attend school meetings such as Coffee with the Principal and sign up for PTA and Parent Committees. MUSD will continue to reach out to families through the use of the District and School website and Blackboard messages.|3|4|4|3|3|4|5|4|4|5|5|4|2019-06-20|Met|2019 42692520000000|Montecito Union Elementary|3|Each year MUS surveys all parents on many school facets. 98% of respondents “Strongly Agreed or Agreed” with the statement they were, “satisfied with the quality of education at MUS.” As a learning organization, we also see that the survey reveals some areas for future growth. 14 statements rated 98-100% for “Strongly Agree plus Agree.” Those are: Parent feels child’s teacher is approachable The school’s increased attention to character and student behavior has positively impacted the culture of MUS Instructional Programs: Reading Instructional Programs: Music Instructional Programs: Strings Special Services: English Language Learners Program Parents are satisfied with communication from administration Principal is approachable Assistant principal is approachable Superintendent is approachable Superintendent is responsive to needs and requests Administration focused on Strategic Plan Front office staff are responsive and welcoming District office staff are responsive and welcoming|Parents are regularly invited to school opportunities to learn about programs and provide feedback. Teachers meet regularly with parents through formal conferences, informal requests, and regularly communicate with families via email. Parents are always notificed of procedural safeguards in special education and our website serves as an important tool where parents can easily access information.|Parent survey results described below indicate strong relationships and trust with our parent community. Parents are regularly invited to meetings such as school board meetings, school site council, parent education opportunities, and more where parents can participate in effective 2-way communication. Translation is offered as appropriate when needed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 27102720112177|Monterey Bay Charter|3|The School has made progress in building the capacity of supporting family members to effectively engage in advisory groups and decision-making. This progress is measured by family participation in administrative and board level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, and family participation in Parent Circle Organization. Families are afforded the opportunity to participate in decision making by attending board meetings and providing public comments during Board meetings and Finance/HR Committee meetings. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to Administration and the Board of Directors. All board meetings and Finance/HR Committee meetings are Brown Act compliant, reports are shared publicly through the family communication portal. Parent Circle meetings are advertised and all families are welcome. Family input is solicited regarding programs and policies during these meetings. Families are surveyed regularly for input on a variety of topics such as the school calendar, policies, procedures, and engagement efforts. Focus Goal: MBCS would like to provide more enrichment opportunities for parents to understand the curriculum including direct outreach to underrepresented families.|MBCS hired a Pedagogical Director who is responsible for mentoring teachers on all aspects of teaching including developing partnerships with families. The Pedagogical Director organizes free or donation based family education events held several times throughout the year focused on special needs, parenting, storytelling, singing, and the importance of physical activity integrated into the curriculum and home settings. Often free childcare is available to enrolled students and events are held after working hours to accommodate all families. Ongoing information is shared through the parent communication portal in the weekly bulletin. A strength of the MBCS approach is that the classroom teachers continue with their cohort of students through several grades developing strong relationships with students and their families. Teachers regularly invite parents to school events via class newsletters and personal messages. Teachers work closely with families to improve student outcomes. Classroom teachers host a minimum of three family meetings each year to build community with their families. During these meetings teachers may lead curriculum based activities such as singing or painting to engage families, discuss field trip coordination, engage in dialogue regarding the developmental stages of the students, or promote healthy habits at home. Families are expected to participate in two parent conferences per year to address concerns and discuss the academic progress of each student. MBCS strives to support families to understand and exercise their legal rights and advocate for their own students and all students. All parents are provided information regarding their rights in digital and print formats. Links are provided via the family communication portal, on the MBCS website, hard copies are included in the registration packet and school handbooks. Families are provided a copy of parent rights during 504 and special education meetings. A Parent Community Advisory Committee Representative conducts outreach to families of students with special needs to participate in community workshops and events designed to support their exceptional students and serves as a point of contact for families of children with special needs. Focus Goal: MBCS continues to refine our use of multiple communication formats to communicate with families such as flyers, posters around campus, an all call system, and our unified family communication portal. Our website has the capacity to translate to other languages. MBCS plans to focus on providing school notices translated to Spanish for families.|New Families: MBCS is committed to building the capacity of staff to build trusting and respectful relationships with our families. Our commitment to create a welcoming environment for all families begins during the orientation process that consists of a group tour, visitation day, and an individualized family orientation meeting. The MBCS Registrar collects written information and meets with individual families to learn more about each family’s strengths, cultures, languages, and goals for their children. The Registrar informs faculty and staff of the orientation results and ensures new families have immediate access to family communication portal. Ongoing Efforts: The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate between families and educators using language that is understandable and accessible to families to keep the parent body informed. A strength of our school community is active family engagement in school governance and through the Parent Circle Organization. Parent Circle is the equivalent of a Parent Teacher Group that engages in fundraising as well as organizing the events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan. Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle sponsored events. The Family Coordinators are a point of contact for new families who ensure new families are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers and classroom volunteers in various capacities determined by individual teachers. Families are asked to make a volunteer commitment of 40 hours per year. Focus Goal: This year we have implemented a school lunch program and our goal is to continue direct outreach efforts to assist underrepresented families in signing up for free and reduced lunches.|4|4|4|4|4|5|5|4|5|4|4|4|2019-10-31|Met|2019 27102722730232|Monterey County Home Charter|3|Building and maintaining relationships with families, including underrepresented families, is an explicit goal of MCHCS, per the school's current LCAP. In addition to the significant level of on-going parent participation that occurs in our home school program (e.g., weekly hour-long meetings with their student's supervising teacher, supervising and promoting their own student's academic development for at least six hours per day, etc.), parents are encouraged to attend (i.e., via text messages, emails, flyers, phone calls, and by speaking with them in person) the numerous stakeholder meetings, school councils (e.g., Charter Advisory Board meetings, ELAC meetings, Coffee Club meetings, safety committee meetings, etc.), and parent workshops (e.g., Math Night, quarterly NGSS-related science workshops, etc.). Moreover, parents are invited to help create their student's individual learning plans, which are developed on a quarterly basis and include information about student's current skill/performance levels, learning objectives/goals, college/career goals, and intervention plans. The school needs to focus on improving in the area of student/parent participation in events that are not requirements of the academic program (this applies to all families, including underrepresented families). In addition to the multiple forms of communication that the school regularly uses to extend invitations to families, the school has begun offering snacks, meals, and refreshments on a more regular basis at events; moreover, many more events are now scheduled to occur after the traditional work day (i.e., some parents have indicated that such offerings are more conducive to their schedules). This being noted, participation in such events needs to be improved. Moving forward, the school plans to make multiple calls to the applicable families (i.e., to 6-8 grade parents for a middle school math workshop, etc.) in addition to the current methods of communication (i.e., informational calls, registration solicitation calls, reminder calls, etc.). We will also offer incentives--from prizes, to food, to student recognition ceremonies--at many events to help increase parent participation. It is our hope that these efforts will help increase family participation at workshops/events, some of which are/will be designed as opportunities to have families, teachers, and administrators work together to plan, design, implement, and evaluate family engagement activities.|Building and maintaining relationships with families, including underrepresented families, is an explicit goal of MCHCS, per the school's current LCAP. In addition to the significant level of on-going parent participation that occurs in our home school program (e.g., weekly hour-long meetings with their student's supervising teacher, supervising and promoting their own student's academic development for at least six hours per day, etc.), parents are encouraged to attend (i.e., via text messages, emails, flyers, phone calls, and by speaking with them in person) the numerous stakeholder meetings, school councils (e.g., ELAC meetings, Coffee Club meetings, safety committee meetings, etc.), and parent workshops (e.g., Math Night, quarterly NGSS-related science workshops, etc.). Moreover, parents are invited to help create their student's individual learning plans, which are developed on a quarterly basis and include information about student's current skill/performance levels, learning objectives/goals, college/career goals, and intervention plans. The school needs to focus on improving in the area of student/parent participation in events that are not requirements of the academic program (this applies to all families, including underrepresented families). In addition to the multiple forms of communication that the school regularly uses to extend invitations to families, the school has begun offering snacks, meals, and refreshments on a more regular basis at events; moreover, many more events are now scheduled to occur after the traditional work day in an attempt to increase parent participation (i.e., some parents have indicated that such offerings are more conducive to their schedules). This being noted, participation in such events needs to be improved. Moving forward, the school plans to make multiple calls to the applicable families (i.e., to 6-8 grade parents for a middle school math workshop, etc.) in addition to the current methods of communication (i.e., informational calls, registration solicitation calls, reminder calls, etc.). We will also offer incentives--from prizes, to food, to student recognition ceremonies--at many events to help increase parent participation. Such efforts will help increase family participation at workshops, some of which are/will be designed to support families both in understanding and exercising their legal rights and in advocating for their own students (and all students).|Building and maintaining relationships with families, including underrepresented families, is an explicit goal of MCHCS, per the school's current LCAP. In addition to the significant level of on-going parent participation that occurs in our home school program (e.g., weekly hour-long meetings with their student's supervising teacher, supervising and promoting their own student's academic development for at least six hours per day, etc.), parents are encouraged to attend (i.e., via text messages, emails, flyers, phone calls, and by speaking with them in person) the numerous stakeholder meetings, school councils (e.g., ELAC meetings, Coffee Club meetings, safety committee meetings, etc.), and parent workshops (e.g., Math Night, quarterly NGSS-related science workshops, etc.). The school needs to focus on improving in the area of student/parent participation in events that are not requirements of the academic program (this applies to all families, including underrepresented families). In addition to the multiple forms of communication that the school regularly uses to extend invitations to families, the school has begun offering snacks, meals, and refreshments on a more regular basis at events; moreover, many more events are now scheduled to occur after the traditional work day (i.e., some parents have indicated that such offerings are more conducive to their schedules). This being noted, participation in such events needs to be improved. Moving forward, the school plans to make multiple calls to the applicable families (i.e., to 6-8 grade parents for a middle school math workshop, etc.) in addition to the current methods of communication (i.e., informational calls, registration solicitation calls, reminder calls, etc.). We will also offer incentives--from prizes, to food, to student recognition ceremonies--at many events to help increase parent participation.|4|5|4|4|4|5|5|4|4|4|4|4|2019-10-16|Met|2019 27102720000000|Monterey County Office of Education|3|Alternative seeks input from all stakeholders, especially students and families. This happens through Youth Truth surveys administered throughout the year, local surveys administered at the site level, LCAP stakeholder engagement sessions that happen quarterly, School Site Council, ELAC/DELAC, and Parent/Teacher/Student conferences. Alternative Education uses the quantitative and qualitative data to reflect on practices related to student achievement and outcomes.|Alternative Education staff have all been trained in culturally relevant, trauma-informed healing practices related to students served. Each family and student receives a handbook in English and Spanish outlining educational rights and opportunities. The effort towards partnerships for student outcomes occurs during parent/teacher/student conferences and meetings as needed. Alternative Education is deeply committed to building strong relationships with families to support students. An area of focus for this objective is through Infinity Learning Maps where students draw maps for staff regarding how they learn and what they relate to. This information is included in an individual learning plan where each student sets learning goals and shares those goals with teachers and parents through a transparent well-communicated process during meetings, interactions, and conferences.|Alternative Education is invested to understand the culture and needs of the families we serve. In the Salians Community School each family participates in an extensive intake procedure where critical information is shared. All families enrolled in both court and community school programs receive a handbook outlining the educational opportunities and rights of each student. Families are engaged in both court and community school programs through constant and consistent communication with parents regarding student successes and concerns. This happens in the form of phone calls, meetings, Good News Postcards, truancy letters, and most importantly Parent/Teacher/Student conferences which happen once per semester. Additionally, regular Schoo Site Council and ELAC/DELAC meetings occur monthly. This is the greatest focus area for improvement. Alternative Education continues to seek ways to engage families in School Site Council / ELAC/DELAC. We are focused on personal phone calls home in Spanish if needed, food, meeting times and locations that work for families of underrepresented families. Alternative Education is looking in to providing transportation if needed to parents who wish to participate in School Site Council / ELAC / DELAC.|4|4|4|4|3|3|4|4|4|3|4|4|2019-10-16|Met|2019 27660920000000|Monterey Peninsula Unified|3|The Monterey Peninsula Unified School District has made significant progress in the engagement of families in the past five years. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encourage participation in the District Advisory Council and District English Learner Advisory Committee. This year, the district is developing an African American Parent Advisory Council to further engage families that have traditionally felt underrepresented.|The Monterey Peninsula Unified School District has made significant progress in the engagement of families in the past five years. In recent years, the district has developed and offered parenting classes districtwide, as well as maintained and encourage participation in the District Advisory Council and District English Learner Advisory Committee. This year, the district is developing an African American Parent Advisory Council to further engage families that have traditionally felt underrepresented.|“Your Input Matters … Join the Conversation!” continued as the theme of this year’s MPUSD’s stakeholder process. The district promoted community input through online English and Spanish surveys and made a concerted effort to have in-person conversations with stakeholders at specific stakeholder engagement meetings and Open Houses. Printed postcards invited stakeholders to participate in the online survey, and the postcards were made available at school sites and district and school wide events. Paper copies of the survey were made available upon request, and stakeholders were provided an opportunity to use computers in the district office if they did not have access to a home computer. The district also utilized the YouthTruth Survey administered to students and staff in the fall of 2018 to help inform the LCAP. A total of 6,880 students and 640 staff members participated in the YouthTruth Survey. High School: 2,901 students (75% response rate) Middle School: 1,881 students (90% response rate) Elementary School: 2,098 students (93% response rate) High School: 151 staff members Middle School: 112 staff members Elementary School: 377 staff members A total of 358 English and Spanish surveys were completed this year. Responses reflected an equal mix of parents/guardians, community members and staff, as well as an even distribution across school sites both elementary and middle. The district offered multiple in person community engagement meeting for stakeholders as follows: • April 8: Districtwide meeting • April 9: Monterey Bay Teachers Association • April 11: One on one meeting with Classified School Employees Association meeting to discuss input gathering of CSEA members • April 17 and May 22: District Advisory Committee and District English Learner Advisory Committee • April 24: Superintendent's Classified Council and Superintendent's Teachers Council • May 15: Engagement meeting in partnership with the NAACP • May 23: Superintendent consultation with SELPA Director - May 23, 2019 (*Updated 8/23/19 based on Monterey County Office of Education recommended edits.) The district solicited student voice, and engaged with students at our middle and high schools in face-to-face meetings. During the meetings, the Superintendent and/or Chief of Communications asked students a series of question prompts to gather input on what they valued at school, what they would like to see more of at their school, and what may or may not be working, and areas where the district and their school could improve. Approximately 150 - 200 students were engaged in person from our middle and high schools. The district is in its second year of utilizing ParentSquare, a two-way communication tool, that has increased communication, transparency and parent engagement, particularly with underrepresented families.|4|4|4|4|3|3|4|3|3|3|4|4|2019-11-12|Met|2019 49708210000000|Montgomery Elementary|3|LEA meets regularly with parents and requires parent attendance twice annually to review student performance|LEA sets aside 2 full days per school year for teachers to meet with parents individually to review student performance and to support families|LEA is making personal contacts with all families to assure active participation and engagement|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 56739400000000|Moorpark Unified|3|Parent input into decision-making was measured by survey participation and attendance at various district and school meetings. The findings from 2018-19, as reported in the LCAP Annual Update, show: • Participation in the LCAP Parent Advisory Group of parents of English Learners increased from 2017-18 to 2018-19 • Spanish speaking family participation in the LCAP survey increased from 41 surveys submitted to 75 surveys submitted • Attendance at ELAC/DELAC meetings and LCAP Parent Advisory Group meetings remained the same from 2017-18 to 2018-19. An average of 35 parents attended per DELAC meeting • Participation of parents of English Learners in Bilingual Coffee Chats remained steady • Attendance at Title I parent meetings decreased from an average of 12 to 10 per meeting Although Spanish speaking family participation in the online LCAP survey increased, overall participation decreased. As a result, MUSD will be redeveloping the LCAP survey utilizing feedback from underrepresented families including our LCAP Parent Advisory Group.|Parent participation was measured by attendance at various district and school site meetings. The findings from 2018-19, as reported in the LCAP Annual Update, show: • Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation • Attendance at ELAC/DELAC meetings and LCAP Parent Advisory Group meetings remained the same from 2017-18 to 2018-19. An average of 35 parents attended per DELAC meeting. Training on the responsibilities of committee/group members was provided as well as information on accessing and interpreting student achievement data • Participation of parents of English Learners in Bilingual Coffee Chats remained steady • PIQE was offered at six schools; 80 parents graduated • Attendance at Title I parent meetings decreased from an average of 12 to 10 per meeting • Each school evaluated and updated its School Plan for Student Achievement with input from key stakeholder groups, including underrepresented stakeholder groups An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.|The California School Parent Survey (CSPS) is opened every other year to parents of students in grades 5, 7, 9, and 11. The data reported below is taken from the two most recent administrations during the 2015-16 and 2017-18 school years. The respondents agree or strongly agree: • School allows input and welcomes parents’ contributions, increased from 84% to 85% • School actively seeks the input of parents before making important decisions, decreased from 66% to 58% • Parents feel welcome to participate at this school, increased from 88% to 90% In addition to the CSPS, local measures to gauge parent input in school/district decision making and parent participation in programs were implemented during the 2018-19 school year as part of the MUSD LCAP, Goal 2, “Engage parents, families, and key stakeholders to support student success in school.” MUSD will continue to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings and Title I Parent meetings to ensure engagement of underrepresented families. Training on the Family Engagement Toolkit will be provided during District Leadership meetings and site staff meetings.|3|4|2|4|3|3|3|4|4|4|3|2|2019-10-08|Met|2019 07617470000000|Moraga Elementary|3|Current Strength: The Coordinating Council, which includes Wellness and Student Safety subcommittees, provides parents, staff and administration numerous in-person opportunities for two-way communication relative to monitoring and developing LCAP goals, actions and services. The Parents of Exceptional Moraga Students (POEMS), an additional parent-teacher conference day and planned days for the EL teacher to meet directly with EL students are also strengths as they provide increased opportunities for all parents to provide input. Parents are also invited to complete an annual survey which includes sections for offering input. Progress: The Coordinating Council has been expanded to include former Student Safety and Wellness Committees and for the purpose of increasing parent participation in the decision-making process. Focus area for improvement: To increase the engagement of underrepresented families, the Coordinating Council will seek input to plan, design, and implement improved family engagement activities in 2020-2021.|Current Strength: Teachers are provided content standard professional development to increase their capacity to communicate learning goals to students and parents. Families are provided information and resources, such as Clever, DreamBox, School Loop and additional take-home textbooks, to support student learning and development in the home. Progress: The District is building on current strengths to provide increased access to information and resources in additional subject content areas. Focus area for improvement: To increase the engagement of underrepresented families, the District, and in collaboration with neighboring school districts, hold parent education workshops per parent feedback and input.|Current Strengths: Active and diverse Parent Teacher Associations; Engaged and diverse parent members serving on the Coordinating Council, the body which oversees and develops the LCAP; parent advisory committees; translation services; development of the “LCAP Digest” to increase LCAP understanding and two-way communication; Individual staff support to assist with forms, paperwork and forms. Progress: Measured by parent participation at meetings. The goal is 90% of parents attending the Coordinating Council and other district committees or advisory meetings. Focus area for improvement: To increase the engagement of underrepresented families, childcare will be offered for meetings and parent education programs and there will be increased communication to parents for translation services.|3|3|3|4|3|3|4|3|3|3|3|3|2019-10-15|Met|2019 43695750000000|Moreland|3|Our strength in this area is our work with our principals and staff to understand our community and identify strategies that encourage participation in advisory groups and decision-making. We ensure that sites utilize their community liaisons to tap into their community leaders to help build a network of families that feel comfortable joining the various school groups. Knowing that our underrepresented families are more likely to attend DELAC and site ELACs, we repeat trainings and information gathering at these meetings. We continue to look for ways to engage our families that attend school sites where there is a very small percentage of underrepresented families. Factors such as babysitting, transportation, and translation need to be addressed.|We offer professional development for our teachers and administrators in working with diverse families through our Instructional Leadership Team at the district level and staff meetings at the site level. We also offer parent education nights for parents to learn how to support their students at home and to build the home and school connection. Training topics include technology use, positive parenting tips, sexual health, healthy lifestyles,|Our current strengths in building relationships with our families include offering adult English classes, ELAC/DELAC meetings, parent education nights, and translation services. Working closely with our DELAC, we assess the different needs of our underrepresented families in order to help them engage fully with our school community. One of the areas that we continue to focus on is to reach families that speak a home language other than English or Spanish. We have worked to create a network of parents with similar home languages to connect them with the school community. We have also teamed with outside providers to provide translation services for these families.|5|5|4|4|5|5|5|5|5|4|4|4|2019-09-24|Met|2019 33671243330685|Moreno Valley Community Learning Center|3|As mentioned above, key findings from the 2018-19 Panorama survey indicated that 81% of families felt their suggestions were welcome, a rise of 10% over the previous year. Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: - conduct annual needs assessment for African American families to determine parent needs - conduct annual needs assessment for families of EL students - provide results given at a DELAC meeting - provide DELAC officers the opportunity to attend CABE National 3 day conference and have them report back - host African American parent nights - host parent field trips - promote and pay for parent attendance at engagement conferences|As mentioned above, key findings from the 2018-19 Panorama survey indicated that 81% of families felt they were taken seriously by school staff, a rise of 7 percentage points over the previous year. Moreno Valley Unified School District is committed to building partnerships with parents and families for student outcomes, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following partnership strategies, with a focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students: - make a set of copies for our DELAC representatives once a month to pass out at their school. - email a promotional flyer to all leaders of our 25+ book clubs at the sites - use Peachjar to promote workshops and events for ELL and African American families - update the website under Parent Engagement promoting workshops - make large posters for the schools hosting a workshop - provide Parent Ambassadors a set of copies of workshop fliers to pass out at their sites. - also send information regarding meetings via email, texts, phone messages|For the 2018-19 School year, MVUSD opened the survey to parents of ALL students, as opposed to only those of students in grades 4, 7, and 10 in the previous year. The survey was administered in May. MVUSD received 1,604 surveys from parents/family members. Key findings from the survey: 81% stated they were taken seriously by school staff, a rise of 7 percentage points over the previous year. 81% felt their suggestions were welcome, a rise of 10% over the previous year. This is excellent progress and is correlated to the work being done (as described below) by our teachers, front office staff, site administrators, and district administrators. Also paramount is the ongoing focused attention from our English Learner Parent Involvement Specialist (a position MVUSD has had for over 20 years) and our African American Parent Involvement Specialist who was hired in response to the 2017-18 data. Moreno Valley Unified School District is committed to building relationships with parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies: - continue our Yearly Book Club Celebration in March with over 250 participants - host information table at site and district events for underrepresented families - promote events in the Press Enterprise and Black Voice Media - send Posters and Flyers to ALL school sites with information regarding all meetings and events of specific interest to parents - attend and host clergy events - provide ELL DELAC officers the opportunity to attend Family Engagement Network meetings at RCOE - provide ALL DELAC representatives the opportunity to attend CABE Regional 1 day conference in Riverside - continue opening the Parent Resource Center from 9am - 12pm Monday-Thursday - participate in the African American Family Reunion Community Event held annually at TownGate park|3|3|3|4|3|3|4|2|3|4|4|2|2019-10-29|Met|2019 33671240000000|Moreno Valley Unified|3|The 2018-19 Panorama survey indicated that 81% of families felt their suggestions were welcome, a rise of 10% over the previous year. Moreno Valley Unified School District is committed to seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: - conduct annual needs assessment for African American families to determine parent needs - conduct annual needs assessment for families of EL students - provide results given at a DELAC meeting - provide DELAC officers the opportunity to attend CABE National 3 day conference and have them report back - host African American parent nights - host parent field trips - promote and pay for parent attendance at engagement conferences|The 2018-19 Panorama survey indicated that 81% of families felt they were taken seriously by school staff, a rise of 7 percentage points over the previous year. Moreno Valley Unified School District is committed to building partnerships with parents and families for student outcomes, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following partnership strategies, with a focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students: - make a set of copies for our DELAC representatives once a month to pass out at their school. - email a promotional flyer to all leaders of our 25+ book clubs at the sites - use Peachjar to promote workshops and events for ELL and African American families - update the website under Parent Engagement promoting workshops - make large posters for the schools hosting a workshop - provide Parent Ambassadors a set of copies of workshop fliers to pass out at their sites. - also send information regarding meetings via email, texts, phone messages|For the 2018-19 School year, MVUSD opened the survey to parents of ALL students, as opposed to only those of students in grades 4, 7, and 10 in the previous year. The survey was administered in May. MVUSD received 1,604 surveys from parents/family members. Key findings from the survey: 81% stated they were taken seriously by school staff, a rise of 7 percentage points over the previous year. 81% felt their suggestions were welcome, a rise of 10% over the previous year. This is excellent progress and is correlated to the work being done (as described below) by our teachers, front office staff, site administrators, and district administrators. Also paramount is the ongoing focused attention from our English Learner Parent Involvement Specialist (a position MVUSD has had for over 20 years) and our African American Parent Involvement Specialist who was hired in response to the 2017-18 data. Moreno Valley Unified School District is committed to building relationships with parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies: - continue our Yearly Book Club Celebration in March with over 250 participants - host information table at site and district events for underrepresented families - promote events in the Press Enterprise and Black Voice Media - send Posters and Flyers to ALL school sites with information regarding all meetings and events of specific interest to parents - attend and host clergy events - provide ELL DELAC officers the opportunity to attend Family Engagement Network meetings at RCOE - provide ALL DELAC representatives the opportunity to attend CABE Regional 1 day conference in Riverside - continue opening the Parent Resource Center from 9am - 12pm Monday-Thursday - participate in the African American Family Reunion Community Event held annually at TownGate park|3|3|3|4|3|3|4|2|3|4|4|2|2019-10-29|Met|2019 43695830000000|Morgan Hill Unified|3|The Morgan Hill Unified School district values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active ELAC and School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently 67.4% up from 66.7% last year); rates of successful mass messaging through both email (currently 96 % up from 93%), and phone (currently 82, down from 87%) ; numbers of parent volunteers (currently 2471 up from 1964); and numbers of parents who annually complete the parent education class Project to Inspire (currently 18 up from 16 with local parent graduates ready to lead future sessions). Additionally, parents are surveyed regarding a number of topics including these key questions which parents rank high to low on a five point scale. The questions include: our school seeks input and encourages parental participation in decision making (4 up from 3.9); our school promotes parental participation in programs (4.0 for two consecutive years ); and as parents we feel like valued partners in our child’s education (3.88 up from 3.83). These metrics help to inform the actions in our Local Control Accountability Plan which now includes an updated Family Engagement Plan. Plan highlights for 2018-19 include: convening a district wide School Site Council and ELAC congress to train and work collaboratively on the new SPSA templates and alignment of strategic plans; and conducting tiered parent training from accessing the student information system parent portal to monitor their children up to the Tier 3 Parent Project to provide intensive parenting support. All metrics are monitored in our LCAP as can be seen in the annual report under goal area 2|The Morgan Hill Unified School district values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active ELAC and School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently 67.4% up from 66.7% last year); rates of successful mass messaging through both email (currently 96 % up from 93%), and phone (currently 82, down from 87%) ; numbers of parent volunteers (currently 2471 up from 1964); and numbers of parents who annually complete the parent education class Project to Inspire (currently 18 up from 16 with local parent graduates ready to lead future sessions). Additionally, parents are surveyed regarding a number of topics including these key questions which parents rank high to low on a five point scale. The questions include: our school seeks input and encourages parental participation in decision making (4 up from 3.9); our school promotes parental participation in programs (4.0 for two consecutive years ); and as parents we feel like valued partners in our child’s education (3.88 up from 3.83). These metrics help to inform the actions in our Local Control Accountability Plan which now includes an updated Family Engagement Plan. Plan highlights for 2018-19 include: convening a district wide School Site Council and ELAC congress to train and work collaboratively on the new SPSA templates and alignment of strategic plans; and conducting tiered parent training from accessing the student information system parent portal to monitor their children up to the Tier 3 Parent Project to provide intensive parenting support. All metrics are monitored in our LCAP as can be seen in the annual report under goal area 2|The Morgan Hill Unified School district values parental participation and meaningful partnering opportunities to assist student learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active ELAC and School Site Councils); parent log-on rates to our student information system to monitor attendance and grades (currently 67.4% up from 66.7% last year); rates of successful mass messaging through both email (currently 96 % up from 93%), and phone (currently 82, down from 87%) ; numbers of parent volunteers (currently 2471 up from 1964); and numbers of parents who annually complete the parent education class Project to Inspire (currently 18 up from 16 with local parent graduates ready to lead future sessions). Additionally, parents are surveyed regarding a number of topics including these key questions which parents rank high to low on a five point scale. The questions include: our school seeks input and encourages parental participation in decision making (4 up from 3.9); our school promotes parental participation in programs (4.0 for two consecutive years ); and as parents we feel like valued partners in our child’s education (3.88 up from 3.83). These metrics help to inform the actions in our Local Control Accountability Plan which now includes an updated Family Engagement Plan. Plan highlights for 2018-19 include: convening a district wide School Site Council and ELAC congress to train and work collaboratively on the new SPSA templates and alignment of strategic plans; and conducting tiered parent training from accessing the student information system parent portal to monitor their children up to the Tier 3 Parent Project to provide intensive parenting support. All metrics are monitored in our LCAP as can be seen in the annual report under goal area 2|4|4|3|4|3|3|4|4|5|4|4|4|2019-06-04|Met|2019 36677770000000|Morongo Unified|3|Annually, Morongo Unified School District surveys all stakeholders (parents, students, teachers, classified, administration and community members) for input on the Local Control Accountability Plan (LCAP). Within this survey, are targeted questions regarding input from parents at each site. Additionally, meetings with parent groups are held to exchange ideas regarding survey results and how each site is increasing parent involvement specifically with inclusion in decision making. All schools also have School Site Councils, requiring equity between school personnel and parents. The School Site Council at each site reviews data and budget and makes all site decisions regarding expenditures and programs that are encompassed in the School Plan for Student Achievement (SPSA). The SPSA's and the LCAP plans all go before the Board of Education annually for approval. This year, we also put out a short survey to parents asking for feedback on parental involvement at the schools. A few data points from the fall 2019 survey of parents are as follows: 62% of parents feel their school site does well at creating a welcoming environment. 62% of parents feel their school site does well in building trusting and respectful relationships with families. 55% of parents feel that the MUSD does well in building relationships and partnerships for student outcomes. However, 56% of parents want to be more engaged in advisory groups and decision-making at their sites. This data will be addressed through our LCAP to increase parent knowledge of the availability to participate in ALL decision making entities. We will be doing this at the Site level via School Site Councils and providing training to parents. We will collect parent sign-ins to trainings, special events, and parent days/nights that the District/sites holds. It is believed that we need to market these opportunities better so many sites are using social media. We will work on creating more parent engagement strategies and more opportunities for parents to be involved at heir sites.|We have designed policies and programs for families to meet with teachers to support student learning such as the parent portal and resources available online in home languages., Use of strategies such as school messenger, social media, and after school programs. Back to school nights, parent conferences dates, School Site Councils and ELAC and DELAC,committees, Community advisory committees for special education are just a few opportunities that are provided to enable families to partner and give input to the schools.|Our strength is in utilizing social media. Sites organize activities to bring families to the school to build relationships and to communicate. Translators are often provided and materials are accessible in home languages. Translation services are available that will translate meetings, phone calls and written materials. Our focus area involves gathering more input from parents and families to ensure two-way communication and to increase parental involvement at the schools.|5|5|5|5|5|5|5|5|3|3|3|3|2019-10-22|Met|2019 49708706109144|Morrice Schaefer Charter|3|Schaefer Charter School is seeking input for decision making. 83% of the 13 parent surveys felt that their input and opinions are valued at my child’s school. We have two areas of strength at the full implementation level and two areas to work on at the initial implementation level. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Support for SSC, ELAC committees, Safety subcommittee (SSC) partnership with RESIG for school safety, LCAP input process We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by PTO meetings, SSC and ELAC with translator, LCAP input We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by District surveys, ELAC and SSC, PTO (Schaefer Families) outreach to all families, coffee with the principal We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Design Team, PTO planning and events involving student council, district family events (Mr. Brown, Family Math Festival), Piner Olivet Educational Foundation (POEF) events (Pancake Breakfast, Color Run)|Schaefer Charter School is building partnerships for student outcomes. We have two areas of strength at the full implementation level and two areas to focus on at the initial implementation level. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: EL Collaborative (SCOE), Community Partnerships (Sonoma County Library), counseling services We are providing families with information and resources to support student learning and development in the home by Teacher/parent conferences and communication, Digital resources used at home (Lexia, Mathia, curriculum based digital resources) We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent conferences, IRT meetings, Special education, report cards and progress reports We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by meetings with principal about academics, behavior, parent information nights, parent conferences. My Voice parent survey show that 83% of Schaefer parents agree or strongly agree that “parent evenings/meetings are worth attending." 100% of parents feel comfortable going to parent-teacher conferences which is an area to review and look at, especially for underrepresented families.|Schaefer Charter School is building strong relationships between school staff and families. We have two areas are strengths that are at the full implementation level. We plan on working on the following two areas that are at the initial implementation and beginning development level. Engagement statistics increased on social media sites, website, and e-newsletters as follows: 180 Facebook page likes, 100% newsletter views, 100% feel welcome at school. We are developing the capacity of staff to build trusting and respectful relationships with families by ToolBox training for staff and parents, IRT meetings, Counselor. We are creating welcoming environments for all families by welcoming and professional office staff (office manager, outreach worker) Back to School night, Pancake Breakfast, partnerships with Coffee Strong, PTO events, Mr. Brown family night, Family Math Festival We are Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Parent teacher conferences, translation by outreach worker or Migrant Education, ELAC, translator for PTO meetings and minutes, IRT (Intervention Response Team) We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families:Parent conferences and communications translated (Spanish only), BrightArrow communication system, Newsletters, Back to School Night, Open House|4|4|2|3|3|4|4|3|3|3|4|4|2019-10-02|Met|2019 10621660121533|Morris E. Dailey Charter Elementary|3|Strengths in this area include: • Hold Director’s Chat/PVC meetings every other month to support school communication of events, learning around the Primary Years Program, and ways to be involved/volunteer • Surveys are sent home in early spring to gain parent insight into school practices • Unit reflections for each unit that happen in the middle and end of each unit • Volunteers for events such as the Book Fair, Community Nights, etc. • LCAP/LCFF survey documents are available in the office and online Focus Area for Improvement: Hosting family learning nights to bring families in and learn ways to support at home in different focus areas|Strengths in this area include: • Student-led conferences held in October • Ongoing professional development on building relationships • Online resource library with links to resources and videos to assist families in supporting learning at home • Parent conferences • Required legal notices in the Parent-Student Handbook which is given at the beginning of the school year and posted on the website • Hold SST’s and IEP’s as needed and/or required • Hosting community events Focus Area for Improvement: Hosting family learning nights to bring families in and learn ways to support at home in different focus areas|Strengths in this area include: • Greeting families as they enter campus • Posting flyers in the front of the school to provide information • Emailing flyers home to families • Community events • Grade level showcases of learning • Email communications • Student led conferences • Class Dojo • School Messenger in multiple language and formats • Back to School Night is used as an opportunity on how to support learners at home • Director’s Chat/PVC meetings are run with translation options that families can scan to see their native language during the presentation Focus Area for Improvement: Hosting family learning nights to bring families in and learn ways to support at home in different focus areas|5|5|4|5|5|5|5|5|5|4|5|4|2019-09-03|Met|2019 09619290000000|Mother Lode Union Elementary|3|In 2018-19, the District had a significant increase in parent/guardian participation on the Annual Parent Survey for English and Spanish speaking parents. An area for development is the engagement of parents of English language Learners on site and district committees and councils. For predominately one-way home-to-school communication the District uses Blackboard/Parent Link. Calls and emails are sent. Texting is a feature we will explore.|The District calendars 8 minimum days annually for Parent Conferences. Both sites have staff who translate as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. includes parents when holding Exhibition Days each trimester. Staff also notify families when their child receives some type of recognition at trimester awards events. For the 2019-20 year, staff will be exploring additional means of conducting two-way conversations with families.|For the purpose of our school serving our students, we engage our parents/stakeholders to identify program and other interests to meet the current and future needs of our students. MLUSD annually surveys parents in English and Spanish. See www.mlusd.net for Parent Survey results as they were reported to the MLUSD Governing Board and LCAP-Stakeholder Engagement pages 52-55 and Demonstration of Increased or Improved Services for Unduplicated Pupils pages 139-143.|4|4|4|3|4|3|4|3|3|3|3|3||Met|2019 43696170000000|Mount Pleasant Elementary|3|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 79% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that Ida Jew Academies allows input and welcomes parents’ contributions. Area for improvement. Overall one area for improvement that stood out was “Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.” This need was supported by the 2018-19 California School Parent Survey. Parents responded in the following way to a survey item that read “Schools actively seek input from parents before making important decisions. Strongly agree, 18% Agree, 35% Disagree, 20%, Strongly disagree, 5%, and Don’t’ know/NA, 20% Ida Jew Academies will work with the School Site Council, the English Language Advisory Committee, and other advisory groups to seek feedback from parents for improvement.|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 88% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that Ida Jew Academies encourages them to be active partners with the school in educating their child. And 90% said that teachers communicate with parents about what students are expected to learn in class. Ida Jew Academy also partners with the Mount Pleasant Elementary School District to offer four Parent Academic Fairs throughout the year. Teachers, principals, and district staff work together to provide hands-on experiences to inform and have parents experience what students need to know and be able to do in all subject areas. The same workshops are offered throughout the year to allow parents to attend the workshops of their choice. Students in Middle school sometimes co-present with the teachers, demonstrating the strategies they are learning in class. In other instances, students attend some of the workshops with their parents. The students work side by side with their parents solving complex mathematical problems or use technology to demonstrate some of the engineering standards. Areas for improvement. During the parent forum, parents indicated that an area of need was supporting families to understand and exercise their legal rights and advocate for their own students and all students. Parent feedback suggested that the district handbook or school handbook was not enough. Parents suggested doing short videos or quick summaries of topics like parent's rights to visit their child's classroom, understanding the Student Study Team process, or Independent Study. The district will be implementing the parents' recommendations and do short videos in Spanish and English on these topics. The videos will be sent to parents, will be posted on the school's website and social media accounts.|The tools used to conduct the self-assessment were the 2018-19 California School Parent Survey, input from the 2018-19 LCAP committee, and a small parent forum. Strengths. Based on the CA School survey, 87% of the responding parents (201 respondents) stated that they "strongly agree" or "agree" that parents are welcomed to participate at Ida Jew Academies. And 88% said they 'strongly agree" or "agree" that Ida Jew Staff treats parents with respect. Areas for improvement. Ida Jew Academy provides two weeks of parent-teacher conferences in the first trimester with the ultimate goal of teachers meeting with every parent face-to-face. The school also has meetings "coffee with the principal" these meetings are informal and are intended to be a dialogue and share information and hearing and addressing family concerns. However, during a parent forum, parents indicated that having multiple opportunities for the school to engage in two-way communication was a need. And on the CA School Parent Survey, only 53% of the parents said that Ida Jew Academies does "very well" letting parents know how their child is doing in school between report cards. Ida Jew Academies will work with parents to ensure that they know how to check grades from home, the school will also provide technology and assistance to families to check grades at school between grading periods.|4|4|3|3|4|3|4|3|4|3|4|3|2019-11-13|Met|2019 44697730000000|Mountain Elementary|3|Our Parents Club is actively involved in reaching out to all new families to ensure they are engaged and involved in school gatherings and celebrations. In addition, our Language Ambassador program invites families from different parts of the world to share the language and tradition of their rich yet underrepresented cultures|Mountain Elementary School District is enhanced by active parent engagement on a daily basis, and we are honored to work side-by-side with our parent community in service to our students and their families.|Mountain Elementary School District deploys a 1-2 annual online parent surveys to seek feedback on inclusive practices in parent participation and district decision making. The 3 core questions and key findings related to parent participation and inclusive decision making were as follows: 1. "I have ample opportunities to become involved in school activities." Question 1 Result Total = 92% Agreed (65% Strongly Agreed and 27% Agreed.) 2. "I have volunteered to help at school." Question 2 Result Total = 73% Agreed (47% Strongly Agreed and 26% Agreed.) 3. "I am invited to meetings at the school and asked to participate in group discussions." Question 3 Result Total = 94% Agreed (65% Strongly Agreed and 29% Agreed.) This input is entirely consistent with and affirming of our LCAP goals related to Parent Engagement. We will continue to seek feedback from our parents to ensure we are accessible and responsive. The 5-year trend validates these results.|4|4|4|4|3|5|5|3|5|5|4|4|2019-10-09|Met|2019 37682130000000|Mountain Empire Unified|3|MEUSD seeks opportunities for parents to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school.|MEUSD seeks to provide families with information and resources to support student learning and development in the home and work with families and students to discuss student progress and ways to work together to support improved student outcomes.|MEUSD provides opportunities for parent/guardians to engage in trainings, workshops and activities related to student learning and social-emotional development and growth and continues to seek ways to involve families of underrepresented students.|4|4|4|4|4|3|4|3|3|3|3|3|2019-10-08|Met|2019 20764146110076|Mountain Home Charter (Alternative)|3|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. A focus area for improvement: We are committed to providing training and support for all staff for effective and consistent school program and policy implementation to improve our systems of communication by providing designated trainings on the following: school program policy topics at regularly scheduled staff meetings, on curriculum knowledge at regularly scheduled staff meetings, and by holding administrative meetings devoted to assessing and refining our staff trainings and procedures (LCAP Goal 2).|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. A focus area for improvement: We are committed to providing training and support for all staff for effective and consistent school program and policy implementation to improve our systems of communication by providing designated trainings on the following: school program policy topics at regularly scheduled staff meetings, on curriculum knowledge at regularly scheduled staff meetings, and by holding administrative meetings devoted to assessing and refining our staff trainings and procedures (LCAP Goal 2).|The following information contains the results of our Parent Survey from the 2018-19 school year. The feedback from this survey contributed to our 2019-20 LCAP goals and actions. 87 parents responded to our local school survey on a variety of topics. The results were as follows: 1) How would you rate your overall home school experience? 50.57% rated EXCELLENT, 42.53% rated ABOVE AVERAGE, 6.90% rated SATISFACTORY, with 0% responding POOR. 2) How well does the school support your needs as a parent teacher? 67.82% rated EXCELLENT, 26.44% rated ABOVE AVERAGE, 5.75% rated SATISFACTORY, with 0% responding POOR. 3) How well do you feel the building and grounds of the school support the safety of our students? 42.53% rated EXCELLENT, 32.18% rated ABOVE AVERAGE, 19.54% rated SATISFACTORY, and 5.75% responding POOR. 4) Do you feel that the buildings and classrooms are in good condition and appropriate for learning? 53.49% rated EXCELLENT, 29.07% rated ABOVE AVERAGE, 16.28% rated SATISFACTORY, and 1.16% rated POOR. 5) Rate how well the school communicates to you about school events and procedures. 60.47% rated EXCELLENT, 23.26% rated ABOVE AVERAGE, 13.95% rated SATISFACTORY, and 2.33% rated POOR. 6) Do you feel all Western Sierra Charter School staff is effective and consistent in school program and policy implementation? 57.47% rated EXCELLENT, 32.18% rated ABOVE AVERAGE, 9.20% rated SATISFACTORY, with 1.15% responding POOR. 7) In the area of mathematics, rate the quality of support you receive in curriculum options. 62.79% rated EXCELLENT, 24.42% rated ABOVE AVERAGE, 11.63% rated SATISFACTORY, and 1.16% responding POOR. 8) Also in the area of mathematics, rate the level of instructional support you receive for your student (i.e., from teachers, resources, tutoring, online options, remediation, etc.) 57.65% rated EXCELLENT, 29.41% rated ABOVE AVERAGE, 9.41% rated SATISFACTORY, and 3.53% rated POOR. 9) How well do you feel supported in your current academic planning for your student? 65.12% rated EXCELLENT, 27.91% rated ABOVE AVERAGE, 5.81% rated SATISFACTORY, and 1.16% rated POOR. 10) Does our school provide you the knowledge and support you need for future (college/career) academic goals and planning for your student? 40% rated EXCELLENT, 36.47% rated ABOVE AVERAGE, 21.18% rated SATISFACTORY, with 2.35% responding POOR. 11) Would you recommend our school to your friends and family? 100% responded YES.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 01612180000000|Mountain House Elementary|3|An event calendar will be added to Class Dojo on a monthly basis which includes: School events, Board meetings, public hearings, early dismissal days, class projects and assignments along with the lunch menu. All information will be provided in Spanish as an accommodation for a large group of our underrepresented families. We will propose a window of time when parents can meet with staff to provide input on their student's progress, school climate, and any concerns that they may have.|An event calendar will be added to Class Dojo on a monthly basis which includes: School events, Board meetings, public hearings, early dismissal days, class projects and assignments along with the lunch menu. All information will be provided in Spanish as an accommodation for a large group of our underrepresented families. All staff communicated their goals for the school year to the Board. The Board offered various means of support to achieve their goals.|100% of parents have access and utilize the Class Dojo app. Class Dojo has become the platform of communication between staff and parents in numerous ways. We will translate all messages in Spanish beginning this school year as an improvement to our communication. Staff members are available before and after school to assist all students with assignments as needed. Staff communicates with parents through Class Dojo for input on various art projects and class events throughout the school year.|5|5|5|5|4|5|5|5|1|1|1|1|2019-10-31|Met|2019 05100580530154|Mountain Oaks|3|Mountain Oaks School shall provide opportunities for parent involvement through the standing Committees of the Mountain Oaks Board of Directors. Parents will also provide feedback to the School Leadership and the Board of Directors through the Annual Program Survey. Parents will also participate in informational meetings regarding the Local Control Accountability Plan (LCAP). The Standing Committees for the Mountain Oaks Board are as follows: Athletics Plans and implements athletic programs which promote well-rounded, physically fit students through activities, competitions, and social camaraderie in a safe, nurturing environment. Board Development Board of Directors recruitment, training, development and maintenance. Steering Site specific steering committee that develops and implements site plans, upgrades and repairs and monitors workshops. Finance Develops budget for approval by Mountain Oaks Board of Directors and Calaveras County Office of Education Board, monitors spending and reports to Mountain Oaks Board of Directors, reviews requests for budget adjustments. Program Develops long range planning and goals, monitors program quality, workshops, WASC, and oversees Mountain Oaks program integrity, expansion and revisions.|Mountain Oaks School shall provide opportunities for parent involvement through the standing Committees of the Mountain Oaks Board of Directors. Parents will also provide feedback to the School Leadership and the Board of Directors through the Annual Program Survey. Parents will also participate in informational meetings regarding the Local Control Accountability Plan (LCAP). The Standing Committees for the Mountain Oaks Board are as follows: Athletics Plans and implements athletic programs which promote well-rounded, physically fit students through activities, competitions, and social camaraderie in a safe, nurturing environment. Board Development Board of Directors recruitment, training, development and maintenance. Steering Site specific steering committee that develops and implements site plans, upgrades and repairs and monitors workshops. Finance Develops budget for approval by Mountain Oaks Board of Directors and Calaveras County Office of Education Board, monitors spending and reports to Mountain Oaks Board of Directors, reviews requests for budget adjustments. Program Develops long range planning and goals, monitors program quality, workshops, WASC, and oversees Mountain Oaks program integrity, expansion and revisions.|Mountain Oaks School shall provide opportunities for parent involvement through the standing Committees of the Mountain Oaks Board of Directors. Parents will also provide feedback to the School Leadership and the Board of Directors through the Annual Program Survey. Parents will also participate in informational meetings regarding the Local Control Accountability Plan (LCAP). The Standing Committees for the Mountain Oaks Board are as follows: Athletics Plans and implements athletic programs which promote well-rounded, physically fit students through activities, competitions, and social camaraderie in a safe, nurturing environment. Board Development Board of Directors recruitment, training, development and maintenance. Steering Site specific steering committee that develops and implements site plans, upgrades and repairs and monitors workshops. Finance Develops budget for approval by Mountain Oaks Board of Directors and Calaveras County Office of Education Board, monitors spending and reports to Mountain Oaks Board of Directors, reviews requests for budget adjustments. Program Develops long-range planning and goals, monitors program quality, workshops, WASC, and oversees Mountain Oaks program integrity, expansion and revisions.|4|5|4|4|5|4|5|5|5|5|5|5|2019-10-16|Met|2019 45737000000000|Mountain Union Elementary|3|We have a strong and experienced site council representing classified, certificated and community members, a dedicated Activities Committee to fund raise to support academics, a broad representation of our student groups on the school board, conduct annual parent surveys, a Student Council, and the superintendent and board follow transparent procedures for first read on policies before taking action the following month. We need to improve soliciting and recruiting new parents and community members from unrepresented student groups to our School Site Council and Activities Committee. We would also like to improve our relations with the elders in the Pit River Tribe.|By utilizing the CSI funds, we are providing access to curriculum and instruction experts, identifying essential standards, creating and aligning benchmark assessments, and providing professional development from National gurus, identifying instructional strategies and engagement strategies, instructional targets, classroom management, and focusing on Social Emotional Learning, math and English Language. We have also spent a lot of funds on the facilities to make it a welcoming environment and the culture. We have added signage to increase awareness of the Positive Behavior Intervention Systems. This in turn has made a noticeable difference.|Our current strengths with family engagement is have a Native American advocate and counselor come in a provide weekly cultural awareness and social emotional learning across grade levels. He also addresses parents once a month and provide a dinner. Different topics are addressed and he teaches parents how to communicate with their students about students. Native American recognition is held annually on Columbus Day to celebrate Indigenous People Day. We also have an annual Native American Thanksgiving feast with our community.|3|4|3|4|3|4|4|4|4|4|4|4|2019-10-09|Met|2019 53750280000000|Mountain Valley Unified|3|Our area for focus continues to be getting new and underrepresented families to participate in providing input into our schools, policies and programs. We are fully implemented with just a few families. The remainder do participate in the life of the schools by supporting their children's activities but they do not join decision making groups like School Site Councils or the LCAP.|Our focus is going to be on providing families with more information and resources to support student learning and resources in the home. We currently do not offer any local adult classes to support this so a focus in this area will improve the engagement of underrepresented families.|We are blessed to have a small, tight-knit community. Recently our local Church school closed and we are welcoming those students into our district. Our focus area is to continue to improve relationships with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). To help we have hired a Hmong parent liaison as this is our largest underrepresented group.|4|4|4|4|4|3|4|3|4|3|3|3|2019-10-09|Met|2019 19648160000000|Mountain View Elementary|3|Parent input for decision-making is the cornerstone of our work with our school community. Parent leaders serve on the district’s LCAP data team along with staff. Our Preschool Program trains parents in their roles and functions on the District Policy Committee. Through DELAC and Superintendent’s PAC, parents provide input on the EL Master Plan, District’s Family Engagement Policy, and Title III budget development. Each school site has a English-Learner Advisory Committee, School Site Council, and conducts open, Parent Advisory Council meetings. Our new efforts include making parent and community input more visible and accessible through the use of District Dashboards.|Each school site begins the year with updates to their Parent Action Team Plans that are aligned with their Focus on Learning Plans. These plans are focused on parent partnerships and engagement. We recently opened a new Family Center and are focusing on developing community-based recreational and educational programming designed with community input.|Our district’s focus on learning plans are aligned with Parent Action Team plans at each site. Family Biliteracy Program and the California Association Bilingual Educator’s Project 2inspire is implemented throughout the District. Parents are trained as leaders and offer Parent Leadership Academies district-wide. Current efforts to improve in this area include creating a staff development module aligned with the California English Learner Roadmap. The District is very proud to have been recognized by John Hopkin’s University for having model family engagement practices. Most recently, our District was recognized with a Golden Bell Award by the California School Board Association for family leadership programs.|4|4|3|4|4|5|5|5|4|5|4|4|2019-06-12|Met|2019 36677850000000|Mountain View Elementary|3|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” or above in all areas. One key strategy in this area has been the use of the California Schools Parent Survey (WestEd). This was the second year the District has used this survey. It was chosen as the Cal-SCHLS survey has a component for staff, students and parents well as being recommended by CDE. An area of improvement is to increase stakeholder involvement during a time of geographical growth. The local community is adding multiple housing developments. Starting with Town Hall style meetings, the district has focused on reaching out to new families for involvement and feedback.|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” or above in all areas. All groups agree that the district’s highest rated strength is supporting families to understand and exercise their legal rights and advocate for their own student. Although groups designate an area as full implementation, it is the lowest scoring element for the district in this category. This area is the district’s progress in providing families with information and resources to support student learning and development in the home. To target this area, the district has increased home communication regarding new technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives at home. The district is also improving the availability of specific data available to parents. In addition, content standards and resources have been included on the district websites and communicated to parents.|The District sought input from the Stakeholder Parent Advisory Committee (SPAC), District English Learner Advisory Committee (DELAC), and the District Curriculum Council (DCC). These groups rate the District as “Full Implementation” in most areas. Reported strengths include the district’s ability to create a welcoming environment for all families in the community. All groups reported this as a district strength. Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Parent /Teacher Conferences, Coffee with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as PTA Reflections Program, Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Stakeholder Survey and School Banners. Groups also collectively indicated the district’s focus area of improvement is to progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. These results highlight the need for district focus in this area, which will begin with district and site leadership identifying specific areas to target within this need. Principals will also be instructed to begin conversations with their staff and School Site Council.|4|5|3|4|4|4|5|5|5|5|5|5|2019-10-15|Met|2019 36679186118350|Mountain View Montessori Charter|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we have opened up 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including "Coffee with the Principal," School Site Council, English Language Advisory Committees, and family events. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families.|4|4|3|4|4|4|4|4|4|4|4|3|2019-10-09|Met|2019 43695910000000|Mountain View Whisman|3|MVWSD is at the Initial implementation stage in building capacity of principals and staff to engage families in advisory groups and with decision making, as well as building the capacity of family members to engage in advisory groups. All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans. MVWSD has a District Advisory Committee and a District English Language Advisory Committee. All committees are involved in the development of the Local Control Accountability Plan (LCAP). Additionally, when the District is seeking input on issues, these groups are regularly consulted and their input collected and used in the decision making processes. In order to provide families with opportunities to share input on policies and programs, MVWSD uses several survey tools The Climate/LCAP survey is given each year in January and results are used to develop the LCAP and school site plans. The District also uses Thought Exchange to engage with parents about specific topics and to gather input for decision making. Some examples include middle school elective choices and facilities needs. While survey participation has been good overall, there are still lower response rates for underrepresented families. The District will be working with the sites’ School and Community Engagement Facilitators on a plan to increase survey responses rates in 2019-20. The District is in the beginning phase of developing opportunities for families, teachers, principals and district administrators to work together to plan, design, implement and evaluate family engagement activities. While some work is done through District and site committees, this is an area that needs improvement to ensure we are improving engagement, especially for underrepresented families.|MVWSD is at the initial implementation phase in all areas of developing partnerships for student outcomes. While teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in October, for all parents to meet with teachers to review student progress. Time is also provided in March for parent/teacher meetings as needed. The District also has begun using a new online assessment and instruction platform - i-Ready. All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year. Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards. The i-Ready instructional program is used in the classroom and can also be used at home to help students fill academic gaps or extend their learning. This year, based on feedback collected from the District Local Control Accountability (LCAP) Survey, all schools have outlined actions in their site plans for communicating with families about student progress. Additionally, the District has a focus on providing clear and positive communication to all students, staff, families, and community members as part of its Strategic Plan. MVWSD is currently developing a plan to provide professional development for staff on culturally responsive communication and instruction which will better support our teachers and principals improve their ability to partner with families.|MVWSD is at the Initial Implementation phase in all areas of building relationships. The District’s Strategic Plan Goal 3 focuses on providing clear and positive communication to all students, staff, families, and community members. MVWSD has updated processes for internal and external communication and created new, accessible websites for the District and most schools. The District has provided customer service professional development to office staff and is continuing to work on a plan to support all staff in being able to communicate in a culturally responsive manner that is necessary to improve engagement of underrepresented families. MVWSD also employs School and Community Engagement Facilitators at all school sites. The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.|3|3|3|3|3|3|3|3|3|3|3|2|2019-10-24|Met|2019 43696090000000|Mountain View-Los Altos Union High|3|There are clear opportunities for parent and community input at MVLA. The school sites and the district office seek input from various parent groups and includes families in decision making. One measure of parent input involves the work with the English Language Learner Advisory (ELAC) groups at the sites and the District English Language Learner Advisory (DELAC). Both sites have active ELAC groups and hold quarterly meetings with families. Meetings are held in English with translation in Spanish and Mandarin. The ELAC groups have elected officers that participate in School Site Council, DELAC and other parent forums. At the start of the year, each site conducted a needs assessment to seek input from new and returning EL families. The data was summarized and shared with site administration, staff and district office. The input gathered from the needs assessment help inform the future ELAC/DELAC topics and identify how to best communicate school resources to families. Building parent leadership skills was one topic that was identified as a need, especially since many parents would be invited to provide input for the WASC self-study process. Leadership training for parents have been an ongoing topic at DELAC meetings.|MVLA makes a conscience effort to engage all families in the school community. Through the work of the various parent groups, parents have the opportunity to learn about our schools, play a role in the school community and partner with school staff to support student outcomes. Parents are encouraged to participate in the PTSA, Booster groups, Latino Parent Organization, ELAC, Tea Time (for Asian families), and the MVLA Parent Foundation. School staff work with all families to ensure that they are connected with at least one parent group. The Parent Outreach Coordinators particularly work with our immigrant families and our Spanish-speaking families. MVLA also has a system for scheduling parent-teacher conferences throughout the year. Parents can schedule a time during the school day or after school to meet with teachers. Interpreters are provided in any language. School counselors also meet with each family annually. We continue to find ways to provide professional learning experiences for all staff to strengthen our relationships with families. Support staff have attended training at the county to provide Spanish interpretation at formal settings such as 504 or IEP meetings.|Building trusting relationships with families is a high priority at MVLA. One way to build this is by promoting parent participation at MVLA. One example includes the Parent Ed Workshop Series sponsored by the MVLA Parent Foundation that brings a variety of special topics to parents. Workshops range from social-emotional support for students to college preparedness. Translation services are available for families. Another significant effort to promote parent participation is working with the Parent Institute for Quality Education (PIQE) and providing parent education training for Spanish-speaking families. Families are recruited to participate in a 9-week program that provides vital information about the high school and college systems in the US. This program is designed to empower first-generation families with the goal of promoting higher education. In the last three years, over 250 families have participated in this program district-wide and we continue working with PIQE to reach more families. All schools in MVLA create welcoming and inclusive environments for all families. Information to families on the website, via email, and in print is provided in English and Spanish. Translation services are provided to parents in any language. Multiple staff members, including administrators speak more than one language, including Spanish and Mandarin. Two areas of growth are to increase our bilingual signage around campus and creating more learning opportunities for staff to build culturally relevant and responsive practices.|4|5|3|4|3|4|4|4|4|4|4|4|2019-10-21|Met|2019 36677930000000|Mt. Baldy Joint Elementary|3|Mt Baldy School believes parents are a child's first and most important teacher. We are committed to engaging stakeholders and incorporating their feedback in the decision-making process. Therefore, the LEA chose to survey parents/guardians. Results from the Spring 2019 parent survey indicates 86.9% of parents responded with "strongly agree" or "agree" to the statement, "the administration of Mt. Baldy School is effective at providing information and the rationale about decisions made to parents and community." As a result of analysis of most recent data, the LEA will continue practices to seek support for input for decision making through the survey along with stakeholder meetings including the LEA’s staff, PAC and Board meetings.|Parents are able to serve on the Local Control Accountability Plan Advisory Committee (PAC) and attend strategic planning meetings as well as regularly scheduled Board meetings. The LEA chose to survey parents/guardians to foster home-school connection and communication. Results from the Spring 2019 parent survey indicates 91.3 % of parents strongly agree or agree in response to the statement, "Mt. Baldy School provides multiple opportunities for parent involvement." 86.9% of parents responded with “strongly agree" or "agree" to the statement, "my child’s teacher(s) effectively communicate information about my child’s academic and social progress.” As a result of analysis of most recent data, the LEA will continue practices to support building partnerships for student outcomes such as providing opportunities for family involvement.|Various events have been established to initiate outreach and make connections with parents including the PTA, Back to School Night, parent nights and multiple school open house events. The LEA chose to survey parents/guardians to foster home-school connection and communication. Parent/Guardian survey questions are directly related to the LEA's LCAP Goal 3 which is to "increase student and staff engagement by providing a safe school environment which fosters increased communication between home and school, encourages parent and community involvement, and focuses upon improving the school climate for all students." Results from the Spring 2019 parent survey indicates 86.9 % of parents strongly agree or agree in response to the statement, "I feel I can voice a concern about my child to teacher and receive an adequate response.” 87% of parents responded with "strongly agree" or "agree" to the statement, "I feel I can voice a concern about my child to the administration and receive an adequate response.” As a result of analysis of the most recent data, the LEA will continue to support building relationships between staff and families through increased communication through social media and opportunities to participate in the school.|4|4|3|3|4|4|4|4|5|5|5|5|2019-10-10|Met|2019 07617540000000|Mt. Diablo Unified|3|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how to best seek input for decision-making. Key findings from this survey indicated that high percentages of parents believe that the District is in the “exploration and research” phase in building the capacity of and supporting principals and staff to effectively engage families in advisory groups, in providing families with opportunities to provide input on policies and programs, implementing strategies to seek input from any underrepresented groups in the school community, and in providing opportunities to have families, teachers, principals, and district administrators work together to plan, implement and evaluate family engagement activities at school and district levels. Key findings from this survey also indicated that high percentages of parents believe that the District is beginning to build the capacity of family members to effectively engage in advisory groups and decision-making. The District will continue to hold monthly School Site Council, Community Advisory Committee, Parent Advisory Committee, District English Advisory Committee, and Equity Advisory Committee meetings. Parents, guardians and community leaders will be actively recruited to participate in site and district level decision-making advisory groups to improve the District’s capacity to partner and engage with underrepresented families and communities. Mt. Diablo will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community.|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how best to build partnerships for student outcomes. Key findings from this survey indicated that high percentages of parents believe that the District is in the “exploration and research” phase in all areas: providing professional learning and support to staff to improve a school’s capacity to partner with families, providing families with information and resources to support student learning, implementing policies or programs for teachers to meet with families and students to discuss student progress, and in supporting families to understand and exercise their legal rights and advocate for their students. Focus areas and activities to improve partnerships for student outcomes include the continued support of counselor and community service assistant positions at all levels, the expansion of AVID parent nights, and the continuation of Project 2inspire, the Parent Institute for Quality Education (PIQE), and the Speaker Series, which provide information and resources for parents on high interest community topics. Utilizing staff from the Mt. Diablo Equity and English Learner Departments, principals and teachers will receive training on how best to improve a school’s capacity to collaborate and engage with underrepresented families.|Mt. Diablo Unified used the recommended survey tool from the California Department of Education to survey parents and advisory members on how best to build relationships between staff and families. Key findings from this survey indicated that high percentages of parents believe that the District is in the “exploration and research” phase in developing the capacity of staff to build trusting and respectful relationships with families, in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children, and in developing multiple opportunities to engage in 2-way communication using language that is understandable and accessible to families. Key findings from this survey also indicated that high percentages of parents believe that the District is beginning to develop welcoming environments for families in the community. Based on this data, a focus area for improvement will be to expand and coordinate the work of community service assistants at school sites to engage with underrepresented families, work with sites to plan parent education nights focused on topics they have identified, and working to bring in community organizations to the school sites to minimize barriers and build stronger relationships between home and school. Mt. Diablo will also continue to solicit families and staff from diverse backgrounds to take on positions of leadership at the school or in the community.|1|2|1|1|1|1|1|1|1|2|1|1|2019-10-14|Met|2019 18750360121657|Mt. Lassen Charter|3|Seeking input for decision making is a dynamic and ongoing process for Mt Lassen Charter School (MLCS). As a school of choice parents opinions and perceptions are highly valued. At MLCS parents have a significant voice in many aspects of the total school program. Areas identified as weaknesses by staff, parents, and other stakeholders are quickly addressed and mitigated when possible resulting in a very high approval rates by parents and students. The MLCS staff is always reaches out to all families including underrepresented families.|Mt Lassen Charter School (MLCS) receives parent input through monthly parent and stakeholder meetings. Annually all families receive a locally created parent engagement survey. As a school of choice parent satisfaction is a strength for MLCS. Staff will continue to engage with underrepresented families to ensure all students have equal access to services. In addition to monthly meetings with parents and students families are encouraged to attend special school sponsored events throughout the school year designed to welcome families and stakeholders in an inclusive environment including underrepresented families.|Mt. Lassen Charter School (MLCS) used a local survey to gather input from parents/guardians. The survey consisted of 31 questions organized into three areas of focus; (1) Building Relationships between School Staff and Families (2) Building Partnerships for Student Outcomes (3) Seeking parent/guardian input for Decision-making. Results from the 2018/2019 survey showed that 97.3% of parents feel Mt Lassen Charter School ensures children and families receive an educational experience in an inclusive, welcoming, and supportive environment. The survey was distributed to parents, and students, in grades 4 - 12 during April of 2019. 29.2% of parents including parents of unduplicated students completed the survey. As a school of choice parents are very involved in their children's education. At MLCS parents have a significant voice in many aspects of the total school program. Areas identified as weaknesses by staff, parents, and other stakeholders are quickly addressed and mitigated when possible resulting in a very high approval rates by parents and students. Mt Lassen Charter School staff has diligently worked to build trusting and respectful relationships with families. Although families feel closley connected to the school community suggestions by families on ways to further improve new or established relationships are always welcome. All staff at Mt Lassen Charter sue the twice yearly enrollment process to engage in meaningful conversation with underrepresentated families.|5|5|5|5|5|4|5|4|4|4|4|4|2019-02-20|Met|2019 47704250000000|Mt. Shasta Union Elementary|3|In addition to one-on-one opportunities for parents to work directly with district staff and administrators, our site councils, LCAP parent group, and the CAFE club are all areas where family members effectively engage in advisory groups and decision-making. Our area of focus is in providing opportunities to have families (especially underrepresented families), teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels.|We have multiple parent-teacher conference days built into our calendar, and we provide translation services for families who could benefit from them. Our focus area is in the area of supporting families, especially underrepresented families, to understand and exercise their legal rights and advocate for their own students and all students.|Parents consistently rate our school environments as very welcoming. Because socio-economically disadvantaged students comprise our largest subgroup after white students, our focus area is learning more about helping these students overcomie obstacles to their success.|4|4|3|4|4|4|5|2|5|5|4|3|2019-10-08|Met|2019 37680236037980|Mueller Charter (Robert L.)|3|Mueller Charter School provides opportunities for parent participation and input through Parent Council, Community Council, Input Sessions during school wide events, surveys. Families have been messaged to join us in reviewing various reports and plans through Jupiter, Remind 101, School Messenger Calls, teacher communication, Peachier flyers, texts, and by emails. There is a need to recruit more input from families to provide a larger representation of all families.|Mueller/Bayfront Charter School is committed to developing and sustaining partnerships with families to ensure student success. Home visits are conducted by teachers for every student once each year and they meet with families three additional times throughout the year in conferences to provide updates on student progress. Workshops, trainings, and curriculum nights are provided throughout the year for families to enhance their skills in supporting their children’s school success.|Mueller/Bayfront Charter School is committed to creating strong home-school connections with our students and their families. Home visits are conducted for every student at the start of every school year. 96% of families completed home visits this school year. Mueller Charter School believes that ongoing, two-way communication with all stakeholders is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, and our website. Mueller continues to identify additional ways to communicate with families to ensure all stakeholders are informed and given opportunities to provide input.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 13632060000000|Mulberry Elementary|3|During our Fall 2019 Parent Survey we also analyzed the responses of our unduplicated students’ parents, which we had 84% of their surveys returned. The results showed that 98% of our parents feel they can communicate with the staff openly through email, phone, or in person on a regular basis. 92% of our parents felt questions and concerns are addressed in a timely fashion. 96% of our parents feel welcome to ask questions of staff, and 96% feel the school provides communication about activities and events to enable parents to participate if they wish. The district finds the results of the survey to be positive and evidence that our parents of unduplicated students and underrepresented students feel as though they are a part of our school and that their questions, concerns, and ideas are important to our school.|In our Fall 2019 Parent Survey we surveyed our parents in grades K-8 and asked for their input on parent engagement and communication. We had 82% of our parents return the survey. The results showed that 96% of our parents feel they can communicate with the staff openly through email, phone, or in person on a regular basis. 94% of our parents felt questions and concerns are addressed in a timely fashion. 98% of our parents feel welcome to ask questions of staff, and 98% feel the school provides communication about activities and events to enable parents to participate if they wish. The district finds the Parent Survey to be a positive analysis of the environment which the district has tried to foster where parents feel they are involved and their opinions matter. The district will use the data received in order to continue to reach out to involve parents. We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of staff and administration. We will continue to have activities and programs in the evenings to foster the parent and family participation.|Mulberry Elementary is a small, rural K-8 school which currently has 75 students. Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings on campus. School staff and administration attend the meetings and update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.|5|5|5|5|4|5|5|4|4|4|4|5|2019-10-08|Met|2019 19647336119044|Multicultural Learning Center|3|MLC holds regular events each school year and has structures in place to engage families in school-wide input and decision-making. Our Parent Council collaborates with the school leadership team to fundraise and support school-wide initiatives. For example, this school year they are supporting a dance residency program with the Music Center and next year they are focused on supporting programs in STEM. In addition, the Parent Council works with school staff to create and implement family engagement activities throughout the school year. Our Advisory Council, which includes parents, teachers and administrators works together to engage stakeholders in the development and execution of the school’s LCAP with a focus on meeting school-wide goals. They develop surveys and forums for engaging in dialogue around MLC’s initiatives. Less formal activities include monthly Second Cup of Coffee meetings with the Principal as well as Grade Level Breakfasts designed to solicit parent feedback. In addition the Executive Director engage in meetings with parents to engage in discussion of advocacy, and organizational growth and development. Where we need to improve is engaging under-represented families – while the opportunities are open to all, we find that some of our parents do not participate and we need to find more ways to include them. This will be an area of improvement in the coming year. Another area for improvement, is deepening our stakeholder engagement to include more in person experiences versus relying heavily on surveys. We have fairly active participation with surveys, and use Panorama Education to ensure meaningful collection, however we can improve in the area of seeking specific input or engaging in more meaningful dialogue during our in-person interactions.|We hold several school-wide events supporting the discussion of student progress with parents: At Back-To-School nights, which we hold over the course of a week to accommodate every parent at every grade level, teachers share grade level plans and expectations for the year in English and Spanish. We schedule two pupil-free days for Parent Teacher Conferences – one in November and one in March. Throughout the year, teachers conference with parents as needed and also invite parents to classroom events such as publishing parties and knowledge shares, where students can share their work with parents. Oftentimes, homework is designed as a parent engagement activity, so parents can experience what students are learning in the classroom. In addition, teachers use Parent Square to post photos and videos of classroom learning experiences. To support parents, MLC holds a variety of workshops throughout the year including Reading and Writing Workshops for the parents of emerging readers so they can support their child at home, Parent Expectations Support Achievement (PESA), and workshops on Growth Mindset and Supporting Behaviors in the Home as well. A focus area for improvement in this area is to increase attendance at our workshops and events related to student performance. Parents are busy people and we have to keep that in mind as we schedule events – considering time of day, childcare, and perhaps meals. To improve the engagement of underrepresented families, we use a number of forms of outreach – including teacher invitations, Parent Square notices, weekly flyers, etc. Where we can improve is ensuring parents are aware of the opportunities and personally invite them to come. We can also improve our attendance by asking parents whom have already attended to share their outcomes and encourage others to attend.|MLC’s strengths in this area are the multiple opportunities we provide throughout the school year to engage and communicate with parents. We focus a lot of our professional development on helping staff understand our students and their families in regards to their cultural, socio-economic, and linguistic backgrounds. This year we are working the Anti-Defamation League to engage in anti-bias professional development and school-wide programming. The majority of our staff is bilingual in English and Spanish, and are able to communicate with all families in the language they understand. There are many opportunities for family engagement – including learning about family histories, inviting parents and grandparents as guest speakers and volunteers in the classroom, and school-wide events for the whole family, including picnics, movie-nights, and holiday celebrations. Two-way communication is made possible with our Parent Square application, as well as the use of email and telephone, weekly flyers, and our website – all communicated in English and Spanish. A focus area for improvement is to support new and/or struggling teachers in their development of parent communication and relationships. We find that teachers new to the field and those whom come to MLC from different school cultures, require some support in engaging with families at the level they have come to expect at MLC. It can be a culture shock for some, however with support from peers and administration, they learn the power of the parent partnership and improve over time. In addition, as a staff and school community, we need to ensure all parents are part of this process, and can always improve our relations with families who have less opportunity to come to school or may or may not understand or read the information that goes home. It requires a lot of time and outreach and compassion for our families to ensure everyone feels connected, welcomed, informed, and engaged.|4|5|4|5|3|4|5|5|5|5|5|5|2019-10-24|Met|2019 56725040000000|Mupu Elementary|3|Mupu Parents Club is an active organization that plans several family events throughout the year. All families and stakeholders are welcome to attend and help organize and support these well-attended events. Additionally, Mupu has a School Site Council that reviews and guides the decision-making around with the Single School District Plan, Local Control Accountability Plan, School Accountability Report Card, and the Comprehensive School Safety Plan. When developing other plans or policies, parental response has been limited. We will continue to work on building feedback response through communication.|Parent Info Night is held within the first two weeks of school so parents can meet their child’s teacher and become informed about both school and classroom expectations. Parent conferences are held with the next month so all parents are aware of how their child is achieving doing prior to report cards. A translator is provided if one is needed. When needed, educational, emotional, and financial resources are shared with families. Our website also offers several resources or links to resources. Mupu will continue to work on providing resources for all families.|Mupu has worked hard to maintain open lines of communication and keep parents informed of school events, their child’s progress, and other important and useful information. This is achieved through emails, phone calls, social media, our updated website, and our new marquee. We have also purchased another bulletin board to post information on school grounds. We will focus on ensuring that all information is available in both Spanish and English.|4|4|3|4|3|3|4|3|3|3|3|4|2019-10-16|Met|2019 15636850000000|Muroc Joint Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 33752000000000|Murrieta Valley Unified|3|To increase stakeholder involvement and feedback, MVUSD offers the following: Action Team Partnership (ATP), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), District English Learner Advisory Council (DELAC) and Special Education Parent Advisory Council (SEPAC). Additionally, our school sites offer a variety student and parent groups including: School Site Council (SSC), English Learner Advisory Council (ELAC), principal/student advisory groups, PTA/PTSA/PTO and staff leadership teams. The district collaborates with both employee unions to garner feedback and input on the LCAP. District staff meet with student advisory groups from the secondary schools to seek input regarding policies, procedures and issues/concerns to improve student learning and connectedness. Staff is in the process of expanding the student advisory groups to the elementary level. The Action Team Partnership (ATP) group is redefining their purpose and created their mission which is to serve as a collaborative unit of parent and community voices, to ensure equity and inclusion for all MVUSD students. This group will serve as an umbrella organization for all stakeholder groups to support the mission and vision of the school district, which is to inspire all students to think, to learn, to achieve and to care.|District-wide, students' CAASPP scores and student learning in ELA and math have improved. We celebrate those successes, but there continues to be a need to focus on closing the achievement gap for the identified student groups. This focus includes understanding why students are not achieving grade level standards and developing supports to increase student learning and success. To support student learning, our parents are invaluable partners in providing engaging opportunities for learning. As a result of our parent advisory councils’ feedback, MVUSD offered a district-wide event to promote assistance with mathematics, English, technology programs and social emotional supports. In addition, school sites engage parents through a variety of programs and events including: Parent Teacher Associations (PTAs), School Site Councils, parent nights, Back-to-School nights, Open House nights, booster clubs, Watch Dog Dads, student performances, and a variety of clubs, programs and activities. As a result of stakeholder survey feedback and advisory group input, the district incorporated student, parent/community and staff listening panels as part of our administrative retreat. The panels shared their perspectives regarding areas of strength and improvement for our district. From stakeholder survey input, the district has identified 9 themes to focus on for the 2019-20 school year which are: • Relevant homework; • Teacher communication re: individual student progress; • Welcoming/helpful office staff; • Restroom cleanliness/repair; • Individual staff accountability; • Staff/Student relationships; • Counselor communication; • School policies; • Assessments.|To determine needs to build community, MVUSD conducted an annual stakeholder survey of parents, students and staff with 3610 parent, 4644 student and 1405 staff responses for 9659 total responses. Overall stakeholder satisfaction with the district is 95% and 90% for our schools. 84% of parents and 81% of students indicated schools provide the supports and skills to ensure student success. 81% of parents indicated teachers and staff care about students’ success. 80% of stakeholders are satisfied with extracurricular activities and 75% of parents participate in district and school activities. 54% of students, 58% of parents and 48% of classified staff feel they have input regarding school programs, policies and procedures. The results are similar for district programs, policies and procedures. As a result, the district and schools need to make intentional efforts to obtain input to further strengthen relationships with students, families and the community.|3|3|2|2|3|3|2|2|2|3|3|2|2019-10-24|Met|2019 37683386115570|Museum|3|The Museum School Collaborative Board of Directors is comprised of 7 members, two of whom are current parents, and four others are former parents of Museum School students, two of the members are teachers at the school. The Board of Directors holds meetings each month that follow the Brown Act and are open to the public and are announced to the school community. The Museum School has a Friends of the Museum School parent organization that supports the school through fundraising efforts and community-building activities. Each year, the school conducts a Parent Survey to gain feedback on school climate, curriculum, participation and engagement, and school safety. The results are presented to the Board of Directors in an open session. The school has a School Leadership Team comprised of the school administrator, teachers, Special Education Staff, and the school counselor, to evaluate the school's progress, strengths, challenges, and needs. The SLT reports to both the school staff and the Board of Directors.|The Museum School has a fully implemented and sustained child find and SST process to identify and support students who may need extra supports academically, behaviorally or socially. The Museum School conducts Parent Workshops and Family Nights in a variety of topics throughout the year to support parent understanding of curriculum, socio-emotional curriculum, and high school preparation. The school facilitates parent-teacher conferences on an annual basis for all students to provide feedback on student progress and opportunities for supports for students. The school provides regular communication through emails, hard copy notices and through Google Classroom notifications to help support and communicate student achievement with regard to the whole school and at individual levels.|Museum School annually surveys stakeholders as part of the LCAP requirements. The parents of 39% of students responded to the survey for 2019. Findings from the Spring 2019 Parent survey include: • 93% of respondents agreed or strongly agreed that the Museum School provides high-quality education. • 93% of respondents agreed or strongly agreed that the Museum School provides a broad course of study. • 95% of respondents agreed or strongly agreed that the Museum School sees parents as important partners • 98% of respondents agreed or strongly agreed that the Museum School provides many opportunities for parents to be involved. • 92% of parents agreed or strongly agreed that they would recommend the Museum School to other families. The Museum School's Family Engagement Plan is developed annually by staff, parents and presented the Board of Directors of the Museum School Collaborative which consists of 5 parents and 2 teachers. opportunities for engagement and participation are presented as part of the school's Parent/Student Handbook which is distributed in the fall of each school year and is located on the school's website. The Parent Handbook is discussed for approval at public, open Board meetings. Notifications of these meetings are posted according to the Brown Act and accommodations are made for parents and family members to attend where necessary based on disability or limited English proficiency. Within this Handbook and policy, parents are informed of the many opportunities to be involved both on campus and at home in their child's education, including but not limited to the following: Parents are able to volunteer in classrooms and chaperone on school study trips. Parents are also regularly invited to attend presentations of learning every 4-6 weeks. At Back to School Nights, parents are educated in the use of online platforms as a means to monitor student progress and achievement. Teachers and the school's Director send out regular email communications and maintain web presence through the school's website to provide information on events, school assignments, statewide testing, and progress. Parent conferences are scheduled with each family to address and monitor student progress and achievement. The Museum School hosts a variety of community-building events throughout the school year. The school's Director and Office Manager attend every Friends of the Museum School meeting and help to facilitate community events and fundraisers. The Friends of the Museum School has a Director of Communications who interfaces with teachers and parents to send out regular informational emails. The school's Counselor and Dean of Students provide three parent nights addressing a variety of needs, including literacy training, technology, math competency, social-emotional curriculum, and State accountability assessments. The school also hosts community events such as a Harvest Festival, Movie Night, and Music & Art Showcases.|5|5|5|5|5|5|5|5|5|4|5|4|2019-10-14|Met|2019 19647330102483|N.E.W. Academy Canoga Park|3|N.E.W. Academy Canoga Park works at building the capacity of all staff to effectively engage families in school advisory groups and committees such as School Site Council (SSC), English Learners Advisory Committee (ELAC), and through our Charter English Learners Advisory Committee (CELAC similar to DELAC). Additionally, all stakeholders have the opportunity to engage in these processes and work together to plan, design implement and evaluate family engagement activities for the school.|NEW Academy Canoga Park provides professional development in a variety of subjects related to improving student outcomes and building capacity of teachers and staff. We have a parent liaison who who works with parents, staff and administration to improve and strengthen these partnerships. Our parent advocate or liaison, offers and leads parent workshops on various subjects such as homework help, understanding state testing, supporting students at home, etc. Project 2 Inspire workshops are also offered at NACP to help parents understand the educational system and to learn how to advocate for children. Teachers have the opportunity to meet with parents for formal conferences where student academic achievement and progress are discussed.|N.E.W. Academy Canoga Park teachers, staff and administrators work collaboratively to create a welcoming and caring environment for all families. NACP communicates activities, events and information to families through newsletters, phone calls, meetings, social media, website and platforms such as Remind and Bloomz. All communication is in English and Spanish. We have various school events that honor education as well as diversity in our families. NACP offers a Dual Language Immersion Program (Language Academy) in Spanish and English where students have the opportunity to become bilingual, biliterate and bicultural. Two-way communication opportunities are facilitated through conferences, workshops, coffee with the principal, etc. NACP is working on and could improve communication with parents that speak languages other than English and Spanish and is also working on improving communication and sense of collegiality with families of students in the Dual Language Immersion Program.|5|5|5|5|5|5|5|5|5|4|5|5|2019-10-23|Met|2019 19647330100289|N.E.W. Academy of Science and Arts|3|N.E.W. Academy of Science and Arts (NASA) works at building the capacity of staff and supporting principals and staff to effectively engage families and also in supporting families to engage in advisory groups and with decision-making. NASA does this through such school based committees as the School Site Council (SSC) and English Language Advisory Committee (ELAC). We also engage at the LEA level through the Charter English Language Arts Committee (similar to a DELAC group). Additionally, all stake holders have an opportunity to engage in these processes and work together to plan, design, implement and evaluate family engagement activities at school and district levels in meetings related to developing the Local Control Accountability Plan (LCAP). In our Title I survey 93% of parents said that school staff considers parental opinion when it comes to decisions concerning their child.|N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes and building capacity to teachers and staff. PD is also related to improving relations to parents. We have a parent liaison who works with parents and staff to improve these partnerships. The liaison and administration also work in providing parent with weekly workshops on subjects that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for their children. Teachers have opportunities to meet with parents during mid-trimester and trimester conferences to discuss student progress and ways to work together to improve student academics.|In N.E.W. Academy of Science and Arts (NASA) annual Title I survey in school year18-19 85% of respondents said teachers were caring and encouraging when working with students and 94% said administration creates a welcoming environment. 98% said that office staff created a welcoming environment and communicated well. Additionally, 98.5% of respondents claimed they were well informed of activities at the charter school. The same percentage said they receive information on academic progress as well. NASA communicates through newsletters, phone calls, meetings, and platforms such as Parent Square. All communication is in English and Spanish. We celebrate families language and culture through heritage month activities and our annual schoolwide Soy Bilingüe Festival. NASA also has a Dual Language type (English and Spanish) program. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, etc. NEW Academy of Science and Arts is working on and could improve communication with families that speak indigenous languages.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 28102800000000|Napa County Office of Education|3|Napa County Court and Community School has made progress with this local indicator by offering a variety of opportunities for parents and families to share input for decision making and participate across school programs. Our Site Council and Advisory Group reviews and develops our program goals and provides input for decisions that help drive the development and refinement of the LCAP. We offer at least two formal opportunities a year for parents and other stakeholders to provide input into the LCAP review and development process. Local stakeholders, including parents, help make decisions for LCAP actions. We have two family nights during the year where we educate parents on school programs and we ask for input on program decisions; approximately 40 people attend per year. All school programs provide translation services to allow parents to participate fully. We have a parent liaison who reaches out to parents on behalf of staff. The liaison also runs two parent support groups (one in English and the other in Spanish) and makes home visits. We have a Child/Welfare and Attendance Specialist who works with our chronically truant students and those students with extreme behavior problems. The CWA specialist also makes some home visits to ensure families and students are supported. Our School Social Worker stays in regular contact with parents and our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs. This past year, parents expressed (via a local survey) appreciation for the Restorative Justice program and help with appropriate dress/clothing for students. They also asked for: social skills classes for students, parenting classes for parents, a new campus, more internship opportunities for students, vocational CTE pathways programs, an expanded arts program, other enrichment classes for the students, and to continue the after school program including sports. We provide many opportunities for families to participate and provide input for program decision making. Many of our families are suffering from the effects of poverty, trauma, and abuse which create barriers to partnering with the school at high levels of involvement. We need to find ways to partner with the community to provide families the support beyond their basic needs.|We prioritize connecting families to resources. Our MTSS training and structure, restorative justice training, and trauma informed training, social worker, breaking barriers training, all help to connect families and students with resources and ways to support improved student outcomes. We have a parent liaison who reaches out to parents on behalf of staff. The liaison also runs two parent support groups (one in English and the other in Spanish) and makes some home visits. We have a Child/Welfare and Attendance Specialist who works with our chronically truant students and those students with extreme behavior problems. The CWA specialist also makes some home visits to ensure families and students are supported. Our School Social Worker stays in regular contact with parents and our school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs. Again, a focus area to improve would be to find a way to conduct more home visits. Home visitations could help provide interventions for families where they need it most. We also need more support for male students and male family members.|Napa County Court and Community Schools strive hard to engage parents through offering support groups, home visits, regular communication, and daily outreach that empowers them to better support their children. NCOE places a high priority that all families feel welcome.We have an open door policy for 2-way communication and employ a bilingual family liaison and social worker, and family interventions coordinator. From the moment families step on campus, a bio-social assessment is completed with all families to determine needs and to align and focus resources to meet those needs. As a focus area for improving relationships, including the engagement of underrepresented families, NCOE would like to conduct more home visits or find partners who can. Providing more support in the homes could increase stability and health for students, increase attendance, breaking the cycle of violence and trauma.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-01|Met|2019 28662666026983|Napa Valley Language Academy|3|According to our reflection tool, 72.2% of our stakeholders indicate that we are in full implementation for all areas when it comes to engaging families to support in making decision. Through our PTO, CLASE and our Charter Council along with other meetings in we inform parents and seek their input, this includes having a stakeholder engagement session to inform for LCAP. One area we could improve on is ensuring that our decision making includes input from all families, including underrepresented families.|According to our reflection tool, 9.1 % of our stakeholders indicated that we full implimentation and sustainibilty and 63.9 % of our stakeholders indicated a full implementation of supporting teachers with developing policies or programs to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Our work lies in ensuring all families including underrepresented families are engaged and have full access to receiving support from our school. The parent liasion will be instrumental in making sure we're reaching out to all families. In addtion, 63.6 % of our stakeholders indicated that NVLA is in full implementation when it comes to supporting families to understand and exercise their legal rights and advocate for their own students and all students, while 36.4 % of our stakeholders indicated that we're in the initial stages of providing this support for our families.|According to our reflection tool, our stakeholders indicate that we're in full implementation and sustainability or full implementation in all areas in regards to buidling relationships between NVLA staff and familes.|5|4|4|5|4|4|4|4|4|4|4|4|2019-10-21|Met|2019 28662660000000|Napa Valley Unified|3|At this time, the majority of the work to engage staff and families in the decision-making process, for garnering feedback around policies and programs, is through district and site-based advisory groups. These groups meet annual requirements for training stakeholders, using needs assessment data as a means of identifying topics of interest, reviewing and discussing federally-monitored items such as; LCAP funding and Titles I and III programming requirements. Additionally, these advisories are also a place for parent education. Using the needs assessment to establish topics for the advisory, provides opportunities for guest speakers who can shed light on parent concerns and interests. In the last year, for example, speakers have included; staff from Child Welfare and Attendance addressing the topics of chronic absenteeism, social workers speaking about mental health and trauma-informed practices, the Chief of Police speaking to immigrant families about the differences in responsibilities of local police officers and ICE agents, and high school counselors addressing parents on A through G courses and college entrance. This year, NVUSD has asked all school sites to have active School Site Counsels (SSC), as a part of aligning all Single Plans for Student Achievement to the Superintendent's Strategic Plan. One of the goals, central to the plan, is "Strategic, Impactful Governance and Policy Implementation." School Site Counsel is a representative group, balanced by stakeholders, which must have parents, certificated and classified staff, and students where appropriate. SSC is the site-based group which supports administration with decision making, where site funds and policy/program commitments are concerned. The implementation of active SSCs will support the process for seeking input for decision-making by activating stakeholders in local advocacy, which affects students where the advocacy is taking place.|Another initiative NVUSD has worked on in the last four years, is Culturally Relevant Pedagogy and Practices. Consultants have been brought in to work with staff and administrators at various sites, in order to support their understanding of family's cultural strengths and dynamics. Some schools have participated deeply in this work, to shift student culture at school sites, as well. The result has been a greater sense of camaraderie between students and teachers, and schools and families. There has also been work at the Parent Advisory level (District English Learner Advisory Counsel - DELAC and Migrant Education Parent Advisory Counsel - PAC), to include advocacy and awareness as a part of regular parent education opportunities. Workshops have included information on DACA/Dreamers Act, ICE, and Public Charge. While this work is ongoing, it is also mostly in its initial stages. Parents receive this information in advisory groups, but there are many parents who do not attend advisory. The focus for this year will be on layering communications in the form of agendas, minutes, email communications, and through Liaisons, such that all families receive needed information.|For the last 4 years, NVUSD has invested in Community and Parent Liaisons, classified support staff at every site, whose role it is to bridge the gap between under-served families and school systems. These liaisons support communications and parent education including; contacts related to absenteeism, lunch applications, academic needs of students, parent advisory groups, and school-related events. On parent surveys from speakers of other languages, parents overwhelmingly respond Strongly Agree or Agree to questions; 1) My school values my participation in the education of my child, 2) I participate regularly on an advisory group at the district level or at the school, 3) I am asked to contribute to advisory groups at the district or school level, and I know my voice is valued when I share my thoughts and concerns. An area for Initial Implementation, "Engaging in 2-way Communication with Families and Supporting Staff Knowledge of Family Cultural Strengths", is our area of focus in this domain. This year, NVUSD has shifted an ongoing partnership with a local non-profit who provides Parent University services. Parent University is a model for which non-profit staff are housed at various school sites with large populations of under-served families. They conduct workshops and other related parent education opportunities, for the purposes of better supporting parents' abilities to help their children in school. The nature of the relationship with this non-profit is to expand their services to more schools and to collaborate more closely with administrative staff on those sites, to better support all aspects of parent engagement, as well as staff understanding for family needs.|3|4|3|3|3|3|3|3|3|3|3|3|2019-10-24|Met|2019 37682210000000|National Elementary|3|In the National School District, we utilize an Annual Parent Engagement Survey as well as our district DPAC and DELAC committees, our site SSC and ELAC committees, and our PTAs on an ongoing basis to seek collaborative input in the decisions we are making in regards to our Local Control Accountability Plan’s (LCAP) goals and our district goals and focus. The input of our parent community is valued and used to make district and school decisions. The DRT for Parent Engagement meets with school staff and the parent community at each school to determine parent classes, workshops, and training on different topics, academically and non-academically in the effort to fit the needs of each school. This school year, our Parent Engagement DRT has started offering a Family Leadership Institute Parent Program (FLI) across the district. Sessions are held in the morning and the evening with child care provided to support the needs of the parents. This program focuses on the social/emotional and well-being of parents, as well as strategizing and envisioning a successful future for their children. The FLI programs consists of taking parents to a local University/College, familiarizing parents with college requirements as well as building positive communication in their household. In addition, schools hold parent meetings regularly to discuss a variety of site, parent and community matters to build the capacity of their parent community in concerted efforts to effectively engage parents in school and district advisory groups (such as, School Site Council and English Learner Advisory Committee at the school level and District Parent Advisory Council and District English Learner Committee at the district level) that assist the school site and district in decision-making efforts. Schools seek to offer parent opportunities at flexible times (morning and/or evening) providing child care as needed. Parents and guardians also have the opportunity to participate in the Title 1 parent meeting, back-to-school nights, curriculum nights, and other various activities and events (fall festivals, book fairs, Read Across America, movie nights, etc.). School site and district meetings are regularly scheduled and publicized through a variety of communication forums. We measure participation through attendance sign-in sheets, counting numbers of participants at events, evaluations/feedback from presentations, numbers of packets of materials shared, etc. Parents and community members are welcome at all governing board meetings and often attend when student presentations from the school sites highlight various programs occurring at the schools. Due to parent and teacher feedback, for the past several years, parent engagement, education and training continue to be at the forefront of identified needs.|As a Schoolwide Title 1 District, each school has a written parent and family engagement policy. Each school jointly develops with parents and students a school-parent compact that outlines how parents, school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to assist students to achieve the state’s high standards. The parent and family engagement policy describes the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables students to meet the state academic standards, and the ways in which each parent will be responsible to support their child’s learning. Our DRT for Parent Engagement provides coordination of consistent training across all ten school sites and works collaboratively with district curriculum experts to provide educational training to parents and community members. Other District Resource Teachers along with our Parent Engagement DRT present workshops for parents linked to student learning. School sites also offer their own classes for parents. Teachers meet with families and students to discuss student progress and determine the next steps for the students during parent conferences as well as through ClassDOJO and frequent progress reports to parents. School Site Councils and English Learner Advisory Committees at each school site as well as the District Parent Advisory Council and District English Learner Committee provide avenues to families to understand and exercise their legal rights and advocate for their child and all children. School sites have access to translation services for print materials (newsletters, flyers, etc.) as well as translation services are provided at district and school presentations and meetings to allow our parents/guardians to participate fully in programs with staff related to their child’s education. Translation is provided for parents for parent conferences as well as IEP meetings, RtI meetings, etc. We work diligently to ensure that school staff is able to communicate with parents in a language they understand. The DRT for Parent Engagement coordinates with every school to offer parent classes, workshops, and training on different topics, academically and non-academically. The DRT has invited community partners to deliver parenting classes at different schools in our district. The DRT has coordinated community events such as NSD Parent Summit, Good Deeds Day, Health Fairs, and Resource Fairs. All students have 1:1 devices. At this time, a technology audit, family survey and internet heat map continues to be conducted to design a take-home 1:1 technology program for all students. When completed, the audit will provide the information needed for all students to have access to the core content areas 24 hours a day/7 days a week.|Knowing that meaningful parent and family engagement contribute to improved student outcomes and is an essential component of a systems approach to continuous improvement, a variety of opportunities and forums are provided for parents/guardians to engage them in a multitude of options for parent participation. Parent engagement opportunities in a welcoming environment are included at both the LEA and site level. Parents/guardians are invited to participate in various district and school presentations on such topics as the Common Core (ELA and mathematics), NGSS, technology and social emotional well-being. A District Resource Teacher (DRT) for Parent Engagement funded through LCAP is a key component for supporting parents, staff and community. The primary focus of the DRT for Parent Engagement is to create opportunities for parent participation, empower parents and families for their child’s success, and create a positive avenue of support and communication between school and home. Many opportunities for the LEA and school sites to engage in 2-way communication between families and educators is provided using language that is understandable and accessible to families. Communication forums include PeachJar for flyers and written notices, School Messenger (voicemail, email and text messages), Class DOJO, Twitter and other social media communication avenues. A monthly Parent Empowerment Newsletter also communicates district events, parent empowerment tips, social/emotional tips, a wellness corner and other special school events. Information is posted on our District website for parents/guardians. All forms of communication with parents and community are presented in English and Spanish. A district translator supports parents and community at the LEA level as well as at school sites and individually at other meetings (IEPs, RtI, etc.). Our Parent Engagement DRT works collaboratively with our Family Resource Center staff. Together, they have provided parenting training, family dynamics workshops, district resource fairs and other variety of services as requested by our parent community to support our National School District (NSD) families. In collaboration with the FRC, the DRT has presented to our community partners on our NSD mission in working on Global Goals. Community agencies/partners support schools working on their specific global goal. The DRT coordinates with every school to offer parent classes, workshops, and training on different topics, academically and non-academically and has invited community partners to deliver parenting classes at school sites. The DRT has coordinated community events such as NSD Parent Summit, Good Deeds Day, Health Fairs, and Resource Fairs. Communication with our parent community continues to be a high priority. The LEA will continue to seek improvement on universal communication with our families by identifying media platforms that increase our communication avenues.|4|4|4|5|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 37681890118323|National University Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 37683380137802|National University Academy 1001 STEAM|3|Engagement with families needs to be a higher priority. We send out a substantial amount of notices, flyers and emails. We also engage with families is the 1001 picnic, back to school night and field trips. We have noticed that it is usually the same families. We need to improve our communication with families that are not usually present at school events. We will engage under represented families by contacting and inviting them personally to events like “coffee with the principal” or personally asking families to take surveys to better guide our decision making.|1001 STEAM’s teachers meet with parents on a regular basis. They also meet with parents at school events such as parent/ teacher conferences, back to school night, and STEAM activities such as robotics competitions. A counselor is also seeing students every Tuesday to advise them on career and educational opportunities. Teachers meet with students to create a schedule of courses and advises the students on a course of study. The area that we are working to improve is our web site, due to areas that have information that is inaccurate and/or outdated.|Our strength lies in the relationships that the teachers have with the students. Our focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. 1001 STEAM will focus on creating a culturally diverse campus that is welcoming to all. The main vehicle for creating mutual respect across all cultures will be through our STEAM activities, where each teacher has the opportunity to get to know a group of students on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|4|3|3|3|3|3|4|3|2|2|2|2|2019-11-20|Met|2019 37103710138594|National University Academy Dual Language Institute|3|NUA-DLI engages parents for feedback in the following ways: surveys on our communications platform, ParentSquare, regular Coffee with the Principal meetings, monthly PTO and Governing Board meetings. The implementation of ParentSquare has helped a lot in this area. It is more easily accessible and therefore more useful to parents and staff alike.|NUA-DLI has firmly indoctrinated practices of regular parent conferences; class and schoolwide newspapers, daily behavior communication for younger students, and short student/teacher conferences. Students who struggle in any matter, whether academic or socioemotional, are discussed in Student Success Team meetings which include teachers, parents, administrators, counselors and specialists.|As a small program, the community at NUA-DLI develops quickly each year, from the beginning of the school year. There are park and pizza events throughout the summers so that new families get to know one another. There is an Ice Cream Social before school begins so that parents and students meet teachers. This is soon followed by Back to School night. By the third week of school, students, parents, and teachers have had multiple opportunities to interact outside the classroom setting. The school makes a concerted effort to ensure that parents and other community members feel that they are welcome and that their contributions are valued. The school's population of special needs students has grown in the last two years. With this in mind, the school should make extra efforts to let parents of these students know the importance of their participation so that the student body is fairly represented and all students' unique needs are considered.|3|3|4|4|2|3|5|4|3|2|3|2|2019-04-16|Met|2019 30103060138800|National University Academy Homeschool/Independent Study Orange County|3|As this is the 2nd year we are continuing to work on the relationships between staff and families, as well as their input on all areas of academic endeavors.|NUA-HSIS Educational Specialists (ES) meet with families once every 20 days or 1 learning period. Due to these meetings parents are able to discuss challenges and struggles for their students and for ES's to discuss plans for helping students improve.|NUA-HSIS is one of the smallest programs of all the NUA programs. We strive to make connections with all the families in our growing program. Educational Specialists meet with students and parents once every learning period to discuss successes and goals for each student. We strive to promote community and family in all activities.|2|3|3|3|3|4|4|4|3|3|4|2|2019-05-20|Met|2019 34752833430659|Natomas Charter|3|Natomas Charter School regularly collects information from all stakeholders to engage in decision making. NCS annually administers a comprehensive, nationally-normed school climate survey to assess parent satisfaction and solicit feedback from the school community including families, teachers, staff, and students. This data is analyzed at multiple levels within the organization and used to guide policy and program development. Key findings from the parent portion of the survey include: 88% (+ 5% from 2018) of parents are overall very satisfied or satisfied with the school based on this survey. 86% (+ 5% from 2018) of parents report that the school is physically and psychologically safe, placing us in the 90th percentile based on school demographics 80% (same as 2018) of parents report that the school has a positive social and learning climate, placing us in the 99th percentile based on school demographics 85% (+ 2% from 2018) of parents report no barriers to engagement, placing us in the 70th percentile based on school demographics. Parent representatives for each NCS Academy are voting members on the Natomas Charter Board of Directors. For the 2019-20 school year the school is engaged in a WASC self-study process and as part of this process, parents provided feedback on the direction of the school and key initiatives during the 2018-19 school year and will continue during this school year as well. The Executive Director maintains a Parent Advisory Council where parent leaders from each of the five academies provide feedback and input on the direction of the school and key decision making areas. Finally, over 75% of staff members who have school-age children elect to enroll their children at Natomas Charter School. This provides an opportunity for staff members to provide connected feedback about school functions in their dual role. While Natomas Charter School regularly seeks input for decision making, the school continues to work on developing processes to ensure all families have the opportunity to provide feedback in a sustainable and on-going manner. During the 2019-20 WASC self-study process the school is also examining opportunities to engage family populations who may not be fully participating in the school’s decision making processes.|Natomas Charter School demonstrates strength in the collaborative relationships we build with all parents. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. All programs host open houses and parent orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department holds a Parent University each year to focus on a social emotional topic for parent education. In addition, the academic and social emotional counselors visit parent group meetings throughout the year to present on current topics and to share strategies with parents. For the 2019-20 school year NCS launched its own independent special education department with providing greater opportunities for parents to be included in the decision making for students with exceptional needs as one of the outcomes. While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. Families have indicated through our parent surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest.|Natomas Charter School is founded on the belief that active parental involvement in the school is a key component to student success. The active participation of the parents in the school and in their child’s education is one of the school’s founding pillars. Each academy in the school has formal and informal partnerships with the parents including parent groups, advisor meetings and parent-teacher conferences. In each of these structures the school works directly with parents to establish collaborative relationships to support all students. All five academies have active parent groups that support the school’s programs through fundraising and volunteering and regularly assisting the school by participating in various advisory committees. Regular newsletters and a learning management system updates provide parents access to monitor student progress. Additionally, parent groups have developed listservs or social media groups to inform each other of school activities and parent participation events, such as campus clean-up days and regular parent and class meetings. NCS participated in a Multi-Tiered Systems of Support (MTSS) grant last year with representatives from all academies conducting a self-assessment on schoolwide and academy-specific parent involvement. Each spring NCS surveys families, students, and staff using a schoolwide comprehensive survey. The findings from the MTSS assessments and surveys were shared with academies and used in goal setting for the 2019-2020 year. Findings about parent involvement and building relationships identified that we have many lines of open communication from weekly emails, to learning management system updates, and a schoolwide open door policy. Families reported that the school is open and welcoming, supportive, and provides many opportunities for building relationships. An area of focus across the school is continuing to ensure all families feel connected to the school and have the resources they need to engage in effective two-way communication. This may include providing childcare at some events and adjusting the scheduling of events to occur at different times in the day.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 34752830112425|Natomas Pacific Pathways Prep|3|NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school. When planning and implementing family engagement activities, NP3 allows considers the makeup of our school community and works to create events that are meaningful to our families.|NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, and Restorative Justice. In all of these trainings, the importance of communication between home and school is stressed. NP3 communicates often with families to encourage continued student learning at home. Student led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, our website is updated with resources for parents and students, and parents have access to our student information system to track grades and attendance. In addition to our student led conferences, our counselors regularly meet with parents. Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary.|NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families. We have many staff members who are bilingual and we are able to reach out to our non-English speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.|5|5|5|5|4|5|5|4|4|4|3|3|2019-10-15|Met|2019 34752830134049|Natomas Pacific Pathways Prep Elementary|3|NP3 Elementary's consistent and on going communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden. Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students school experience. Bi-weekly, NP3 Elementary Administration meets with the P3 Booster Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community. P3 has offered free finger printing to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and P3 work to identify ways that we can foster community. There are a couple of community building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions.|NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every home room teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year long plan for teaching, essential grade level standards, school wide social and emotional supports, and field trips. Annually, NP3 Elementary's Leadership Team will identify school wide academic and school community goals. These academic and school community goals drive the year long focus. Quarterly, NP3 students participate in student-led conferences. Students share learning goals and progress with families. They also set home goals and share with families how they can support their attainment. This allows families to work closely with NP3 Elementary. During these conversations, teachers share with families any important changes to academics or information that would assist a family's understanding of school and education. The year culminates with two NP3 traditions. Open House and Leadership Day are a time to learn more about NP3 and to celebrate learning. NP3 provides additional family supports in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like continue to improve on is in our ability to include our working parents. NP3 is going to live stream and record P3 Booster Parent Meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel.|NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly. Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes: monthly principal communications, quarterly counseling newsletters, weekly grade level communications, student led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library. A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings. One area NP3 Elementary would like to grow in is in it's use of multilingual communication. Although NP3 is so highly communicative, there are ways we can improve. With the amount of diverse languages that parents speak, read and write, it can be difficult to ensure that every parent receives communication in their home language. NP3 Elementary is working with key stakeholders to implement a communication tool that provides parents with the option of translated communications.|5|5|4|3|5|5|5|4|4|4|3|4|2019-10-15|Met|2019 34752830120113|Natomas Pacific Pathways Prep Middle|3|Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, on parent surveys, family conferences, newsletters, and events such as Health and Wellness. The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorming different ways to support those needs. Many of Booster ideas and actions are in the realm of helping create and contribute to the needs for a family engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community. NP3 has several processes in place that are dedicated to reflecting on effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually.|Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families for the purpose of building partnerships to benefit students in their learning. The relationships NP3 shares with families, is the foundation to building a shared understanding of ways to best support our students. NP3 believes in two-way communication that is open to feedback and sharing of information and of what works best for our students. This begins with the front office staff, who greet and welcome our families, and who are on some days the first source of information for our community and families. Among the front office staff, five different languages are spoken, which helps minimize language barriers or access to important information pertaining to student learning. NP3 also hosts a variety of parent information nights, focused on varied topics to support student learners ranging from health and wellness to study skills. NP3 also hosts and facilitates different processes and events as an opportunity to further communication and share expectations for classwork, such as Back to School Night. A similar opportunity includes student led conferences, where students facilitate outcomes associated to their learning and ways to include family involvement in the process. NP3 also creates quarterly newsletters authored by different departments, for the purpose of sharing information specific to student learning needs for the child at the middle school age.|Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began six years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Last year’s survey showed that 100% of parents felt like their child had a good relationship with at least one adult on campus, over 90% felt like their child was safe on campus and that the Advisory Program was a benefit to their child. Over 95% of parents reported the school communicates effectively and regularly. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to LCAP goals, which directly impact the school and grade level goals.|5|5|5|5|5|5|5|5|3|3|3|3|2019-10-15|Met|2019 34752830000000|Natomas Unified|3|NUSD has a Constituent and Customer Services Department that gathers input, suggestions, and complaints from families and staff as a key part of our cycle of continuous learning and improvement. Each school site is represented on the Superintendent’s Parent Advisory Council. This diverse group of parents and family members includes people from multiple ethnic groups as well as representatives of English Learners, Students with Disabilities, and low income families. NUSD principals each host parent advisory, PTSA, and/or School Site Councils to continually gather feedback from their families. When families were surveyed in 2019, 91% said they "feel welcome to participate at this school;" 90% said, "My child's school encourages me to be an active partner in educating my child;" 87% said "School staff take my concerns seriously;’ 88% said “School staff respond to my needs in a timely manner;” and 94% said “school staff treat me with respect.”|Through improved and expanded opportunities to engage and involve parents/guardians in their child's education - from early learning through high school - has resulted in more students than ever in NUSD having access to college and career options and being college and career ready. Parents are able to be engaged and involved in multiple ways at NUSD schools and staff continue to help parents navigate the choices and opportunities that exist in NUSD. NUSD provides staff multiple training opportunities to develop skills and knowledge to better partner with families, as well as workshops and videos for families on how to better partner with school staff on their child’s education in NUSD as well as preparing for college/career. Each year all of our schools host parent-teacher conferences, open houses, and back to school nights. NUSD is a Safe Haven District, and has provided trainings to staff on how to support families of immigrants. NUSD provides families information at the beginning of each year describing their rights and how to advocate for their children, as well as non discrimination policies and information. This year many NUSD teachers are participating in an innovative program to reduce disparity and disproportionality and behaviors that lead to suspensions through a partnership with the University of California Berkeley. When families were surveyed in 2019, 91% said they "feel welcome to participate at this school;" 90% said "My child's school encourages me to be an active partner in educating my child;" and 87% said "School staff take my concerns seriously."|Natomas Unified has developed programs and supports to build relationships with parents and families including a Student and Family Engagement Department and Parent University team. Schools and the district have expanded and improved engagement opportunities to build relationships with parents and families including: providing communication tools like Infinite Campus Messenger and Parent Portal; PTSA; School Site Councils; Principal Coffee Chats; Sunday messages to families; ELAC and DELAC; support from the Constituent and Customer Services Department; Back-to-school Night; Open House; FAFSA night; College fair; Secondary Showcase; UCAN student athlete partnership; College informational workshops with Office of Student Assistance and Relief (OSAR); Los Rios Educational Talent Search (ETS); Early Academic Outreach Program (EAOP). There are multiple tools for communicating in person, through telephone, and electronically. The district provides translation and interpretation services in multiple languages and our district website is available in four languages. In the 2018-2019 school year the Student and Family Engagement team piloted a Linked to Learning program at one of our elementary schools and facilitated math program for families to do with their children. Survey results provide feedback from our Parents and Families reinforce the value of these efforts with people agreeing in very high numbers that our schools are effective at building relationships with our Parents and Families. When our families were surveyed in 2019, 90% said that "staff are committed, collaborative, caring and exemplary;" 90% said "School staff welcome my suggestions;" 91% said "I feel welcome to participate at this school;" 92% said "My child's school keeps me well-informed about school activities;" and 90% said, "My Child's school encourages me to be an active partner in educating my child."|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-30|Met|2019 01611190119222|Nea Community Learning Center|3|Our annual survey has been our best way to capture input on decision making from students and families. Contact home from the classroom teachers has proven to integrate more families. We are having our community event where families can share their cultures with one another. We have decided to grow our event this year so we can expand the event and showcase the school site at the same time.|A focus Nea continues to work on is translation materials for all languages. We want to make sure all families are informed about school events so that they have are fully included as community members.|For the past three school years, Nea has had an LCAP Goal stating: "Engage parents, staff, and community to promote unique educational opportunities for students." This commitment is also reflected in the Nea Board's goal to promote Board and committee involvement from all stakeholders. To measure the effectiveness of Nea efforts to seek input from parents/guardians in school and district decision making and promoting parental participation in programs, Nea sends out a comprehensive survey twice per school year. Survey results show that 100% of parents know how to access facilitators and check learners grades. 90% of parents were aware of opportunities to sit on the Governing Board at the site level. 90% of parents feel that our academic program is serving the needs of their child, 90% feel that they are able to get involved in school programs, and 80% attend events hosted to provide input from parents. A comments section in the survey provide an opportunity for parents to outline additional areas that they are supportive of or would like to see adjustments in. These areas showed that parents are dedicated to learner achievement and progress on a daily basis. Facilitators use Class Dojo to keep parents up to date of their learners behavior and classroom happenings. Parents can also access all data related to learners’ scores on assignments, benchmarks, quizzes and tests, via Jupiter (an online gradebook). Parents receive state assessment data as soon as its available and are able to visit staff websites for content specific questions. In addition to daily participation from parents, the school has a number of active committees and a governing board. Committees are composed of the Lead Facilitator, Department Leads, Facilitators, Support Staff, Parents and Learners. Committee meetings relate to finance, curriculum and standards, program evaluation, LCAP, WASC, and personnel. The Lead Facilitator meets regularly with these teams to guide them through analyzing data, determining professional development needs, providing learner support structures, and addressing other curricular issues. Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year. Further, the Lead Facilitator prepares progress reports to both the Nea Governing Board and CLCS Board of Directors for review and approval. Nea decided to select a survey as we found that we are able to gain a variety of feedback from parents in a quick and convenient way. In addition, we are able to taylor the questions to directly relate to our WASC findings and LCAP goals so that we can have a compressive look at our program and adjustments we may need to make. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP Goal number 1 and 3.|5|5|4|4|5|5|5|5|5|4|5|5|2018-10-18|Met|2019 36678010000000|Needles Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647336018287|Nestle Avenue Charter|3|Our strength is our PTA Board, our full-time Parent Representative, our SSC/Governance Council and our ELAC. Our area to improve is in registering parents for Schoology, increasing parent participation and attendance at ELAC meetings and parent participation in the School Experience Survey. Our parent volunteers have increased and parent attendance at parent center trainings has increased. We will provide parents with the opportunity to register for Schoology during Parent Conference week. As an incentive, we will have a drawing for those who register and for those who attend ELAC meetings.|In addition to the new PTA president, the growth and involvement of parents in our School Site Council/Governance, and the extension of the Parent Representative position, our strength is our diversity We serve over 120 families whose home language is Farsi, Russian, Hebrew and Spanish. Our area to improve is in registering parents for Schoology, and parent participation in the School Experience Survey. Our parent volunteers have increased and parent attendance at parent center trainings has also increased. We will continue providing quality training and opportunities to become involved in a variety of school activities.|Nestle has re-built the PTA this past year and has a new dynamic president. In addition, our School Site/Governance Council is appropriately configured with parents as officers. The Parent Representative position was changed to a full time position this year, which allows more parent engagement and parent training opportunities. Our area to improve is in registering parents for Schoology, increasing parent participation in ELAC meetings and increasing parent participation in the School Experience Survey. Our parent volunteers have increased and parent attendance at parent center trainings have increased. A campaign to register families for Schoology will be introduced during the week of Parent Conference week. Laptops will be set up in the library and the Parent Center Representative will be available to walk parents through the process and provide personal pins.|4|4|3|4|3|4|4|3|4|4|4|4|2019-10-24|Met|2019 37683956040513|Nestor Language Academy Charter|3|Nestor Language Academy has an active parent advisory committee and ELAC. These groups serve in an advisory and advocacy role in school decisions. A strength for SBUSD and Nestor Language Academy is in stakeholder input. In addition to an annual LCAP survey (with over 150 family responses in 2019), input sessions are held with multiple stakeholder groups in a consistent manner. Each year, district staff train principals and staff on the facilitation of an input protocol to be conducted with staff, advisory groups (School Site Councils, ELAC, etc.), and PTA. All district staff at the department and site level participate in the input protocol on the 'District LCAP Day". The results from these input sessions are collected and displayed at the district office. District administration and LCAP Advisory Committee analyze these results to inform LCAP development. As a dependent charter school, Nestor Language Academy participates in all of these input efforts and uses the data to inform the development of our LCAP.|Nestor families report through the LCAP survey and stakeholder engagement sessions that schools promote the academic success of all students. In addition, families report that students know and understand what is expected of them from the school and their teachers. An area of improvement in this area continues to be ensuring students come home from school excited about their learning and improving parent involvement in supporting and fostering academic success. Parents have expressed a desire for more educational opportunities. School sites are focusing on increased parent education and strategies to teach parents how to support the academic success of students.|Data from LCAP parent survey as well as from stakeholder engagement sessions, including underrepresented families has identified promoting academic success and clean/well maintained facility as an area of strength. Family participation on school and district events has grown significantly over the course of the past three years. Parents also report feeling more informed than in the past. This is due in part to the implementation of a district app, increased electronic communication, and community newsletters. An area of improvement continues to be family perception of "nutritious and appealing lunches". While this area has improved, it remains an area of concern for families.|4|4|5|4|3|3|4|4|5|5|4|4|2019-10-10|Met|2019 29663406112593|Nevada City Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 29663400000000|Nevada City Elementary|3|At our school sites, we have teams, made up of stakeholders, representing our community. Our LCAP, Site Council, Facility Committee, PTC, and Schools Foundation are open and welcome all members. According to our Parent Healthy Kids Survey, 86% responded that students had opportunities for meaningful student participation. On the Healthy Kids Student Survey, the middle school students did not feel they were part of the decision-making process. In 6th grade, only 50% reported they had meaningful participation, 31% in 7th grade and 23% in 8th grade. This is an area of focus for us. Through student leadership class and LCAP participation, we hope to increase these numbers.|According to the Healthy Kids Parent Survey, 92% of parents felt that the school took their concerns seriously and 97% felt staff were helpful with their concerns. In addition, 96% of the parents responding felt they were an active partner in their child's education. On the Staff Survey, 100% felt they took parent concerns seriously. Providing families support and materials for use in the home is an area of focus and improvement for us. This is done through our weekly Student Success Team Meetings. We are striving to provide families both the academic and social support needed to complete the full cycle to best serve the student to maximize progress in all areas across all settings.|According to the Healthy Kids Parent Survey, 96% of the respondents felt the school welcomed parent input and involvement, 99% felt they were treated with respect,100% felt that the school has adults that really care about students and 98% felt staff go out of their way to help students. On the Staff Healthy Kids Survey, 100% of the respondents felt they encouraged a parental partnership and welcomed participation.|5|5|3|4|5|3|5|4|5|5|3|4|2019-11-12|Met|2019 29102980114330|Nevada City School of the Arts|3|Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly. Next year, in order to encourage more parent participation and engagement will be to form a board appointed Education Committee made up of a parent from each grade level span, two administrators, a board member and a teacher. The parents representative's job will be to solicit input and suggestions from all parents within their grade level span.|Last year NCSA developed an Equity and Inclusion committee designed to give voice to underrepresented families and the School Director kept this topic at the forefront of all her parent communication. For the 19-20 school year, the staff are focusing their efforts on developing their intercultural competence by participating in Inquiry Groups each month.|The School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out weekly Monday Notes for every classroom. On the 18-19 survey, Parents indicated they feel very well communicated with with 94% of parents feeling that communication is excellent. 2. 95% of Parents reported feeling both welcome and engaged at school. In addition, 93% would recommend NCSA to other families. 3. All survey questions relate directly to our LCAP goals or to the school's Ends Policies, both of which drive instruction and our Strategic Plan.|4|4|3|4|4|4|4|4|4|3|3|3|2019-11-14|Met|2019 29102980000000|Nevada County Office of Education|3|The LEA’s School Site Council is an active and engaged group of stakeholders who meet regularly to discuss the school plan, goals and progress of student performance. Our programs struggle to engage families in attendance at these meetings or any family activities. We continue to solicit engagement and invite families to all events and meetings. Regular announcements are provided and sent through various means, e.g., school messenger, notices home, emails, etc. We conduct regular surveys to gain family input regarding all of the above programmatic areas. We will continue to seek engagement from and build the capacity of all families in decision-making processes.|As stated previously, the commitment with which our staff demonstrates their efforts and eagerness to work with families is our primary strength. Working with at-risk and underrepresented youth involves staff to have a breadth of knowledge of resources available for partnering with families. With this in mind, we recognize this is an area of improvement. Our goal is to improve our engagement with families in providing resources and information aimed to help them find ways to improve their capacity to help advocate for their child, both academically and social emotionally. We will provide families information about adult education options, workshops addressing financial aid and post-secondary education for their child, increase their opportunity for a voice and input in decision-making, increase the frequency of safety information (e.g., drills, protocols, procedures, etc.), and increase the information about local community agencies with whom we partner.|The LEA’s current strengths are evident in the dedication and commitment of our staff in all our programs who truly have the needs of the students at heart. Building trusting and respectful relationships are at the core of our work. Working with at-risk and underrepresented youth requires ongoing communication between staff and families in order to better serve students’ and families’ needs. The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our programs that can effectively shift students’ immediate and long-term behaviors and improve student outcomes. We are always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family. We continue to collaborate with our local community agencies as partners in referrals for support for all students; especially underrepresented students.|4|4|4|4|2|1|3|3|2|2|2|2|2019-10-09|Met|2019 29663570000000|Nevada Joint Union High|3|Based on the 2018-19 LCAP Survey, 79.7% of parents agree or somewhat agree that they are encouraged to provide input on and participate in decision-making at their school. 81.9% of parents agree or somewhat agree that they are well-informed about educational services and changes at the school. The survey that was chosen is aligned closely to the 8 LCFF state and local priorities. Its selection, and specific items, were agreed upon by the LCAP Advisory Committee (made up of 6 students, 6 parents, 6 teachers, 6 classified staff, 6 community members, and 6 administrators). Survey results were reviewed by the committee on May 9, 2019. Survey participants included 38 (3.9%) Homeless families/students, 33 (3.4%) Foster Youth, 210 (21.5%) low-income families/students, 114 (11.7%) SPED families/students, and 47 (4.8%) EL families/students.|Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families and students. All students have district email accounts, and are a part of our email directory for staff to access. Students also have access to teacher email addresses through active directory. The district also provides Schoology as a learning management system, which has systems of communication for families, students, and staff alike. Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/stakeholder engagement committee.|The district does a fantastic job in creating opportunities for families to participate in meaningful ways. Besides your typical student and family events (back to school nights, school site councils, EL parent nights, ELPAC, advisory committees, etc.) school sites also offer 8th grade student invitation days, incoming 9th grade parent evenings, cash for college events, career nights, and a multitude of other events targeting parents and families. Additionally, the district facilitates a robust stakeholder engagement process as a part of the LCAP development process. This process includes equal representation from all stakeholder groups (36 participants in total) over the course of three full days.|4|4|4|5|2|3|2|3|4|4|4|4|2019-10-09|Met|2019 45701690137117|New Day Academy|3|New Day Academy (NDA) sought input regarding school plans and decisions from parents and guardians throughout the 2019 – 2020 school year using the following methods: 1. Frequent communication between NDA teachers and parents: Teachers share information about school policies, programs, and avenues for participation in the school’s Advisory Council and School Board. Parent/Teacher communication also offers an opportunity to gather information used to help direct school policy, goals, and action items. 2. Parent participation in the school’s Advisory Council: The council includes three parent and two high school student members. The group meets a minimum of four times per year and are key to school planning and important decisions made throughout the year. In the 2018-2019 school year, meetings were held in October, December, March and May. All meetings are open to the public and all stakeholders are invited to attend. 3. Parent participation in the school’s Board of Directors: The NDA, Inc. Board of Directors includes three parents and two community members. The board oversees school program planning, policies, and budget. The board meets on a monthly basis. All meetings are open to the public and school stakeholders are invited to attend. NDA included all stakeholders in the process to create and implement the school's Local Control Accountability Plan (LCAP). LCFF priorities were addressed in the established goals and information and feedback was gathered using school created annual surveys. The surveys were circulated in March and included options for parents, students in high school, students grades 5-8, and NDA staff members. Survey questions were tailored to the values important to our school, families, and community. Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2019-2020 school year. In addition to gathering information through the survey, NDA held three parent meetings focused on feedback, review of LCAP goals and action items, and planning for the following school year. Meetings were held in August and April and were well attended. In Shasta County, 28 parents attended in August and 44 attended the April meeting. In Modoc County, 30 parents attended the April meeting. NDA staff was pleased to see that NDA's spring 2019 formal parent survey results indicated that the majority of parents agree that they have multiple opportunities to express input in our school's decision-making process. In the 2018-2019 school year all parents with students with special needs were invited to attend the Special Education Community Advisory Committee meetings. They were offered online through the El Dorado Charter SELPA and parents were able to access the meetings in their homes or at NDA sites.|Information is exchanged daily between parents and New Day Academy (NDA) staff as our independent study model requires parents to be fully committed and involved in their children’s education. A key element of NDA’s learning model is the positive and open relationships developed between the assigned teacher, the school's staff, parents and students. Teachers meet with families at least once every 20 days to review work completed, document attendance, and provide support to student learning. Many meetings are held weekly to provide additional academic support to students. Each meeting is dedicated to improving student outcomes and the support of continued academic growth. During the 2018 – 2019 school year, NDA organized a Math Committee to develop and implement monthly Math Workshops throughout the school year to educate parents/guardians in researched based math strategies and activities to teach California math standards, using a variety of curriculums for all grade levels. Student Math Game nights were also held throughout the school year. Although attendance at the parent workshops was lower than expected, parents and students attending the events felt the material presented was valuable. After evaluating the success of the Math Workshops, the staff decided to implement small group math classes for all grade levels at the Redding Resource Center during the 2019 -2020 school year. In August of 2019, staff, in cooperation with experienced parents, planned and implemented a full day workshop offering parents/guardians ideas and information on the following topics: Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction. Parents and teachers collaborated to present each topic. The event was well attended and parents reported that the information was very valuable. NDA staff has identified parent/guardian instruction and support as a focused area of improvement. The school will continue offering workshops that support student learning and academic growth.|New Day Academy’s (NDA) independent study and personalized learning model is based on the relationships established between parents/guardians, credentialed teachers, students and all staff. Our teachers work closely with families throughout the school year to develop and implement a plan to educate their children, taking into account the family’s strengths, cultures, language and goals for their children. Our teachers and administration are flexible, knowledgeable, and dedicated to building trusting and open communication with the families they serve. NDA operates a resource center in Redding that provides a safe and open environment for students to learn when they attend small group classes and activities. Surveys indicate that students and families feel safe when in attendance. Through Parent Square (NDA's internal communication tool), teachers and administration communicate with families on a regular basis regarding opportunities for participation in all school activities and events as well as parent meetings, school board and advisory council meetings. NDA's spring 2019 formal parent survey results indicate that the majority of parents feel they are encouraged to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities.|5|5|5|5|5|5|5|5|5|5|4|4|2019-10-10|Met|2019 19647330102541|New Designs Charter|3|New Designs Charter School seeks parent input for decision-making through various venues including School Site Council (SSC), English Language Advisory Committee (ELAC), annual parent surveys, and the annual update and development of the school’s LCAP. A focus area for improvement is to increase parent participation in the SSC and ELAC, which also serve to provide opportunities for parents’ input on policies and programs and seek input from underrepresented groups in the school’s community.|New Designs Charter School’s strength is in building partnerships for student outcomes with families as outlined in our school’s LCAP Goal #3. Our school meets with all families prior to the start of the school year during parent/student orientation, and hosts parent/teacher conferences across all grade levels. These meetings are critical to discuss student progress and methods by which the school and families can support improved student outcomes. A focus area for improvement is to provide professional learning and support to teachers and the principal to improve the school’s capacity to partner with families and support families to understand and exercise their legal rights and advocate for their child.|New Designs Charter School staff build positive relationships with families, and community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, Coffee with the Principal, Parent Orientation, and Parent Workshops. Our school continues to develop the capacity of staff to build trusting and respectful relationships with families. A focus area for improvement is to learn about each family’s strength, culture, language and goals for their child(ren).|4|3|3|4|3|3|4|4|3|3|3|3|2019-10-30|Met|2019 19647330120071|New Designs Charter School-Watts|3|New Designs Charter School – Watts seeks parent input for decision-making through various venues including School Site Council (SSC), English Language Advisory Committee (ELAC), annual parent surveys and the annual update and development of the school’s LCAP. A focus area for improvement is to increase parent participation in the SSC and ELAC, which also serve to provide opportunities to provide input on policies and programs and seek input from underrepresented groups in the school’s community.|New Designs Charter School - Watts strength is in building partnerships for positive student and family outcomes as outlined in our school’s LCAP Goal #3. Our school meets with all families prior to the start of the school year during parent/student orientation, and hosts parent/teacher conferences across all grade levels. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes. A focus area for improvement is to provide professional learning and support to teachers and the Principal to improve the school’s capacity to partner with families and support families to understand and exercise their legal rights and advocate for their child(ren).|New Designs Charter School - Watts staff build positive relationships with families, and community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, Coffee with the Principal, Parent Orientation, and Parent Workshops. New Designs school continues to develop the capacity of staff to build trusting and respectful relationships with families. A focus area for improvement is to learn about each family’s strength, culture, language and goals for their child(ren).|4|3|3|4|3|3|4|4|3|3|3|3|2019-10-30|Met|2019 01612420000000|New Haven Unified|3|In New Haven Unified, some of our current strengths include providing our community opportunities to provide input. As a District, we engage our families to participate in the Guiding Coalition to provide input for the development of the Local Accountability and Control Plan (LCAP); District English Language Advisory Council (DELAC) to advise how New Haven supports their English language learners; District African American Advisory (DAAA) and Latino Parent Advisory committees to discuss and advise New Haven about supporting its African American and Latino students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; President’s Council where the presidents of each of our School Site Councils meet with the Superintendent in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that informs the work with families district-wide. As a structure supporting Migrant students district wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students. At the local school level, New Haven families are provided opportunities to give input. At our School Site Council meetings, participants collect data, analyze review site goals around family engagement and activities. In addition, in our district, there are Equity Council, and English Language Advisory Committee (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision making. Our focus area for improvement in this area to promote the consistent engagement of our traditionally underrepresented families over time. While in NHUSD, we have a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement. In order to improve in these areas, NHUSD will be establishing a Communication and Advocacy Board Committee in order to engage stakeholders in developing a plan to provide clear, consistent communication which we believe will allow us to improve engagement with our underrepresented families. This will also be a method of increasing and sustain engagement for our non-native English speaking families. Additionally, we are committed to finding creative ways to address the language barriers that interfere with active participation by utilizing available technological resources to promote and sustain engagement.|In New Haven Unified, some of our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Academic Parent Teacher Teams, Family Literacy/Math nights, Family Game Nights, our Fatherhood Initiative, and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA in order to work collaborative with parents in order to empower them to support their students in meeting their goals developed in their Individualized Learning Plans. (IEP) In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee and the Latino Family Advisory in order to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district wide. Additionally, our families who access available resources at the Union City Family Center are encouraged to give back and deliver services to other families who may also be in need. Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs and leverage available resources to meet them. Our focus area for improvement in this area would be to be more consistent across New Haven with our family engagement practices. Many school sites have participated in trainings and have begun implementation of Academic Parent Teacher Teams (APTT), with success, however, the implementation of APTT is inconsistent. School sites implement structures for engagement of some families, generally those whose students have needs, such as Parent Teacher Conferences and Student Support Teams (SST) meetings, and establishing structures to engage all families are needed. Another way that our district will be focusing on engaging underrepresented families will be the creation of a Punjabi Parent Advisory Group in 2019-2020. This group will also be focused upon analyzing multiple sources of data in order to empower their participants and develop advocacy based on student needs at each school site and throughout the district.|The New Haven Unified School District has committed a significant amount of time in building trusting and respectful relationships with families. Considerable attention has been given to the training of administrators and front office classified staff in working positively with parents and guardians. Each school site has been assigned a Family Service Assistant whose primary job responsibility is to facilitate outreach efforts and build relationships with our families. Each of our Title I schools have a Home-School Compact that is used to record and share strategies for working and communicating more positively with families. Though much work has been done with admin and classified, we still have work to do with our teachers. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families. As a result, the Executive Director of Union City Family Center and the Chief Academic Officer provided professional development to staff members in order to create welcoming environments. Changes shared and discussed at this training were immediately implemented at the school sites. These changes included standing and approaching the front counter when parents enter and using a welcoming tone of voice, as examples. As a result, we believe we are in the initial implementation stage. In New Haven Unified, we have received professional development in Parent Academic Parent Teacher Teams (APTT) which has provided us with research based methods to outreach to underrepresented families. However, APTT remains a district initiative which has been inconsistently implemented at our school sites. The district has a number of communication opportunities that facilitate two-way communication. Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. Family Service Assistants make personal contact with families on a regular basis. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding.|3|4|3|4|3|4|4|4|4|4|4|3|2019-10-15|Met|2019 19647330111211|New Heights Charter|3|New Heights staff and parents work together well to help make decisions for the school, plan for the future, and address issues of concern. There are many structures in place to gather parent input and have parents part of the decision-making process including Parent Tea's (twice a month), School Site Council, ELPAC, Health Advisory Team, and the ad hoc groups that form around each Family Event scheduled throughout the school year. As a result, overall parent involvement has increased each year we've had the LCAP plan in place. One focus area for improvement is to continue to build the capacity of families to effectively engage in decision-making and advisory groups by expanding their knowledge of our school's core vision, education policies that impact the school, and issues of teaching and learning.|New Heights Charter School builds strong partnership with parents to support positive student outcomes by making the school a comfortable place for parents to ask questions and seek information, providing oral translation and translated materials for all report cards and reports of student progress, and inviting parents into the classroom. The school's special education program does an excellent job at informing parents of their rights, helping parents advocate for their children and ensuring that plans for students are a collaborative efforts between the school and the family. Teachers and the administration receive support from the school's Student and Family Support Team to build their capacity to work with parents and the school's structure facilitates these relationships. Parents receive reports on student progress four times during the school year, with two of those times being face-to-face meetings. Parents also are invited to attend Parent Tea's with the school administration which occur twice a month and provide a forum for discussion of the school's academic progress and a chance to ask questions about individual student needs. Each year, the school conducts a survey to get parent feedback on how we are doing. Parents reported that they agree and strongly agree to the following statements: 1. New Heights supports student learning: 96% 2. Most teachers support students' social, emotional, and academic development: 91% 3. Most teachers listen to our concerns and needs: 88% 4. A lot of parents know what students are doing in the classroom: 65% One focus area for improvement is to increase the number of parents who come to learning events in the classroom for the benefit of all students, including the engagement of underrepresented families. To this end, New Heights is increasing use of the robo-text feature to alert parents (in multiple languages) of classroom events such as unit-end Writing Celebrations, student presentations, and other opportunities for parents to learn more about what students are learning in school.|New Heights Charter School builds strong relationships with parents, guardians, and families by making the school a welcoming place, providing translation services and translated materials in all parent communications, and celebrating the diverse family cultures that are represented in our student population. Each year, the school conducts a survey to get parent feedback on how we are doing in building relationships. The following areas are surveyed and the percentages of parents who replied with positive and strongly positive feedback are listed here: Students Feelings of Belonging (81%), Families/Parent Connection to the School (78%), Teachers Relationships and Support of Students (89%), Staff Relationships and Support of Students (90%), and Overall Sense of School Community (87%). Specifically, parents reported that they agree and strongly agree to the following statements: 1. Most students feel like they belong: 74% 2. A lot of parents feel welcome here: 86% 3. The school is comfortable and welcoming: 85% One focus area for improvement is to increase the number of parents who come to activities at the school. When asked, 65% of parents replied that they agree or strongly agree with the statement: "A lot of parents come to the activities at the school." Our LCAP goal tracks parent participation at school events. Each year, our participation rate increases, yet we are eager to see more participation on our Upper Campus with our older students. In the future, we will disaggregate our data to track participation of underrepresented families.|4|5|4|4|3|4|4|4|4|3|4|4|2019-09-11|Met|2019 39686190000000|New Hope Elementary|3|There were 24 stakeholder engagement opportunities offered during the 2018-19 school year. Families were given the opportunity to participate and to contribute ideas during at the District Engish Language Advisory Committee (DELAC) meetings, and at the School Site Council (SSC) meetings. Committee members worked along side staff members on the LCAP goals (Goal 1 - Student Achievement, Goal 2 - Technology and Goal 3), and on student achievement. New Hope Elementary is continually searching for new ideas and strategies to reach our families. We are implementing new techniques to reach and communicate with our families, including social media. Work still needs to be done to reach and understand the needs of our families.|Throughout the course of the year stakeholders (Parents, staff, local bargaining units and community members) review student data linked to the California School Dashboard. Based on student achievement data, and the need for students to be proficient in technology, goals and next actions steps are reviewed and revised. During 2018-19 school year, New Hope Elementary offered various types of stakeholder engagement opportunities, thus, giving stakeholders the opportunity to participate and contribute ideas towards school and LCAP goals (Goal 1 - Student Achievement, Goal 2 - Technology and Goal 3 - Parent Involvement/School Climate). Board members were updated at each board meeting about stakeholder suggestions, stakeholder feedback, and the LCAP development process . Students in grades 5th thru 8th were involved in the LCAP process by providing feedback on current programs and by brainstorming new ideas for future projects and programs. Input and suggestions for student and academic growth are encouraged by current and former students (now at the high school level). New Hope staff works hard to include parents in monthly activities. All parents are invited to events held at varying times of the day. Currently the site has had limited professional development in this area, and it will be looked at as an area of needed growth and development.|New Hope Elementary continuously works on building school and family relationships. Throughout the school year meetings are offered to the parents of our English language learners and all parents are invited to attend our School Site Council meetings, as well as monthly parent involvement activities. During the 2018-19 school year, the school worked closely with the Parent Club to help support events and activities hosted for all families. The after school program made it a goal to work on building partnerships with the families. The after school program held multiple functions that provided parents and community members an opportunity to participate. New Hope Elementary is continually searching for new ideas and strategies to reach our families. We are implementing new techniques to reach and communicate with our families, including social media. Work still needs to be done to help staff reach and understand the needs of our families.|4|4|3|5|2|4|5|4|4|4|5|5|2019-11-12|Met|2019 19647330128371|New Horizons Charter Academy|3|NHCA strength is our Parent In Action, ELAC and School Site Council. These parent are very engaged. NHCA has a goal to increase involmrbt by our EL parents|NHCA strength is our Parent In Action, ELAC and School Site Council. These parent are very engaged. NHCA has a goal to increase involmrbt by our EL parents|NHCA strength is our Parent In Action, ELAC and School Site Council. These parent are very engaged. NHCA has a goal to increase involmrbt by our EL parents|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-17|Met|2019 39686270117796|New Jerusalem|3|The LEA regularly holds Local Control Accountability Plan meetings to promote transparency and stakeholder input. The LCAP is reviewed and updated annually by the LEA and its stakeholders. The LEA has an active Parent/Teacher Club that works to engage families to get involved school activities. The LEA also provides opportunities to meet and discuss activities, such as carnival, fundraisers, and school climate. This occurs during Parent/Teacher Club meetings, District Language Advisory Committee meetings, and Coffee with the Principal.|The LEA is committed to ongoing relevant professional development in the areas of curriculum and instruction. As an AVID Elementary school, teachers are provided professional development in best practices in communicating the AVID program and its instructional and organizational tenets to stakeholders. Professional development occurs at AVID’s Summer Institute, currently attended by all teaching staff. Additionally, teachers participate in bi-weekly professional development in AVID best instructional practices. The LEA utilizes NWEA as a means to monitor student progress. The results from our NWEA assessments are shared with families where progress is discussed, goals are set and resources are shared to support student learning. In addition to progress monitoring, families also are provided information and resources to assist student growth through AVID. Each year the principal provides an informational night during Back to School to share the framework and highlights of the AVID program. Our AVID program requires daily communication and signing the student planner to keep parents aware of what the student is learning. Weekly AVID learning strategies go home to assist parents and students to grow as an AVID student. Teachers are required to keep grades updated two weeks out in order provide an accurate view of student progress for parents. Families have access to monthly District school board meetings, along with community committees through the County Office of Education to support families and students. All families in special education, on 504 plans, and health plans are provided parental right and advocacy information.|The LEA promotes a culture of openness by working closely with families throughout the school year. Our faculty meet regularly with parents through conferences, IEP meetings, SST meetings, along with consistent communication via email, and phone to share student progress and achievement. Additionally, the LEA provides volunteer opportunities with an active Parent Teacher Club, DELAC, Coffee with the Principal, and annual carnival. As a small school with a diverse population of learners staff members are expected to know their families through consistent, honest, and positive communication. Throughout the year our staff sets priorities with the two overarching beliefs. First, All students can learn and second, children deserve our very best effort. These are core beliefs of the LEA’s site principal and is communicated to all staff members. The LEA utilizes technology, such as Remind, Aeries Parent Portal, Class Dojo, and conferences to keep parents informed. Additionally, all communication such as newsletters, student handbooks and all letters sent home in English and Spanish. When necessary, interpreters are utilized in all meetings, and conferences.|4|4|4|3|3|3|4|2|4|3|3|3|2019-10-17|Met|2019 39686270000000|New Jerusalem Elementary|3|The LEA regularly holds Local Control Accountability Plan meetings to promote transparency and stakeholder input. The LCAP is reviewed and updated annually by the LEA and its stakeholders. The LEA has an active Parent/Teacher Club that works to engage families to get involved school activities. The LEA also provides opportunities to meet and discuss activities, such as carnival, fundraisers, and school climate. This occurs during Parent/Teacher Club meetings, District Language Advisory Committee meetings, and Coffee with the Principal.|The LEA is committed to ongoing relevant professional development in the areas of curriculum and instruction. As an AVID Elementary school, teachers are provided professional development in best practices in communicating the AVID program and its instructional and organizational tenets to stakeholders. Professional development occurs at AVID’s Summer Institute, currently attended by all teaching staff. Additionally, teachers participate in bi-weekly professional development in AVID best instructional practices.|The LEA promotes a culture of openness by working closely with families throughout the school year. Our faculty meet regularly with parents through conferences, IEP meetings, SST meetings, along with consistent communication via email, and phone to share student progress and achievement. Additionally, the LEA provides volunteer opportunities with an active Parent Teacher Club, DELAC, Coffee with the Principal, and annual carnival. As a small school with a diverse population of learners, staff members are expected to know their families through consistent, honest, and positive communication. Throughout the year our staff sets priorities with the two overarching beliefs. First, all students can learn and second, children deserve our very best effort. These are core beliefs of the LEA’s site principal and is communicated to all staff members. The LEA utilizes technology programs, such as Remind, Aeries Parent Portal, and Class Dojo to keep parents informed. Additionally, all communication such as newsletters, student handbooks and all letters sent home in English and Spanish. When necessary, interpreters are utilized in all meetings, and conferences.|4|4|4|3|3|3|4|2|4|3|3|5|2019-10-17|Met|2019 39686270130864|New Jerusalem Online|3|New Jerusalem Online supports the school’s principal and staff to effectively engage families in decision making. The school also provides opportunities to have families, teachers, principals and school administrators work together to plan, implement and evaluate family engagement activities at school and district level through the use of parent surveys, it’s website and Facebook page. New Jerusalem Online provides families with the opportunities to provide input on policies and programs and implementing strategies to reach and seek input from unrepresented groups in the school.|New Jerusalem Online provides professional learning and supports the teachers and principals to improve the school’s capacity to partner with families. The school also progresses in supporting families to understand and exercise their legal rights and advocate for all students. New Jerusalem Online provides families with the information and resources to support learning and development in their home. The school also implements polices and/or programs for teachers to meet with families and students to discuss student progress and ways to work together to support and improve student outcomes.|New Jerusalem Online develops the capacity of its staff, administrators, teachers and classified staff, to build a trusting and respectful relationship with families. The school also develops multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Events include Orientation to the school, Back to School Nights, FAFSO College Workshops and monthly parent and teacher conferences. As a result, these opportunities help New Jerusalem Online builds a welcoming environment for all families and community. The communication and engagement with the families and the community helps the staff learn about each family’s strengths, cultures, languages and goals for their students.|4|4|4|4|4|4|4|4|4|3|3|4|2019-10-17|Met|2019 34674390131136|New Joseph Bonnheim (NJB) Community Charter|3|Our school has monthly Town Hall meetings to discuss and plan LCAP. We do monthly Parent Academy meetings to engage parents in topics that they want to learn about. We also do monthly ELAC and Steering Committee meetings to discuss budget and other educational items. We also have a very strong PTA and volunteer family events.|NJB has a 90% participation rate in Parent Teacher Home Visits and Academic Parent Teacher Teams that build trusting relationships, and lead to greater engagement of parents in their child's education and increased student outcomes. Through the LCAP, funding is provided for bilingual support staff, additional translated materials to support parent engagement.|New Joseph Bonnheim strives to build the capacity of parents to support student achievement by providing education, tools to navigate the system, and relationship-building strategies. Parent education and training opportunities support the LEA's LCAP goal for parents to become partners in their student's education, equipped to advocate for their student, and knowledgeable about academic goals and challenges their student may face. The measures described below reflect the district's multi-pronged approach to parent engagement. For example, our LCAP goal is to fund for translation and interpretation services for families of other home languages.|3|4|3|3|4|4|4|4|5|4|4|4|2019-09-03|Met|2019 19647330117614|New Los Angeles Charter|3|New LA Charter School seeks to better involve parents in the SSC, ELAC, and LCAP Stakeholder Meetings, which are opportunities for parents to provide input in decision-making that supports student academic outcomes. Each year the school invites all stakeholders (staff, students, parents) to participate in the California Healthy Kids Survey. The results of this survey are analyzed to determine where we are successful serving our families, and to set priorities for improvement. The Dean of School Engagement holds stakeholder interviews to glean how the school could better collaborate with families to support student success. As well, the Executive Director holds focus group meetings with the parents of students who participate in significant subgroups in order to determine how the students in these groups can significantly improve. The intention of both of these initiatives is to provide families with opportunities to provide input on policies and programs that will benefit underrepresented groups in the school community. The Dean of School Engagement meets with parents, students, and staff in ad hoc committees to organize events intended to improve family engagement and community connections. These have included and are not limited to community meet and greets, career days, staff community walks, family picnics, neighborhood council events, community cleanups, etc. A focus area for improvement is to increase parent participation in SSC and ELAC, to improve decision-making opportunities, engaging underrepresented families.|New Los Angeles Charter School continues to build partnerships with parents that impact student outcomes as outlined in our school’s LCAP Goal #3 and considers partnerships with families as a critical foundation for rigorous learning. During two weeks of summer professional development, later complemented by ongoing work in weekly faculty meetings, staff learn about culturally responsive pedagogy as the primary driver for establishing and maintaining productive relationships with parents. The Dean of School engagement works with the principal to seek ongoing ways to validate student home lives in order to better engage students and families to build academic capacity. Staff are trained to use highly effective communication tools such as Remind, which provides teachers immediate, safe, and translated (when required) two-way communication with parents, and staff are trained to adopt school-wide policies and practices for communicating and partnering with parents so that they can better participate in the process of improving student outcomes. To this end, the school supports families and builds capacity in them as partners in their child’s education through discussions and updates on the school’s LCAP. New LA Charter School hosts at least 10 parent education events during the year that invite families to learn more about school programming and how parents can support and contribute. These include but are not limited to: Back to School Nights, but also nights devoted to celebrating student projects in Math, Humanities and Science, High School and College application, and other events devoted to sharing information and resources essential to supporting adolescent socio-emotional health and wellbeing. New LA also partners with outside advocacy groups such as the FACTOR Parent Engagement Academy and AKALA College counseling services to ensure that parents have the tools and resources needed to ensure students are given every opportunity to succeed and proceed on a college track. New LA Charter School has several key programs that are intended to improve student outcomes. Teachers update grade books weekly to ensure parents can quickly and easily monitor student progress. They meet bi-weekly in grade-l professional learning communities to decide collaboratively on whom to invite to the Student Success and Progress Team (SSPT) process. All students prepare each trimester for Student-led conferences which not only provide the setting for parents to discuss student progress and ways to work together to improve student outcomes, it positions students as the primary voice in this process through a guided reflection process. Each year these conferences contribute to a culmination process whose objective is academic and social success. Our school plans to better involve parents in the process by which curriculum is vetted for adaptation at the school, and parent input to policies and practices contingent to curricula will be sought via SSC.|New Los Angeles Elementary School has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Remind App, One Call, phone calls, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families. In addition, our school hosts monthly coffee with the principal to discuss schoolwide issues, LCAP, and upcoming schoolwide events. Our school hosts parent-teacher conferences twice per year and communicate regularly on individual student progress through progress reports. Annually at the start of the school year, we host “Playdate” an opportunity for parents and students to connect with each other and their teacher and visit their classroom before the first day of school. In December we host a winter festival with food, games, raffles, and music, which draws in the vast majority of families. It is another opportunity for underrepresented families to engage with the school community. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening and on Saturdays to accommodate the busy working schedules of our families. A focus area of improvement is to continue to create more community-building opportunities for parents to make connections with each other throughout the school year.|4|3|4|5|3|4|4|4|3|3|3|3|2019-10-07|Met|2019 19647330133702|New Los Angeles Charter Elementary|3|New LA Charter Elementary School provides parents/families a multitude of methods to provide input in decision-making including: serving on the School Site Council and/or English Language Advisory Committee (ELAC). We also host numerous events to solicit input on our school’s LCAP Annual Update, provide updates on the Annual Measureable Outcomes, and the development of the LCAP. Our school annually administers a parent survey to measure school connectedness, safety, gather parent input in decision-making and evaluate family engagement activities. A focus area for improvement is to increase the participation rate of African American parents in the School Site Council.|New Los Angeles Elementary School continues to build partnerships with parents that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Coding Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Parents are invited to plan and participate in Hispanic Heritage Month, African American History Month, Multicultural Day, College and Career Awareness Week and Read Across America Week. Each of these includes opportunities for parents to contribute ideas to the overall plan via planning meetings as well as contribute during the events themselves by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in parent/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal and via the weekly email newsletter. Parents of students who are determined to need intervention services intervention progress reports, home-school connection activities, and academic information presented in parent coffees. Our school provides extensive support for families of students with special needs (SPED coffee), meetings before IEP process to make sure parents understand their legal rights, FACTOR program for parents, SSPT process, attendance SART. We conduct 2 yearly parent/teacher conferences during which time academic, social-emotional and behavioral progress is discussed. In an internal survey conducted by the school, 78% of parents reported that they had a good understanding of our grading scale; 88% found the conferences very useful, and teacher narrative comments were rated the most useful element of the progress report. While about 33% of parents who responded were happy with trimester updates on student progress about 67% would like updates more regularly. This is a focus area for improvement, in addition to supporting families to understand and exercise their legal rights and advocate for their child(ren). Another area of focus is to improve student attendance rates and reduce chronic absenteeism rates.|New Los Angeles Elementary School has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Remind App, One Call, phone calls, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families. In addition, our school hosts monthly coffee with the principal to discuss schoolwide issues, LCAP, and upcoming schoolwide events. Our school hosts parent-teacher conferences twice per year and communicate regularly on individual student progress through progress reports. Annually at the start of the school year, we host “Playdate” an opportunity for parents and students to connect with each other and their teacher and visit their classroom before the first day of school. In December we host a winter festival with food, games, raffles, and music, which draws in the vast majority of families. It is another opportunity for underrepresented families to engage with the school community. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening and on Saturdays to accommodate the busy working schedules of our families. A focus area of improvement is to continue to create more community-building opportunities for parents to make connections with each other throughout the school year.|4|3|4|5|3|4|4|4|4|4|4|4|2019-10-07|Met|2019 19647330117911|New Millennium Secondary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19643520128496|New Opportunities Charter|3|The LEA has a strong tradition of collaborative decision making and a strong enough culture to assuage and fit different perspectives and views. The LEA will do as previously mentioned and explore further development of the community lliason duties in the form of a former student and/or community member.|Our students have teachers and supportive staff who advocate on their behalf. We have a culture designed around meeting student needs. School culture permeates all decisions and the decision making process. Focus growth area: As mentioned, having a dedicated community liaison, student advocate, from the existing or graduated students could be a tremendous help. We intend to explore this.|The LEA has established its ability to connect with the local community and help assist students and their entire families in areas that impact student growth and student performance. We have a school culture that values students and their respective communities and this ethos attracts students. Students often refer their friends and family members to pursue their education with our school. A focus on improvement: Ideally , we hope to have a sustained student leader (or parent/community member) to help facilitate the community connections and bridge the gap from the first hand student perspective. By having a student or parent take lead on this we believe that we may reach more family members and community members. Most of our students are in the jails and the facilities do not lend themselves to the community building part. Though our community locations are better situated for this project.|4|4|2|2|4|2|1|1|1|1|2|3|2019-10-30|Met|2019 34674390101881|New Technology High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330111484|New Village Girls Academy|3|New Village Girls Academy uses a multitude of ways to seek input from families in decision-making at the school through the School Site Council (SSC), English Language Advisory Committee (ELAC), in the annual update and development of the school’s LCAP, and via the annual parent survey. Currently, our school uses OneCall Now messaging service to engage parents in these decision-making groups. A focus area for improvement is to continue to increase parent participation and engagement through input in decision-making via SSC, ELAC, surveys, and LCAP development.|Building partnerships with families is critical to improving student outcomes as outlined in our school’s LCAP Goal #3. New Village Girls Academy understands the critical nature of ensuring that our teachers participate in professional development (PD) opportunities that are both relevant in content and adequately in-depth. A variety of scheduling strategies are employed to allow our teachers to examine successful teaching methods and discuss how to fine-tune and enhance them to meet the needs of students. At least three times a year, baseline, benchmark, and summative data, respectively, are examined and used as a needs assessment in terms of managing professional development time. Once this data has been gathered, it is then communicated to educational rights holders during parent/teacher conferences, Back to School Night, Open House and during any meetings with advisors. The meetings are used to share announcements, analyze data (surveys, assessments), review student goals and instructional benchmarks, pace curriculum, and refine differentiated instructional strategies. Topics may include writing across the curriculum, differentiated instruction for English Language Learners (ELLs), accommodations for students with special needs, Positive Behavior Interventions and Supports (PBIS), as well as trauma-informed approaches. Some of the challenges we face with communicating student outcomes come from a lack of full stakeholder engagement. As mentioned earlier, the students at NVGA typically enroll after having faced a variety of setbacks at traditional high schools. Many come from single-parent households where parents cannot attend meetings due to complicated work schedules, lack of childcare, etc. To help with this issue, NVGA has made themselves available for phone conferences and additional conferences during the after school hours. As such a focus area for improvement is to continue to provide professional learning and support to teachers and the principal to improve the school’s capacity to partner with families in a variety of ways.|At New Village Girls Academy, we pride ourselves on our ability to build and foster positive relationships with all stakeholders. From ensuring that we maintain a welcoming school setting, to keep parents and community partners engaged in school-related events and activities, we are constantly making efforts to provide communication with stakeholders. Parents are welcome and valued members of the school community and play a proactive role in their children’s learning, collaborating in the planning and assessment of student work. They use their assets to support the work of the school and often play an integral role in building relationships with potential Learning through Interest & Internships (LTI) mentors. As a Big Picture Learning School, NVGA exudes palpable trust, respect, and equality between and among students and adults. Students take leadership roles in the school, and teamwork defines adult culture. Student's voice is valued in the school decision-making process and visitors are struck by the ease with which students interact with adults. NVGA follows a pedagogical approach centered on building and fostering positive relationships with all stakeholders, and it is important to note that a significant percentage of our students have had a history of being unsuccessful at other schools. For this reason, we are classified as a DASS school since over 70% of our students fit one or more of the following criteria: homeless, pregnant/parenting, foster youth, credit deficient, recovered dropout, high transiency rates, and gaps in enrollment. As a consequence of these challenges, parents and educational rights holders have difficulties with consistent involvement in school-related activities. To ensure that we are always in communication and meeting the needs of our students, NVGA uses OneCall Now to send families school-related messages and alerts, schedules academic conferences with all stakeholders, provides mental health counseling onsite, outsources mental health services when necessary, connects students with childcare services, participates in a School Site Council and English Learner Advisory Committee, and supports advisor and family connections. A focus area for improvement is to continue to support our staff to learn about each family’s strengths, cultures, languages, and goals for their children.|4|5|3|4|3|4|4|4|3|3|3|3|2019-10-02|Met|2019 36678760120006|New Vision Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19756636120158|New West Charter|3|New West provides multiple opportunities for parents to be involved in the decision making process at school. Critically, parents are voting members on the schools Governance council, where they share both insight an expertise on many of the critical decisions for the school. Opportunities to sit on the Governance council and attend the meetings is open to every family at New West.|A central tenant of the NW philosophy is to ensure effective collaboration between home and school - to ensure parents have access the what their child is learning at school and how best they can support them at home.|As a well established charter school, New West has developed multiple approaches to family communication using, digital platforms, in-school events, orientation sessions, and an open door policy with administrators. As our population grows we look towards ensuring all families who join us throughout the school year are welcomed with the same access to orientation information as those families who have started at the beginning of the school year.|5|5|4|5|4|4|4|4|4|4|4|3|2019-09-10|Met|2019 01612340000000|Newark Unified|3|California Healthy Kids Survey: Parents surveyed on the CHKS for the statement "School allows input and welcomes parents' contributions" - 86% of parents Strongly Agreed/Agreed at the elementary sites and 82% Strongly Agreed/Agreed from grades 7 & 8. In response to the statement, "School actively seeks the input of parents before making important decisions" - 65% of parents from elementary schools Strongly Agreed/Agreed while 76% of parents from grades 7 & 8 Strongly Agreed/Agreed with this statement. District leaders, principals, and teachers collaborate as a part of the district leadership team twice annually with respect to planning, designing, and evaluating family engagement activities. The start of the year is highlighted by opportunities to plan collaboratively with colleagues and the end of the year marks an opportunity to reflect and make adjustments to family engagement activities for the next year both at the school and district levels. Through the LCAP and the district's strategic plan, capacity is built both with principals and staff as well as families to engage in decision-making that affects the entire community. An example took place this September with our AEDIS facilities master plan and the district's long-term facilities plan. The process is transparent and includes multiple family groups who are empowered to play a significant role in decision-making. Our next level work will be to ensure a broader groups of diverse stakeholders are present and a part of significant community decisions moving forward.|California Healthy Kids Survey: In grades 7 & 8, in response to the statement, "School staff are helpful to parents" - 92% of parents/guardians of grade 7 and 8 Strongly Agreed/Agreed with this statement. In elementary schools, 93% of parents/guardians Strongly Agreed/Agreed that "School staff treat parents with respect." Finally, for the statement "School encourages me to be an active partner with the school in educating my child" - 96% of parents Strongly Agreed/Agreed at the elementary sites and 83% Strongly Agreed/ Agreed of students in grades 7 & 8. A number of systems are in place which continue to build partnerships between the schools, the district, and families in order to support improved student outcomes. Schools seek diverse parent/guardian representation on established committees such as School Site Council and the English Learner Advisory Committee. Through such established committees and also through other practices such as each elementary site having parent-teacher conferences, student learning and parent partnerships are an important component of a student's education. Working with our principals and teachers, our next step is to create more opportunities to reinforce the learning that can occur at home.|California Healthy Kids Survey: A total of 186 parents were surveyed in grades K-8 through the CHKS. Parents surveyed on the CHKS with students in grades 7 & 8 reported the following: "Teachers communicate with parents about what students are expected to learn" - 86% Strongly Agree/Agree. In elementary schools, 88% of parents reported "the school keeps me well-informed about school activities." When surveyed regarding "Parents feel welcome to participate..." 96% Strongly Agree/Agree at elementary schools and 76%% Strongly Agree/Agree at grades 7 & 8. And finally, when asked "School staff tales parent concerns seriously," 89% Strongly Agree/Agree with the statement at the elementary schools and 83% Strongly Agree at grades 7 & 8. Newark Unified greatly values community participation and, to this end, has put notable systems in place that attempt to bridge communication between the schools, families, and the district. One example of progress in this area includes the convening of community meetings in the district such as the Latin X Summit which provided opportunities for listening to families, surveying topics of concern and interest from parents/guardians, and creating a plan of action in all of our district's schools moving forward. The Latin X Summit provided a structured forum for parents and families to have interaction with site and district leaders and have their voice heard. Parents indicated they would be interested in having better communication in front office areas in some schools. One strategy to improve this aspect are monthly meetings will all staff present and a focus to ensure all communities have representation on school and district committees to build trust and share concerns. This will be an area of focus for NUSD.|4|5|3|4|4|3|4|5|4|4|4|4|2019-10-17|Met|2019 31668520109827|Newcastle Charter|3|Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory committees, sometimes it is difficult for families to participate. Part of this can be due to our smaller population. Committees like School Site Council lead the effort of collaboration with parents to engage in decision-making activities. This type of committee will start to do work on making suggestions for improving family activities at school that are engaging, relevant, and informative and the first steps will be to explore options and survey for needs. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include collecting individualized information from families or sending separate surveys that focus on the greatest needs of these families and students, including addressing hurdles that may keep families from engaging with the school.|While building relationships with families is a strong point for our district, narrowing that partnership and focusing on student outcomes continues to be an area of need. Programs like parent-teacher conferences and student intervention teams allow these conversations to occur and continue through the school year. Programs that provide resources and support to parents are mainly completed through the classroom, but true programs need to be established and built upon for all grades. Supporting families to understand and exercise their legal rights is mainly accomplished in the IEP and 504 setting where these conversations are part of the meeting process.|The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. One focus area of improvement is in communication with English Learner families and ensuring that efforts have been made, possibly even in a home language, to communicate effectively using the resources available if needed. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include making personal phone calls, sending individual invitations to events, and following up with families if they were not able to attend a family-school activity to ensure there were no barriers to their attendance.|4|4|5|5|3|3|4|3|4|3|4|1|2019-11-06|Met|2019 31668520000000|Newcastle Elementary|3|Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory committees, sometimes it is difficult to for families to participate. Part of this can be due to our smaller population. Committees like School Site Council lead the effort of collaboration with parents to engage in decision-making activities. This type of committee will start to do work on making suggestions for improving family activities at school that are engaging, relevant, and informative and the first steps will be to explore options and survey for needs. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include collecting individualized information from families or sending separate surveys that focus on the greatest needs of these families and students, including addressing hurdles that may keep families from engaging with the school.|While building relationships with families is a strong point for our district, narrowing that partnership and focusing on student outcomes continues to be an area of need. Programs like parent-teacher conferences and student intervention teams allow these conversations to occur and continue through the school year. Programs that provide resources and support to parents are mainly completed through the classroom, but true programs need to be established and built upon for all grades. Supporting families to understand and exercise their legal rights is mainly accomplished in the IEP and 504 setting where these conversations are part of the meeting process.|The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. Newcastle is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. One focus area of improvement is in communication with English Learner families and ensuring that efforts have been made, possibly even in a home language, to communicate effectively using the resources available if needed. The district will improve the engagement of underrepresented families by reaching out and communicating individually with a greater level of frequency. This can include making personal phone calls, sending individual invitations to events, and following up with families if they were not able to attend a family-school activity to ensure there were no barriers to their attendance.|4|4|5|5|3|3|4|3|4|3|4|1|2019-11-06|Met|2019 19648320000000|Newhall|3|All school sites effectively engage families with decision making through advisory councils such as the ELAC and School Site Councils. These groups receive the support necessary to understand their role as advisory bodies and they give input and review school site plans, budgets, and site goals. Parents participated in the development of the LCAP, review outcomes and provide feedback on the goals and actions that are in place. They share their ideas for future actions and these guide the district’s actions for the new LCAP year. While parents are involved at a school site level, there have been less opportunities for them to plan, design, implement and evaluate family engagement activities at the district level. This would be a next step action for the district.|Working collaboratively with our parents and guardians is a priority for us. Newhall School District has an active parent community and participation is strong at all ten school sites including among underrepresented families. Site administrators collaborate on best practices in parent engagement and offer a wide range of opportunities for parents to engage with school staff and one another. Specific evening events are held at school sites on a variety of both academic and social topics. District sponsored events support families in understanding the demands of the state standards and in their important role of assisting in student learning in the home. One example of this would be the Latino Literacy Project. Recently with the rise of newcomer families, schools have offered an evening event for parents and their children at which site administrators explain the school policies and procedures, and give families a chance to share their story, and any concerns. Other parent nights have been held district wide on supporting math, science and literacy development though family events sponsored by our GDAC and DELAC. In addition, we have partnered with the College of the Canyons who provide English as a Second Language college classes on school campuses for parents. In communicating student outcomes, goal setting and conferences are held twice a year and sites hold other parent workshops and communication sessions as appropriate including home visits. Our Superintendent meets monthly during his “Chat with the Superintendent”. This is an opportunity for parents and guardians to hear about district policies , events, and issues. It is also an opportunity for them to raise issues that concern them. Quarterly, the Executive Cabinet meets with site level PTA/PTO and SSC Chairs. We have just begun to move into the concept of advocacy for our families , especially those that are underrepresented. A social worker that works at two of our campuses focuses this awareness to the families he works with. Many of our families already understand this concept , but we are exploring how to be intentional in providing this information to all . As such it is an area of focus for us. A targeted focus on identifying and supporting our homeless students began last year. Our numbers grew from 20 students in the prior year to 121. As a result, the District is in the process of creating a District “Welcome Center” to support families with food, supplies, and access to technology.|It is a priority of the district to have strong relationships with our parents and families. Collectively we work to ensure that all school staff are welcoming and engage with families in trusting and respectful ways. The focus of all communication is a 2-way dialogue between families and the school district and school sites and care is taken to translate communication and events so that parents can participate. Annually, a school effectiveness survey is sent to all families. During the 2018-19 school year, over 2600 responses were received and 94% of the respondents indicated that “My child’s school encourages me to participate in school activities. “Site personnel seek to understand and support families and each site has a community liaison who serves as the first point of contact for any need. Opportunities for communication exist in a variety of ways from individual conferences, groups such as PTA/PTO, Foundations, Advisory councils such as ELAC and School Site Council. At the district level, the Superintendent meets monthly on school sites to communicate with families. The “State of the District” is another opportunity to engage families in dialogue and a district magazine goes home quarterly.|4|5|4|5|4|4|5|4|4|4|4|4|2019-10-22|Met|2019 50736010000000|Newman-Crows Landing Unified|3|NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Class Dojo, and Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also video our school board meetings and post them on our website so that they are available for all families to view. We have staff on all of our advisory committees who are trained by the site administrators on their roles. An area of improvement would be working with families on exercising their legal rights and advocating for their own students. We encourage all parents to advocate for their own children and do not keep parents from exercising their legal rights and we will continue to discuss this at district and site level meetings.|Briefly describe the LEA’s current strengths and progress in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. NCLUSD seeks to build partnerships with families through a variety of school and community events and activities. We hold an annual Back to School Festival the Saturday before school starts in the town plaza. All the school sites have a booth with information, games and prizes and books. There is music, food and community booths to inform families of outside supports and opportunities available to them. We continue this support throughout the year with site events, dinners, workshops and volunteer programs. We offer the Parent Empowerment Program sponsored by UC Merced to help families learn to navigate the path to college for their children. We have focused ongoing professional development for teachers, administrators and support staff on Social-Emotional Learning and mental health awareness. This was the number one priority on the staff professional development survey. This was also the number one priority from our LCAP Stakeholder Meetings. This is supporting communication between families and school staff in discussing these crucial issues. Teachers are comfortable discussing academics but need support in addressing the social-emotional needs of students and families. We have identified this as a continuing need and are working on a plan to support all staff through professional development at the district, site and individual level. The addition of counselors at all school sites has enabled us to engage and support more families, especially those most in need and underrepresented.|Newman-Crows Landing Unified School District administered three surveys; WeSurvey created by Successful Practices Network, California Healthy Kids Survey and the LCAP Stakeholder Survey for Parents, Students and Staff. The WeSurvey has three components: WE Support for parents and community members, WE Learn for students in grades third through twelfth and WE Teach for district teachers. The surveys were created to efficiently measure community, student and staff perceptions of rigor, relevance and relationships in the school community. We are also able to compare student perceptions with staff perceptions to determine discrepancies so that we can then support positive change in identified areas. The LCAP Stakeholder Survey is administered in the spring and gathers information regarding the eight priority areas addressed in the LCAP. The surveys offer community members, parents, students, and staff an opportunity to provide input into the development of the district’s Local Control and Accountability Plan. Based on the results from both surveys NCLUSD can make decisions that affect students positively and support their continued academic and social-emotional development. Key findings include: Communication with families is supported in their primary language. We have a district translator/interpreter for our Spanish speaking families, which comprise the majority of our primary language needs. We also work with the county office and private companies to provide translation/interpreting in other languages, including sign language. 84% of parents say students are learning in our schools 74% of parents say our schools involve them in school activities 74% of parents say our schools maintain a positive climate (students’ sense of safety and school connectedness) 75% of parents say students are engaged and motivated 79% of parents say they are happy with the quality of their child’s teacher 88% of parents say our schools provide access to instructional materials, including technology 70% of students surveyed felt they their teachers care about them. 44% of students surveyed felt that teachers know my academic interests and goals 76% of students surveyed felt that teachers care if I participate in class 97% of staff surveyed felt that they respect students 98% of staff surveyed felt they are a source of encouragement for their students 85% of staff surveyed are enthusiastic about what they teach Based on many of the comments from parents and students, the district will continue to work on engaging and involving parents in school activities. Examples would be to continue to provide parents opportunities to contribute at DELAC, ELAC, Site Council, 2nd Cup of Coffee at the sites, District School Board Meetings and LCAP Stakeholder Meeting. In addition, sites will be providing parent nights at least two times per year. They will focus on academic and social-emotional learning and how parents can support their child(ren) at home. An area for improvement|4|5|3|5|4|4|4|3|5|5|5|4|2019-10-14|Met|2019 30665970000000|Newport-Mesa Unified|3|Strengths in the area of seeking input for decision making include the advisory committee structure at school site and district levels. At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as a School Site Council and English Learner Advisory Committees (when 21 or more English learner students are enrolled.) District level advisory committees meet regularly. These include the Superintendent’s Parent Advisory Council, the District English Learner Advisory Committee and the Community Advisory Committee for parents of students with an IEP. An area of focus is to build the capacity of and support for principals, staff, and family members to effectively engage in advisory groups and decision-making. Although structures are in place for the advisory committee process, the district aspires to enhance the quality of its two-way communication and the overall experience for family members. This benefits all families while also aiming to improve the engagement of underrepresented families.|A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2018-19 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas.” 82% agreed or strongly agreed in the areas of Reading and English Language Development, 69% agreed or strongly agreed in the area of English Language Arts and 64% agreed or strongly agreed in the areas of mathematics and technology. There are a variety of site and district based resources for families to extend their support for their children, including Parent Institute for Quality Education (PIQE), School Smarts, Challenge Success, elementary site based ELA/ELD and Math parent education events, the district Parent Education Series, and Pursuing Victory with Honor. A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and leverage cultural and linguistic assets. This benefits all families while also aiming to improve the engagement of underrepresented families.|Strengths include creating welcoming environments and multiple opportunities for two-way communication. Welcoming environments at the school site level are created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. There is a robust set of websites at the school and district levels, as well as plentiful information provided in both English and Spanish and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. A focus area for improvement is understandable and accessible two-way communication for families. The district continues to review practices in both the dissemination of information and collection of input. It will continue to reach out to stakeholders through district parent advisory groups and school site level committees to examine and refine these practices, especially as they relate to underrepresented families.|3|4|3|3|2|3|2|2|3|3|3|3|2019-10-29|Met|2019 39684860131789|NextGeneration STEAM Academy|3|Throughout the year conversations were held that discussed: - School site council meetings, discussed safety plan, school safety, SARC report, school programs, discipline, upper grades needs and where students go for high school. - - ELAC meetings: the need for more interventions, CELDT scores, tutoring needs, concerns about taking ELL students our of classrooms to attend ELL practice in Imagine Learning. - Student Council LCAP meeting: Need for more student activities, playground equipment, places to play at recess, shade structures, dances and helping out in the community. - -Community:- Discussion about parent portal, drop off procedures and school safety - Teachers and Staff: Staff have requested new curriculum training and more technology for their classrooms. - Stakeholder feedback was crucial in writing an informed annual update and in developing relevant goals, outcomes and actions for our LCAP and school plan.|There are opportunities for staff development each year. The administration provides relevant training regarding the current curriculum used in the classroom as well as school wide training in a number of specific areas. Additionally, release time is granted throughout the year to train teaching staff members in regard to particular subject areas where support maybe desired or necessary. With the implementation of Local Control Funding Formula, the school has increased opportunities for teachers to receive high quality staff development opportunities and programs.|Parents at STEAM Academy support our students in a number of direct ways. We encourage parent helpers in all of our classrooms and ask all of our parents to attend Meet the Teacher night in the fall, parent-teacher conferences, after the first academic trimester of the year, and an open house in the spring. Our Parent Teacher Organization holds monthly meetings in the school to discuss various avenues in which to support our students. The PTO coordinates the annual Harvest Festival, and a number of community and school based events.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 21654090000000|Nicasio|3|Based on results of the self-reflection tool, we are in the initial implementation phase of seeking input for decision-making. Our primary advisory group for decision-making is our LCAP Parent Advisory Committee. Parents from all student groups are represented in this committee and provide input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. As an LEA, families, teachers and administrators continue to work together to plan, design and implement family engagement activities on a regular basis and seek the input of all families on policies and programs. We will improve the engagement of underrepresented families by providing translation services at all advisory and parent group meetings via our Parent Liaison.|Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes professional learning and support to teachers and office staff to improve a school’s capacity to partner with families and providing opportunities for teachers, families and students to discuss student progress and ways to work together to support improved student outcomes. Two areas of focus will be to increase information and resources provided to families, in their home language, to support student learning and development in the home and supporting families to understand their legal rights and advocate for all students. Administrative and support staff will increase understanding of updated legal rights of families, especially those underrepresented, and share these rights via regular means of communication (school bulletins, parent meetings) and by utilizing our Parent Liaison.|Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families. We provide multiple opportunities to engage in 2-way communication between families and educators, including translation into home languages and the use of our Parent Liaison to facilitate parent communication and engagement. One area of focus will be to increase the learning and articulation of families' goals for their children and providing targeted resources for those goals, as needed.|4|4|4|5|4|3|5|3|3|3|3|3|2019-10-10|Met|2019 39686766042725|Nightingale Charter|3|The LEA is in the initial implementation stage in building capacity and supporting site principals and staff to effectively engage families in advisory committee groups, and with decision making. The LEA has reached full implementation in the areas of building capacity and support for families as they engage in advisory groups and decision making models. The LEA has also reached full implementation providing opportunities for underrepresented groups to add input on policies and programs. In order to reach full implementation and sustainability in these areas, more professional development is needed for families serving on advisory committees that specifically addresses Robert’s Rules of Order and the Greene Act. Tools, such as Qualtrics will be used to generate immediate feedback through surveys after advisory committee meetings. An effort to post meetings on various platforms will also be implemented in addition to sharing meeting invitations and agendas with sites. The LEA will share advisory committee pertaining business on the F.E.E.O. website, through the mobile app and via school sites.|The LEA is still in the initial stage of implementation in building true partnerships in our community in the area of providing professional development in terms of family engagement and education. The LEA has reached full implementation in its efforts in providing families with information and resources to support student learning and development in the home. Continuous and ongoing parent education is offered monthly through site coffee hours, and other district level trainings such as Reading for Success and Realizing the Academic Dream (RAD). LEA departments are working together to decrease student absenteeism and student suspension rates. Furthermore, parent-teacher conference schedules have been implemented to assure parents understand their children’s academic and behavioral progress. In addition to the specific staff training related to parent liaisons and community assists, other stakeholders: teachers and administrators are lacking the professional development needed to fully implement and sustain their partnerships with families. Professional Development related to building capacity, understanding the difference between engagement and involvement, access and equity, effective communication and how to empower parents in advisory committees are planned for the next 3 years. This area has been identified as the area of needed improvement.|Data depicted from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships however, we are still at the implementation stage in developing relationships between school/building staff and families. Professional Development related to equity and diversity, effective communication, family engagement, and how to conduct advisory committees, planned for the next 3 years, will help foster ongoing trusting and respectful relationships with our families. Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In order to reach full implementation and sustainability, more professional development in cultural proficiency is needed for all stakeholders to understand underrepresented families/communities: primarily AfricanAmerican/Blacks and Hispanics. In an effort to provide opportunities for parents to learn more about services and district structure, several community events, fairs and workshops will continue to be offered throughout the years: Orientation Fairs, Parent Institutes, and educational experiences through (Realizing the American Dream (RAD), Father Engagement activities, Latino Literacy, Reading/Math for Success, Project 2 Inspire, AVID Summer Institute, iReady and other newly adopted curriculum, college/university field trips). While language barriers still exists in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments. Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. Continuous training for our parent liaisons and community assists will be forthcoming in using and supporting site administrators when applicable. In addition, a new SUSD mobile app has been created to allow staff and families the ability to obtain and increase their awareness of district matters. We will increase the number of active site level Family Engagement teams to reflect school demographics developing meaningful relationships between schools and homes. (Increase parent liaisons/community assists by 25% in year 2, and full implementation by year 3).|3|4|4|4|3|4|4|3|3|4|4|3|2019-10-22|Met|2019 34674390137844|NorCal Trade and Tech|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 04614240110551|Nord Country|3|We seek parent and staff input through many different avenues. We have PTO meetings, Staff meetings, and School Site Council meetings where parents have the opportunity to share in the decision making of the school. We will focus on reaching out to the small number of Spanish speaking families enrolled in order for them to feel more included in meetings and events. We will make sure to have a translator at School Site Council meetings, PTO meetings and family education nights.|Our strengths include open communication with families and promoting the idea that parent involvement can be done in many different ways. We communicate with our parents through newsletters and through our student information system. On the first day of school we send home a list of ways to volunteer at the school including working in the classroom, working at home or volunteering at events. We would like to focus on whole staff training on the topic of family partnerships.|Our strengths include developing opportunities for parent involvement and parent education. Last year a family partnership committee was formed to create family education nights throughout the year. This committee will continue these events during the current year. An area of focus is making sure that notices of family events are sent home well in advance and in the parent's primary language. This will ensure that we reach all of our families.|4|4|3|3|3|4|4|5|5|4|4|4|2019-09-25|Met|2019 15636930000000|Norris Elementary|3|Based on the 2019 Parent Survey, 94.4% of parents/guardians believe the district provides a variety of opportunities for parents to share input and feedback. The district gathers this information in various different ways through stakeholder meetings that are held throughout the year. Each LCAP goal is presented during the stakeholder meetings along with a summary of the actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if there should be changes. The stakeholder groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources. Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meeting, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. Moving forward, we are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these stakeholder meetings.|In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the 2019 Parent Survey, 97.6% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year Although we believe the district as well as the individual school sites effectively establish partnerships with families, we continue to strive for improvement. Our current focus is to improve parent access to resources on the district and school websites. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements.|The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the 2019 Parent Survey, 98.1% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success. One of the areas we have chosen to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.|4|4|4|4|4|4|5|5|5|5|4|4|2019-10-09|Met|2019 35675040000000|North County Joint Union Elementary|3|See above|The District invites parents to participate in decison making and informational meetings throughout the year. Parents are informed through phone calls and emails, as well as flyers. Parents are invited to LCAP meetings. The District is working on ways to get better involvement.|The NCJUSD makes relationships a priority among all staff members and with its students and their families. This is evident when you walk around the campus. Staff engage with families through parent/teacher/conferences, family events, ELAC,SSC, and Migrant parent meetings. The District continues to find ways to get more parent involvement by offering translators and child care.|5|4|4|4|4|4|4|3|5|4|4|3|2019-10-10|Met|2019 37684520114264|North County Trade Tech High|3|As a small, less than 200, alternative high school campus, it has been difficult to engage family. While we have complete support, we struggle with getting them on campus and helping drive decision. Our new coordinator is working with parents. to develop pathways to engage them on campus.|For this year, we are implementing opportunities for families to engage with their students on campus. We are hosting evening programs such as the "hour of creation". A time for students and parents to work with teachers to develop a product with their students in a fun and engaging activity.|With a newly created position for a parent and student coordinator, our staff is working with families and students to further engage them.|3|4|3|4|4|4|5|4|3|3|3|3|2019-06-18|Met|2019 45700780000000|North Cow Creek Elementary|3|North Cow Creek meets all requirements for parent input and participation. An annual survey is distributed to parents and upper grade students each year and a community/Board workshop held to review the input, review and modify current school goals, and develop new goals as appropriate. A focus area is to provide additional supports to help involve parents in addressing the social and emotional needs of their children.|Teachers and administration receives targeted professional development during three full professional development days. Content on these days is established through the annual parent/student survey and discussions with the school staff. Funds are allocated to send staff to workshop that address ELA and Math topics as well as to further enhance the PBIS implementation. One area of focus is development strategies to help students below standard in the area of math.|Several forms of communication are utilized including: school newsletter, online resources, classroom newsletters and communications, report cards, parent/teacher conferences, and Student Study Team Meetings. An area of improvement is providing targeted strategies for parents in helping their students reach standards.|5|5|4|5|5|4|4|4|4|4|4|4|2019-03-19|Met|2019 27738250000000|North Monterey County Unified|3|We have engaged stakeholders involved in our advisory groups and they are beginning to reach out to others to encourage them to be involved in a variety of decision-making processes. Our focus area for improvement is to develop a formal family engagement group, provide training, and involve them in all phases of the family engagement plan.|The LEA provides many parent workshops and informational events to equip parents to support their students at home. There are also some opportunities for families to meet with educators to discuss student progress. An area of focus is developing the school’s capacity to partner with families and develop a self-reflection process and tool to measure progress in this area.|Our current strengths include providing staff that speak both English and Spanish at all sites that can communicate with families. We have provided some initial training on equity and seeing culture and language as community assets. We are also using our Adult Education program to provide parent workshops and partnering with schools to establish relevant topics that support school success. One area of focus is to support school sites to systematically create welcoming environments for all students and include specific outreach to underrepresented families.|2|2|1|2|1|3|3|2|2|3|2|1|2019-10-24|Met|2019 01612596117972|North Oakland Community Charter|3||||4|3|3|3|4|2|2|3|3|3|3|3||Not Met|2019 19101990100776|North Valley Military Institute College Preparatory Academy|3|NVMI has created many robust opportunities to engage in 2-way communication with families, rooted in the philosophy that parents are the primary educators of their children.|NVMI has an annual "Four Pillars Conference" with all families that involves powerful discussions about student progress in each of NVMI's four pillars of ACADEMICS, LEADERSHIP, CITIZENSHIP, and ATHLETICS.|The NVMI Schoolsite Council and Parent Advisory Council both have very robust levels of involvement and engagement in school decision making.|4|4|4|5|4|5|5|4|5|5|5|5|2019-09-30|Met|2019 19647330100776|North Valley Military Institute College Preparatory Academy|3|The NVMI Schoolsite Council and Parent Advisory Council both have very robust levels of involvement and engagement in school decision making.|NVMI has an annual "Four Pillars Conference" with all families that involves powerful discussions about student progress in each of NVMI's four pillars of ACADEMICS, LEADERSHIP, CITIZENSHIP, and ATHLETICS.|NVMI has created many robust opportunities to engage in 2-way communication with families, rooted in the philosophy that parents are the primary educators of their children.|4|4|4|5|4|5|5|4|5|5|5|5|2019-09-30|Met|2019 12101240134163|Northcoast Preparatory and Performing Arts Academy|3|NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration. The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions. The parent meetings have a high rate of attendance. This year to date more than 90% of families have attended at least one parent meeting.|All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades.|The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-23|Met|2019 12626870000000|Northern Humboldt Union High|3|The 2018-19 school year was a WASC year for all three comprehensive schools in the district. Through the WASC Focus Groups/LCAP Stakeholder Meetings, parents relationships were enhanced. The number of parents involved in WASC/LCAP community meetings was 48, which is up from 13 in 2017-18. The Fall and Spring survey of families, staff and students will continue as participation has been on the incline with 478 in the Fall and 215 participants in the Spring. Moving into 2019-20, which is not a WASC year, the district is looking at ways to use the Focus Group meeting format from 2018-19 to continue forward in our LCAP Stakeholder meetings so that participation continues to be strong. Evaluation of family engagement will occur via continued surveys and improved attendance rates.|Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Many teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. The District has a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. This work will include conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off campus resources so students, families and staff can access services as needed.|In our rural communities, the high schools are the center of community activities. The schools engage with the community and families via extra curricular activities regularly. The community participates on the schools' Site Councils and Parent Teacher Organizations. Back to School Nights are well attended by families. The LCAP actions for 2019-20 focus on the social and emotional behaviors of students. Part of the actions are to build relational capacity between staff and families as well as students. The August professional development included workshops on brain chemistry, trauma and cultural proficiency. Dr. Martha Merchant, a consultant with UCSF HEARTS (Health Environments and Response to Trauma in Schools), was a keynote speaker for the entire district prior to the start of the school year. School staff, teachers and administrators are learning to create more trauma-sensitive, safe and supportive school environments. This includes creating a more culturally sensitive school environment. Moving forward, the district has a contract with Dr. Martha Merchant who is coaching the staff in the implementation of trauma informed care and strategies. In addition, the LCAP states that professional development will be provided regarding Tier 1 supports. Goal 3 in the LCAP specifically addresses family and community engagement. Plans are to build staff capacity for usage of the website features and communication with families and community. Other options for social media communications that are the preferred methods of the families will be explored and implemented.|3|3|3|3|3|2|3|2|3|3|3|2|2019-10-08|Met|2019 45701690129957|Northern Summit Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 12101240137364|Northern United - Humboldt Charter|3|For Northern United - Humboldt Charter School to be successful, it is important that parents and other stakeholders are engaged in the schools decision making process for policies and programs at individual learning centers and schoolwide. To further develop our capacity to effectively engage families in advisory groups, Northern United-Humboldt Charter School has made it a focus of administrative meetings, staff meetings, and professional development meetings. We also hold numerous parent engagement meetings throughout the year, including: back to school nights at each learning center; LCAP Stakeholder Meetings;; and Open House. These meetings and events provide opportunities for families to provide input with regard to our educational program and spending decisions. We also send out anonymous surveys that provide opportunities for families that cannot attend one of the input meetings to provide input into our decision making process. One specific area in which Northern United - Humboldt Charter School can improve its outreach is finding ways to bring together families that are separated by large distances from each other for schoolwide planning sessions. To this end, we are developing an advisory group of parents that will meet regularly to discuss schoolwide plans. Our plan is to be able to make meetings available via teleconference so that stakeholders in different communities can collaborate.|For Northern United - Humboldt Charter School to be successful, it is important that parents are viewed as partners in their child’s education, and that they perform an integral role in their child’s instruction. To further develop our capacity to provide families with the information and resources necessary to partner with families and to support student learning and development at home, we have instituted monthly Teacher Circles at which staff share ideas, strategies, and resources that can provide to families to support student outcomes. Topics included: Renaissance Learning; NGSS Curriculum/CAST; ELA Writing & Reading; Math; PE; Social Studies Strategies; and Computer Skills. Our website is also a source of information and resources, both academic and social emotional, that are available online and in the local community in which they live. We have a full time counselor who has a background in both academic and social emotional counseling. Our school will seek to increase our professional development efforts in additional ways to develop our capacity to partner with families. To further develop our capacity to foster improved student outcomes, we have increased our parent engagement activities. They now include: back to school nights at each learning center; LCAP Stakeholder Meetings; What is Online Testing All About; and Open House. Families also meet with their teacher a minimum of once every 20 school days to go over each student’s educational plan. Teachers work with parents to support and assess student progress, and provide additional instruction, tutoring, interventions, and other supports. To date, our school has had limited professional development activities to support our staff in making sure that families understand and can exercise their legal rights, and can advocate for their own student and all students. This will be an area of focus in our upcoming professional development plan.|Parental involvement is an important component to our school’s success. Independent study families partner with their teacher and school community to support their student’s education. As a result, trusting and respectful relationships are built and extraordinarily important. To develop our capacity to build trusting and respectful relationships with families, we have provided our staff with professional development in trauma informed teaching practices, common sense media; human trafficking; suicide prevention; mental health first aid; PBIS; ALICE school safety training and a variety of teaching circles to help support our teachers in their craft. To further engage in 2-way communications in a relevant way with our families, we have increased the number of LCAP engagement meetings. Along with this, our centers host back to school nights, Family Maker Nights, Open House, Science Fair and History Day. An area in which we can focus and improve would be to place greater emphasis on training staff on varying cultures and languages. While this is important to all staff, targeted training needs to occur. To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate. This will be part of our ongoing professional development of staff.|4|5|3|4|3|5|4|3|4|3|4|4|2019-10-21|Met|2019 47104700137372|Northern United - Siskiyou Charter|3|For NU-SCS to be successful, it is important that parents and other stakeholders are engaged in the schools decision making process for policies and programs at individual learning centers and schoolwide. To further develop our capacity to effectively engage families in advisory groups, NU-SCS has made it a focus of administrative meetings, staff meetings, and professional development meetings. We also hold numerous parent engagement meetings throughout the year, including: back to school nights at each learning center; LCAP Stakeholder Meetings; Grant Purchase Planning; and Open House. These meetings and events provide opportunities for families to provide input with regard to our educational program and spending decisions. We also send out anonymous surveys that provide opportunities for families that cannot attend one of the input meetings to provide input into our decision making process. One specific area in which NU-SCS can improve its outreach is finding ways to bring together families that are separated by large distances from each other for schoolwide planning sessions. To this end, we are developing an advisory group of parents that will meet regularly to discuss schoolwide plans. Our plan is to be able to make meetings available via teleconference so that stakeholders in different communities can collaborate.|For NU-SCS to be successful, it is important that parents are viewed as partners in their child’s education, and that they perform an integral role in their child’s instruction. To further develop our capacity to provide families with the information and resources necessary to partner with families and to support student learning and development at home, we have instituted monthly Teacher Circles at which staff share ideas, strategies, and resources that can provide to families to support student outcomes. Topics included: Renaissance Learning; NGSS Curriculum/CAST; ELA Writing & Reading; Math; PE; Social Studies Strategies; and Computer Skills. Our website is also a source of information and resources, both academic and social emotional, that are available online and in the local community in which they live. We have a full time counselor who has a background in both academic and social emotional counseling. Our school will seek to increase our professional development efforts in additional ways to develop our capacity to partner with families. To further develop our capacity to foster improved student outcomes, we have increased our parent engagement activities. They now include: back to school nights at each learning center; Behavioral Approach to Motivating Children; Technology, Screens, and Your Family; Creating Together; Marvelous Math; LCAP Stakeholder Meetings; What is Online Testing All About; Grant Purchase Planning; and Open House. Families also meet with their teacher a minimum of once every 20 school days to go over each student’s educational plan. Teachers work with parents to support and assess student progress, and provide additional instruction, tutoring, interventions, and other supports. To date, our school has had limited professional development activities to support our staff in making sure that families understand and can exercise their legal rights, and can advocate for their own student and all students. This will be an area of focus in our upcoming professional development plan.|Parental involvement is an important component to The success of Northern United - Siskiyou Charter School (NU-SCS). Independent study families partner with their teacher and school community to support their child’s education. As a result, trusting and respectful relationships are important. To further develop our capacity to build trusting and respectful relationships with families, we have provided our staff with professional development in: Trauma Informed Teaching Practices; training in supporting foster and homeless youth; Positive Prevention Plus sexual health curriculum; human trafficking; sucide prevention; communication in the workplace; personal/professional effectiveness training; mental health first aid; Positive Behaviors Interventions and Supports (PBIS); ALICE school safety training; Teacher Circles; and other activities designed to create a welcoming atmosphere in our school. To further develop multiple opportunities to engage in 2-way communications in an understandable way, we increased the number of engagement meetings. Events for the year included: back to school nights at each learning center; Behavioral Approach to Motivating Children; Technology, Screens, and Your Family; Creating Together; Marvelous Math; LCAP Stakeholder Meetings; What is Online Testing All About; Grant Purchase Planning; and Open House. An area in which we can focus and improve would be to place greater emphasis on training staff on varying cultures and languages. To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into our practice that may negatively impact how welcome some families may feel. This will be part of our ongoing professional development for staff.|4|5|3|3|3|4|4|4|4|3|4|4|2019-10-21|Met|2019 49708700106344|Northwest Prep Charter|3|NWP is at the initial implementation level in seeking input for decision making. We have three items at initial implementation and one item at full implementation. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by PTO, LCAP input process, project/exhibition feedback, conferences We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by PTO meetings, conferences, LCAP input process, project/exhibition feedback We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Parent-principal meetings, conferences, LCAP input process, PTO, surveys, regular teacher-parent communications, exhibitions We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by PTO (curriculum feedback, dance/family movie night etc planning), surveys, LCAP input process, parent-staff meetings. Within all the activities above we will seek to improve the engagement of underrepresented families.|NWP is doing well building partnerships for student outcomes. Two of the items are at the full implementation level, and two items are at initial implementation. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by Envision trainings (projects, public academic exhibitions and portfolio defenses) We are providing families with information and resources to support student learning and development in the home by Student-parent teacher conferences, Illuminate parent portal, newsletters, brightarrow communications system, regular teacher-parent communications We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Open teacher office hours, PTO, conferences, exhibitions, Back to School Night, parent volunteers, regular teacher-parent communications We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Website (Parent page), Back to School Night, first day packets, conferences. Within all the activities above we will seek to improve the engagement of underrepresented families.|NWP is working towards building relationships between school staff and families. The area at “beginning development” is the area we plan on working on this year. We are developing the capacity of staff to build trusting and respectful relationships with families by Parent-student-teacher conferences (student led), two public exhibitions per year, regular principal and teacher-parent communications, other school/ community events We are creating welcoming environments for all families by Welcoming and professional office staff, Back to School Night, Public Exhibitions, coffee with the principal, PTO, other school-community events (school dance, family movie night) We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children Student-led Conferences,, interdisciplinary projects/exhibitions, PTO We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by Communications translator (Spanish), Brightarrow communications system, newsletters, Back to School night, public academic exhibitions, PTO, Illuminate parent portal. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|3|2|3|3|4|4|3|3|3|4|3|2019-10-02|Met|2019 36103630115808|Norton Science and Language Academy|3|Parent and family engagement is a core practice at Norton Science & Language Academy. Parents are children’s first teachers and know their children best. Engaging with families is not only a legal mandate but philosophically important to Norton. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. Norton Science and Language Academy provides numerous opportunities for families to support and be engaged each year. For example, the Science Fair, where approximately 50% of families come to view student work, ask questions, and participate in the academic learning of their child. This community-collaboration helps students to improve future work and staff to design more rich and rigorous projects.|The Norton Science and Language Academy will continue to utilize a Multi-tiered System of Support (MTSS) in order to monitor student progress in meeting the academic standards through the integration of evidence based instruction, interventions, and assessments to address the full range of student academic and behavioral needs. Parents and families will continue to work as partners to make the best decisions when supporting students' academic and behavioral needs.|The Norton Science end Language Academy believes that parents and families are an integral part in the decision making of the school. Parents are invited to participate in a variety of activities and councils including: 1. School Site Council 2. English Language Advisory Committee 3. School Board Meetings (Parent Board Members) 4. Bimonthly Parents and Pastries Meetings 5. Love and Logic fo Parents Classes 5. Latino Family Literacy Project|4|4|3|4|3|3|3|3|4|3|3|2|2019-10-14|Met|2019 19648400000000|Norwalk-La Mirada Unified|3|Some of the many programs that support the engagement of parents in decision making regarding the LCAP are the following: • District English Learners Advisory Committee (DELAC)/English Learners Advisory Committee (ELAC) • Regularly scheduled School Board meetings • School Site Council • Superintendent’s Cabinet. • Local site parent advisory committees • Scheduled parent conferences • Student performances and fairs • Curriculum nights Many of the opportunities for parent engagement take place at the local school level. Additionally our district has provided classes for parents based on their input. At all classes and events, the district provides access to in house translation services for both live and remote events. As a result, we have a robust parent engagement program in place. In 2018-19 over 700 Parents participated in over 5,000 hours of classes, volunteer work, and leadership activities such as DELAC, ELAC, School Site Council, PTA, Boosters, Superintendent's Cabinet, and School Board membership and participation.|We provide opportunities for all parents to participate in the LCAP development process. Based on feedback from parents in the LCAP development process, we have implemented actions and services in support of our unduplicated students in the following ways: • Meeting state standards as measured by the CAASPP • Increasing high school graduation rates • Ensuring positive conditions of learning The opportunities available for parents to participate are varied and ongoing through the school year. Some of the available opportunities include: •PAC (Parent Advisory Committee): This group meets through ought the year as part of the development, review and monitoring process for the LCAP. • Superintendent's Cabinet: This group meets several times through the school year and provides a face to face forum for parents, community stakeholders, employees association leadership, and community partners to mort directly with the Superintendent and the district leadership teams to get updates and provide feedback on progress toward meeting and exceeding the state priorities, district and site initiatives, and progress towards our goals. • Regularly scheduled School Board meetings with formal time for parents and community members to directly address the Board. • DELAC (District English Learner Advisory Committee) • SSC (School Site Council) • PTA|Norwalk-La Mirada Unified School District has had many successes improving parent engagement. We provide digital access to parents for reviewing grades and attendance. We successfully completed our pilot of an online student enrollment system for the 2019-20 school year. We will refine and continue this process to increase parent access and convenience. We provide multiple forms of communication to parents about their children's progress and their school activities in our parent’s major preferred languages of communication (English, Spanish, and Korean). We launched a districtwide parent conference in the Fall of 2019. This conference will be held annually at one of our comprehensive high school sites. At this conference, parents will have the opportunity network with site and district leadership, learn about programs that the district, cities, and county provide to help every family thrive and continually improve student access to success in college and career. We are working to build a cohesive communication framework that significantly increases our presence on social media. It is our goal to increase the active participation of parents by making it easier for them to learn about the opportunities offered on Norwalk-La Mirada as well as make it easier for them to give us feedback. We have built a practice with professionally created parent surveys integrated into our student data dashboard and compared across all the districts in the CORE Data Collaborative. Instructional decisions using data from parents will be used as an additional means of engaging parents in their children's path to success in college and career.. We partner with the Teacher's Association of Norwalk-La Mirada on a project titled "Caring Beyond the Classroom". The Teachers' Association applied for and received a grant to fund the distribution of over 800 sets of books, backpacks, and various school supplies to any family in our district that has a need. Teacher leadership, Classified leadership, Site leadership, and District leadership all participate in this event at the beginning of each school year.|5|5|4|5|4|5|5|5|5|5|5|4|2019-10-21|Met|2019 33736760121673|NOVA Academy - Coachella|3|Parents were surveyed at the beginning of the new school year, 2019-2020, about the events that would take place during the new school year to get an idea of their desire for participation in activities. The survey was also used to gather their opinion on which topics to cover for future Parent University nights, including issues they felt went well and were informative in the previous year. The information gathered from these surveys helps inform the practices at NOVA Academy to the parents, a vital stakeholder, are better served through the events. Parents were also given a survey at the end of the previous school year to identify areas of concern and areas of satisfaction. This then guides the school members and parent support groups (School Site Council) in creating programs to help improve the school overall. Each family is given the opportunity during multiple events to participate in the surveys, such as an open house, back to school night, and Parent University nights. The School Site Council provides parents and guardians with the opportunity to help the school through the engagement of parents and guardians in activities at the school level, such as Family Feast day and Family Picnic day, as well as the district level, such as renewal and LCAP discussions.|Teachers and staff participate in multiple events involving students and their families, thereby building partnerships with these families. This is completed in conjunction with the relationship-building present in the Parent University, parent-teacher conferences, and parent/ guardian communications through the Aeries system. Parents and guardians are provided with ample information through written and verbal communication, which occurs through voice mails, SMS text messages, emails, and individualized letters and phone calls. Students and their families are given progress reports periodically. Still, both students and their families can find additional information about their grades and performance improvement through “Student Portal” and “Parent Portal” web applications. Teachers also communicate with parents and guardians about any growth or concerns with student behavior and academics. This is also done through phone calls and Aeries communication, which helps with language barriers and allows teachers to have their messages translated to the preferred language of the recipient. Additionally, students and their parents or guardians can meet with teachers and counselors to discuss student progress during office hours, which each teacher keeps daily. Parental and guardian rights and advocacy information are disseminated through events such as Parent University to help them help their students in the best way possible.|Parent engagement at NOVA Academy Early College High School occurs through many events connected to the school, including parent input and feedback of events. Over the year, NOVA Academy has found success in parent involvement through School Site Council, Coffee with the Principal, Parent University nights, FAFSA Information Night, Back to School Night, Open House, and Parent/Teacher Conferences. Parents have strongly supported school activities, such as school dances, Prom, parades, Family Feast, Spring Family Picnic, and recruitment events. The Aeries communication tool continues to be used for better communication between parents, teachers, and administration in the parents’ preferred language through phone calls, texts, and emails. An increase in parent communication has taken place across the campus, bringing parents into a stronger focus within their student’s educational world.|4|5|5|5|4|5|5|3|4|3|4|4|2019-10-24|Met|2019 30666700106567|Nova Academy Early College High|3|Parents were surveyed during the 2018-19 school year to determine how school staff can best reach out to them and how effectively the school serves both students and parents. The information gathered from these surveys helps inform the practices at NOVA Academy to the parents, a vital stakeholder, are better served through the events. This then guides the school members and parent support groups (School Site Council) in creating programs to help improve the school overall. Each family is given the opportunity during multiple events to participate in the surveys, such as open house, back to school night, and Parent University nights. The School Site Council provides parents and guardians with the opportunity to help the school through the engagement of parents and guardians in activities such as LCAP discussions.|Teachers and staff participate in multiple events involving students and their families, thereby building partnerships with these families. This is completed in conjunction with the relationship building present in the Parent University, Senior Parent Night, mandatory grade level registration night and parent/ guardian communications through the Aeries system. Parents and guardians are provided with important information through written and verbal communication, which occurs through voice mails, SMS text messages, Loop messages, emails, and individualized letters and phone calls. Students and their families are given progress reports periodically, but both students and their families are able to find additional information about their grades and performance improvement through “Student Portal” and “Parent Portal” web applications. Teachers also communicate with parents and guardians about any improvement or concerns with student behavior and academics. This is also done through phone calls and Aeries communication, which helps with language barriers and allows teachers to have their messages translated to the preferred language of the recipient. Additionally, students and their parents or guardians are able to meet with teachers and counselors to discuss student progress during office hours, which each teacher keeps daily. Parental and guardian rights and advocacy information is disseminated through events such as Parent University to help them help their students in the best way possible.|Parent engagement at NOVA Academy Early College High School occurs through the input, feedback, and participation at numerous events designed to support students. This year, NOVA Academy will involve parents in the following activities: School Site Council, ELAC, Training on how to use Aeries to access student information, Parent University nights on a variety of topics, FAFSA Night, Senior Parent Night, Senior Award Night, Mandatory Registration meeting for Parents of 9th, 10th and 11th graders, Annual Counseling Meetings, Back to School Night, Open House, Campus Preview Nights, Talent Show, Visual and Performing Arts Showcase, and Parent Advisory Council. Parents have served on the school wellness committee and helped provide feedback regarding the school nutrition program. At NOVA Academy, parents support a number of school activities, including school dances, providing incentives to students, and addressing community concerns, such as the OC street car. Also, a school-wide positive phone call campaign has seen great success and will continue in the years to come. Furthermore, NOVA continues its practice of employing a Family Engagement Coordinator to better serve the community and involve the families in meaningful ways that help shape and support the school's culture and vision.|4|3|4|4|3|4|3|4|4|4|3|3|2019-10-24|Met|2019 21654176113229|Novato Charter|3|The Novato Charter School Annual Parent Survey is designed to assess parent attitudes, understanding and interest in guiding decision making and planning. Data was collected in the spring of 2019. The survey was revised to align more closely with our LCAP. Parent survey results indicate significant overall satisfaction with 73% reporting very satisfied and 20% somewhat satisfied.|NCS strives to communicate a stronger understanding of our curriculum to our parents as an important tool for building partnerships for student outcomes. We met our goal of creating a “curriculum through the grades chart” for current and potential parents. By achieving this goal our parents have a clear understanding of the curriculum through the grades by subject.|Our Parent Advisory Committee increased to five members last year which greatly improved our stakeholder engagement. In addition to our annual Parent Survey, the Round Table forum is an effective outlet for increasing communication and fostering greater partnership among staff and parents. To create a structure to support constructive parent involvement we held three onsite Round Table meetings to facilitate communication between committees. These gatherings serve as a communication hub for the committees, faculty, and administration.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 21654170000000|Novato Unified|3|NUSD district administrators work with school leaders to engage families to provide input on policies and programs. Information regarding the purpose of committees, required expectations and updates are available on the NUSD website, on campuses and the district central office. NUSD has a large Spanish speaking community. To reduce barriers to participate in advisory groups, interpretation is available during meetings and documentation of group activities are translated. NUSD recognizes the need to fortify family engagement of underrepresented groups within the school community. For 2019-20, NUSD district and site personnel will make a concerted effort to inform families about district initiatives and strategic plans for student success through multiple channels (email, social media, text messages, automated phone calls & in person communication) of communication to encourage all parents and especially those of underrepresented students to take leadership roles in providing input to help meet the needs of students.|NUSD provides professional development for administrators, certificated and classified personnel to build capacity to communicate effectively with diverse students and families. Both district and school sites offer events help parents/families support student learning outside of the school day. NUSD distributes mandated information regarding student rights under the law in a variety of ways. Interpreters are present at meetings/events, and documentation is translated into Spanish. Furthermore, interpretation services by phone for languages other than Spanish is available for school sites to communicate with students/families.|NUSD recognizes that family engagement in school is an important component of student success. Data helps to recognize growth, respond to problems and make plans of actions. NUSD solicits parents, students and staff to complete the stakeholder Youth Truth survey annually. The survey is given in either English or Spanish and has a high response rate. Survey results provide NUSD with solid and sustained data to help provide personnel with insight regarding appropriate professional learning to staff to increase engagement with families. NUSD also administers the California Healthy Kids Survey to 55h, 7, & 11 grade students every other year.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-01|Met|2019 51714230000000|Nuestro Elementary|3|Nuestro Elementary School’s strength are that parents feel welcome when they visit our school. When they have concerns, they follow the proper chain of command. Parents know how to advocate for their students. Nuestro School would like to improve parents’ engagement for all our groups of students by offering three conferences in school where the conference at the beginning of the school would be where the teacher, parent and the student would set groups for their students for the year. At the second conference the teacher and the parent would look at the data to see the improvement on goals. The third conference is at the end of year to see what was mastered and what needs to be work on during the summer so that the student is successful in the coming year Parents and teacher would plan out the child’s summer work.|Several trainings were provided throughout the year on parent engagement. Many things teachers can do to welcome the parents to be on the same team as the teacher and the student to provide the very best education for the student. We have a Parent Advisory Committee where parents have the opportunities to provide input on policies and programs. This is also the place where we discuss implementing strategies to each and seek input from any underrepresented groups that we have in our school community.|Nuestro Elementary is a small school where generation of families have attended school. Parents know all the teachers and they are comfortable coming in with their concerns. Teachers are comfortable calling home when necessary. The front office is very welcoming environment to the students and families. An annual survey is administered to our parents/guardians and students in all grade levels we serve. Those results are shared with all stakeholders as we develop and review our LCAP. Information from the surveys is utilized in stakeholder meetings where we identify and prioritize goals and actions for the coming year.|4|5|3|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 15634040120139|Nueva Vista Language Academy|3|In our most recent LCAP parent survey, respondents indicated the following: 93% feel that their child’s teacher is trained to meet the academic, social, and emotional needs of their child; 93% feel that the district provides training on how to support a safe learning environment; 94% of respondents indicates that the district provides activities to increase parent engagement.|Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children. NVLA offers several parent education nights throughout the year. For example, during the Community Resources Egg Hunt, many organizations around Kern County set up booths on campus and distribute information on resources that are available to the parents within Kern County. These resources include information regarding health, dental, vision, recreational activities, police safety, and educational resources available. NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology, and behavior: while parents take part in learning about math and reading, their children get to trick or treat around the school. New for the 2019-2020 school year, and to improve engagement of their underrepresented families, Nueva Vista Language Academy has added additional support for students through their AmeriCorps Mentors. These mentors set behavior, academic, and attendance goals with forty students and meet with them throughout the week, and will be mentoring these students throughout the academic year. Also, for this school year, NVLA will take parents and students on an academic field trip to university campuses to inform parents about college readiness. Parents will learn about financial aid, tuition, course prerequisites and other topics related to college. NVLA’s migrant students will also have an educational field trip to Fresno State for their “Educational Fair” en español. All students and parents, including their Foster youth and McKinney-Vento families, have access to other resources through a referral process including Child Guidance, Community Connections Center, Vision Center, school uniforms, and other school related resources. Nueva Vista Language Academy has access to two district-level administrators who oversee the Community Connections Center, Foster youth and McKinney-Vento and migrant families. In order to foster a more welcoming environment, parents have access to translation services, allowing for full participation in educational programs and meetings with school staff.|Nueva Vista Language Academy values the role that parents, guardians, and grandparents play in a child's education. NVLA is making a concerted effort to create opportunities to increase engagement. Nueva Vista Language Academy promotes both academic and culture building activities to further strengthen the connection between home and school. Events such as lunch with your child (parents/grandparents), Parent University, Loving Solutions parenting support class, School Site Council, English Learner Advisory Committee, and Coffee with the Principal help promote positive interactions. To kick off the 2019-2020 school year, Nueva Vista Language Academy teachers and staff welcomed students and parents to campus as they “follow the yellow brick road” to learning. Teachers, staff and characters from L. Frank Baum’s The Wizard of Oz cheered on students and parents welcoming them to the first day of school. In addition, Nueva Vista Language Academy hosts “Back to School Night” to welcome all students and families to the new year, ensuring that parents and guardians know the mission and vision of Nueva Vista Language Academy, and helping staff and parents/guardians to have a great year working together to support students. Nueva Vista Language Academy distributes monthly student event calendars, and NVLA is active online through several media outlets to ensure parents have access to upcoming events and information.|5|5|5|5|5|5|5|4|5|5|5|5|2019-10-14|Met|2019 33671573331014|Nuview Bridge Early College High|3|We have many different ways we offer our parents to partake in decision making groups. Unlike many other years, our parents, even those who are not in an official position, have participated on the advisory council. Families are invited to be involved in many activities and feedback is sought. Events such as drills and college and career activities. Citizenship classes were offered to undocumented families. Technology classes are offered to increase awareness on different apps and Microsoft office to support their child and themselves learn. We also offer monthly coffee/dessert with the principal to provide feedback on upcoming events/activities/programs.|The LEA has been able to provide ways for families to learn their rights and advocate for their own students and all students. Families are provided with classes and workshops on advocacy, technology and ESL. Currently, our primary way to communicate with families when student progress is in danger is via SST meetings. However, with this current progress, concerns are address after 10-week progress reports have been submitted, which has left the student with 10 weeks of a negative slope on their progress.|The LEA has offered opportunities for families and the community to be involved and well-informed on ways to be involved at the school. We've also offered and maintained opportunities for 2-way communication between families and administration. However, we need to improve on how to learn about each family's strengths, cultures, languages and goals for their children. Currently, our primary means to support staff in this area is via SSTs.|4|4|3|4|3|4|3|4|4|4|4|4|2019-11-14|Met|2019 33671570000000|Nuview Union|3|NUSD has been able to provide ways for families to learn their rights and advocate for their own students and all students. Currently our primary way to communicate with families when student progress is in danger is via SST meetings. An area of improvement that was identified by our stakeholders was providing more parent nights on current topics.|NUSD has offered opportunities for families and community to be involved and well-informed on ways to be involved at the school. We’ve also offered and maintained opportunities for 2-way communication between families and administration. However, we need to improve on how to learn about each family’s strengths, cultures, languages and goals for their children.|NUSD has offered opportunities for families and the community to be involved and well-informed on ways to be involved at the school. We have also offered and maintained opportunities for 2-way communication between families and administration. However, we need to improve on how to learn about each family's strengths, cultures, languages and goals for their children.|5|5|3|4|3|4|4|3|4|4|4|4|2019-11-14|Met|2019 43696250000000|Oak Grove Elementary|3|Section 3: Seeking Input for Decision Making Rate Oak Grove School District’s Progress in: % Indicating Full Implementation or Full Implementation and Sustainability Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making: 55% Building the capacity of and supporting family members to effectively engage in advisory groups and decision making: 59% Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community: 53% Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels: 57% Feedback from the parent engagement survey point to our procedures for giving families the opportunity to provide input on policies and programs and seeking input from underrepresented groups as a strength. A focus area in this section points to the need to support principals and staff to effectively engage families in advisory groups. As a district, we'll discuss strategies to implement incentives for parent participation as well as looking at diversifying locations of parent meetings. We also have a "town hall" format for the Superintendent to go out to the community to share the state of the district as well as to engage stakeholders' and solicit feedback. These metrics help to inform the actions in our Local Control Accountability Plan which supports: the development of a comprehensive parent engagement plan; bilingual community liaisons at all sites; timely translation of key documents; and more digital communication systems to families (eg. Blackboard Connect, Peachjar, district and site web pages, the Infinite Campus parent portal and SchoolLoop at our intermediate schools. All metrics are monitored in our LCAP as can be seen in the annual review section under goal 6 using this link: Oak Grove School District LCAP|Section 2: Building Partnerships for Student Outcomes Rate Oak Grove School District’s Progress in: % Indicating Full Implementation or Full Implementation and Sustainability Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: 58% Providing families with information and resources to support student learning and development in the home: 69% Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes: 80% Supporting families to understand and exercise their legal rights and advocate for their own students and all students: 51% Feedback from the parent engagement survey point to our procedures for meeting with families to support student achievement and providing families with resources at home as a strength. The families appreciate the goal setting conferences for all TK-6 grade teachers at the beginning of the year. They see it as a valuable process for connecting early to discuss their children's needs. Families also responded that they liked the online resources available for additional support at home. Families have an interest to learn more about their legal rights and avenues for advocacy for their students. As a district, we will explore options of parent education and information nights in this area. Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner.|Section 2: Building Partnerships for Student Outcomes Rate Oak Grove School District’s Progress in: % Indicating Full Implementation or Full Implementation and Sustainability Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: 58% Providing families with information and resources to support student learning and development in the home: 69% Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes: 80% Supporting families to understand and exercise their legal rights and advocate for their own students and all students: 51% Feedback from the parent engagement survey point to our procedures for meeting with families to support student achievement and providing families with resources at home as a strength. The families appreciate the goal setting conferences for all TK-6 grade teachers at the beginning of the year. They see it as a valuable process for connecting early to discuss their children's needs. Families also responded that they liked the online resources available for additional support at home. Families have an interest to learn more about their legal rights and avenues for advocacy for their students. As a district, we will explore options of parent education and information nights in this area. Current Board Policies and the District Student Handbook outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner.|4|4|4|4|4|4|4|4|3|4|4|4|2019-11-14|Met|2019 49708396051890|Oak Grove Elementary/Willowside Middle|3|We seek input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased. This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions. Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.|We are building partnerships for student outcomes. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dep|We are building strong relationships between school staff and families. We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, Conferences We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Showcase Events We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, MTSS, Welcoming Schools We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 49708390000000|Oak Grove Union Elementary|3|We seek input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings. The district continues to fund a Bilingual Liaison position and we are considering increasing these services to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Participation at monthly OGEP (Oak Grove Education Partner) meetings has dramatically increased. This is a group that combines foundation activities in support of our arts and experiential learning programs with more typical community-building PTO functions. Overall, our district was able to implement all actions within the goal of family and community engagement. Last year, we restructured our parent survey to increase participation as one key way to gather input from a large percentage of families within our district; we will continue implementing this new format.|We are building partnerships for student outcomes. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences. We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept.|We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 34674390125591|Oak Park Preparatory Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 56738740000000|Oak Park Unified|3|OPUSD is broadening efforts to include more parent input at the school and district level. These efforts include an increase in the number of parents serving on district committees, and regular communication regarding district goals and programs.|OPUSD continually reflects on our Parent Education offerings. In 19-20, our focus for Parent Education is on student social-emotional wellbeing. For instance, OPUSD will be offering Parnet Education nights hosted by staff from Stanford University's Challenge Success. The topics for the workshops are "The Well Balanced Child" and "Fit Over Rankings". The first workshop centers on how the school and home can maintain a healthy balance between work time, play time, family time, and down time for students of all ages. The second workshop will focus on how selecting a college based on fit- as opposed to rankings - will lead to a better college experience for students, while also reducing the pressure students and parents feel to select a college based on name and rankings. Other parent information nights are offered throughout the year at all levels, focused on topics such as college applications, digital citizenship, study skills, conflict resolution, and more. This year, OPUSD instituted a new format for soliciting parent participation on district committees, with the goal of broadening the representation on these committees. Relevant District Goals include: -Review Challenge Success program including student survey results and invite speakers in the fall and other follow-up work. -Reconvene OPHS committee to examine the alternative credits, summer school expansion, and dual enrollment opportunities while maintaining the integrity of the instructional program. -Ensure that our diverse schools are places of acceptance and appreciation for all of our students.|OPUSD has increased the frequency of communication to parents and now include district goals, priorities, and upcoming programs. Additionally, OPUSD has implemented a district wide communication platform, ParentSquare, to streamline and archive communications to parents. OPUSD's focus on providing a 'Climate of Care' also provides a focus for our efforts to create inclusive campuses where families of diverse race, religion, and languages feel welcome and a part of the school community.|4|5|4|4|5|5|5|4|4|4|4|4|2019-06-04|Met|2019 45700860000000|Oak Run Elementary|3|Oak Run Elementary School District succeeds at involving parents in advisory opportunities for the district. School Site Council, District Advisory Committee, School Board, and Parent Club meetings are well attended and regularly held. Meeting schedules are advertised via Facebook, the school Website, and weekly Parent Newsletters. Uderrepresented families are encouraged to attend through face-to-face reminders and requests, teacher emails, and administrative requests.|The district provides opportunities for regular communication with families. Mid-term progress reports are sent out to families in addition to parent teacher conferences. In addition, after school tutoring is provided upon request, student study team meetings are held, SART (Student Attendance Review Team) meetings are held for students at risk of chronic absenteeism, and Tier 2 and 3 support is given for reading for students screened with our Sue Barton reading program assessment. Uderrepresented families are supported with all of the above supports with additional resources and outreach as necessary to support these students and their families.|Community involvement is >85% of all families. The latest survey indicates a high level of satisfaction in the overall sense of being welcome, positive communication, respect of school staff and principal, acceptance of all, and students liking the school environment. The school will strive to engage underrepresented families and students with monthly family dinners, free after school clubs, sports, and tutoring, free meals, foster and homeless supports, English Language supports, and family educational offerings.|4|4|3|4|5|1|4|4|4|4|4|4|2019-10-09|Met|2019 54720170000000|Oak Valley Union Elementary|3|School Site Council and ELAC are sustainable parent groups that occur consistently throughout the year. Increasing participation in the councils is needed. New administration this year is seeking to improve more opportunities for collaboration with parents to create ways to improve family engagement activities such as Talk Sup (lunch with parents) and Principal and Pastries.|Staff and Administration have multiple ways they communicate to families about student outcomes such as 1) grade reporting, 2) parent conferences and Open House, 3) emails and text communication to parents, 4) various letters home i.e. post cards, 5) Teleparent communication, 6) chaperoning events and field trips, and 7) parent education opportunities in the Family Resource Room. One opportunity for growth in this area would be parent participation in the classroom. A priority for this year is to utilize the Parent Engagement Toolkit to develop policy to ensure more parents feel welcome into the classroom.|There is a strong relationship between the LEA and the PTO. The PTO is very active by providing multiple events throughout the year i.e. Harvest Carnival. The PTO manages all student accounts and works with all club and grade level advisers on fundraising and spending the money on students. There is currently a Parent Liaison that works closely with families and providing resources to meet their needs. Although, there is opportunity of growth in this area and the Parent Liaison has been directed to visit other entities that can provide additional knowledge in this area to expand services. The Parent Liaison is bilingual and is available for translating at events and parent conferences as well as translating documents that are communicated home. Once a month the Superintendent has lunch with parents to facilitate open dialogue with all families that want to participate. A translator is available at this time as well. A Social Worker is also contracted with the district and provides communication with parents about their students behavior and mental health needs at school. The Social Worker conducts home visits when necessary to ensure we are meeting the needs of the families.|3|2|2|4|1|3|5|5|4|4|2|1|2019-10-22|Met|2019 39686350000000|Oak View Union Elementary|3|Oak View Union Elementary School District provides multiple opportunities and events monthly for stakeholders, families, staff and underrepresented groups to engage in decision making. All events and meetings are communicated in advance with reminder phone calls going out in Spanish and English prior to each event as well as emails. School and classroom newsletters, District lunch menus and the District website also have events and meetings listed to encourage participation. A list of annual school activities and events is given to each family in the Annual Student Handbook in both English and Spanish. Daycare is provide at most meetings to encourage participation.|Oak View Union Elementary School District works closely with families to ensure the overall success of students through Student Success Team Meetings, IEP's, parent teacher conferences, 504 meetings and phone and email communication. Parents are informed annually of their Parental Rights which are always available on the District website in both English and Spanish. Parents are provided a copy of Parental Safeguards at all IEP and 504 meetings and are encouraged to attend Special Education Training through the SELPA. Teachers and administrators can communicate directly with parents through the online grading program to discuss academic progress. The Blackboard Connect Phone System is used weekly to communicate student behavior to parents. The District will use the District nurse, Food Service Manager and counselor as an additional outreach effort to underrepresented families to ensure they are engaged with the District and the success of students.|Oak View Union Elementary School District provides many opportunities for staff and families to develop relationships and communicate about the success of students. Opportunities include family events during and after school hours, parent teacher conferences, Student Success Team meetings, volunteer opportunities, stakeholder engagement meetings, school and classroom newsletters, Blackboard Connect Phone System, district website and parent email notification systems. Underrepresented families have access to all of the above events as well as ELAC/DLAC meetings and access to translation services.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 50755645030176|Oakdale Charter|3|We have a Parent Advisory Committee that meets quarterly. At these meetings all stakeholders are invited to attend and are asked to provide feedback, guidance, and/or suggestions on how to better communicate with families and educate our students. WE are focused on increasing attendance in these meetings, so we have adjusted the start times of our meetings.|During our bi-monthly assessment meetings there is considerable amount of time spent identifying student strength/weakness and providing support to students who need it. One area of improvement is to provide all families with some professional development in an effort to improve student achievement.|The nature of our program allows for constant and continual interaction between the parent, student, and teacher about two times a month. Parents and students also have a variety of opportunities to contact and interact with the teacher and school leaders. One area to focus on is our ability to make sure that families of English Learners know and understand our student learner outcomes.|4|5|5|4|4|5|4|5|4|3|3|3|2019-06-10|Met|2019 50755640000000|Oakdale Joint Unified|3|The DELAC consistently has representation from most schools and community members. The ELACs are too often integrated with the School Site Council due to lack of participation. The support structure is in place to ensure the successful participation of school staff and family members in advisory committees and with decision-making. Resources are available to administrators to assist with convening groups and running meetings. Resources are also available to train participants on their roles and responsibilities.|Teacher-parent partnerships for improved student outcomes can be found throughout the district. However, a systemic approach needs to be formalized so that administrators, teachers, and staff have the capacity to support all families. All staff need to be provided information and professional development on family engagement.|One strength includes having welcoming environments for all families in the community and providing prompt access to primary language support, should it be required. District and site-level communication continues to be provided in both English and Spanish (15% rule). We need to consider different methods of communicating with underrepresented families when distributing school information.|4|4|2|2|1|1|1|1|4|4|4|2|2019-10-14|Met|2019 01612596111660|Oakland Charter Academy|3|We have been utilizing the Youth Truth surveys and our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round in order to better develop programming to support our parents. We are working with our community outreach coordinators to develop plans to continually engage our students who are in transitional living situations and our newcomer students to ensure equity of access to the decision making process at LEA.|The LEA does an excellent job of educating parents on how to support learning in the home and their rights as parents. We have monthly literacy sessions that are in both spanish and english to help parents support the curricular efforts we have at our LEA. We are working with several organizations to help mobilize parents and get all parents at the table including our students who are in transitional living or are newcomers to the U.S.|One area of improvement from multiple needs based assessments are the capacity of staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to have teachers remain to build long lasting relationships with the community and the parents we serve. Our outreach coordinators and regional superintendent are beginning to train our teachers and staff to build partnerships with the parents and community at large. The LEA has developed stronger supports for our newcomer students and for supports. We have strong communication with all community stakeholders and present communication electronically and in paper in all students languages from with data from the Home Language survey collected annually and when a student enrolls. We have developed plans to continuously engage the community have several events and parent-teacher organization events planned to engage and leverage existing parents to organize and get more parents to attend the PTA meetings.|2|3|4|5|3|5|3|4|4|4|4|4|2019-06-26|Met|2019 01612590114868|Oakland Charter High|3|Through our Family Staff Team our we offer parents, teachers, students and administrators the opportunity to evaluate our community engagement and academic supports and programs. The FST meets regularly and includes our ELAC representatives. The FST reflects the diversity of our school and parents of newcomers as well as newcomer students attend and contribute to our meetings offering their expertise and insight into how to support all of the communities we serve. We have found that in listening to the wisdom of our most vulnerable members we are better positioned to respond to the needs of all. Moreover, last year we earned from WASC a six year accreditation, something that would have been impossible if not for the strength of our partnership with our entire school community. Our community outreach organizers as well as our regional superintendents support our administrative team who in turn supports our faculty and staff to effectively engage our families around decision making central to the functioning of our LEA. Our Link Crew student leaders make personal phone calls to our families in their home languages inviting them to attend our meetings, we have found this approach to be essential to getting busy high school families to attend our FST meetings and supporting us to make decisions that serve all of our families. While we have made great strides in this area over the past year and a half, and tripled the number of FST participants, we recognize that this relatively small and engaged group of parents while a strong asset to the school would be stronger with more parent participation overall. In particular we are focusing outreach efforts on our newcomer and McKinney Vento Act families to ensure that they feel welcome and supported to attend and share their stories and perspectives at our community functions.|At OCHS we train all our staff in how to reach out to parents effectively. In addition to our innovative Check In & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Senior parents are invited to one on one meetings to assist them to complete college applications, apply for the FAFSA and Dream Act federal financial aid and to ensure that every student is on track to graduate and meet UC/CSU A-G requirements. A strength of our program is the support we offer our students and their families. At OCHS each grade level attends a college field trip and parents are warmly welcome and encouraged to participate and assist with chaperoning. Additionally the popular annual Sports Banquet and Senior Dinner offer opportunities for our community to gather together to celebrate our student’s achievements. We have strong communication with all community stakeholders and present information electronically and in paper in all student’s languages. Moreover we use data such as the Home Language survey collected annually and upon enrollment to inform our needs. The LEA endeavors to educate parents on how to support learning in the home and their rights as parents. To that end we offer regular Community nights, and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get all parents to the table including our students who are in transitional living or are newcomers to the U.S. While we have many robust programs and supports in place to support our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the Youth Truth survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our community outreach coordinators support us to develop plans to continually engage our students who are in transitional living situations and our newcomer students to ensure equity of access to the decision making process at LEA.|At OCHS we believe that parents are partners. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school wide events such as College nights, Open house, Back to School night, Orientation and Matador Community Nights. We send regular school memos as well as use School Messenger to send announcements and updates to all parents in English, Spanish and Mandarin. We have a Family and Community outreach coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we play games, watch movies, eat and hang out together. Our student leaders in link crew and student council work with our staff to plan and execute these events. These well attended evening events provide an informal forum for students, families and staff to communicate, connect and build a strong sense of community. Additionally we host an annual parent wellness workshop and bring in community partners such as the local IWAY and Clinica de la Raza to share presentations with our community. This evening event focuses on supporting our families to support their students around topical concerns such as mental health, teens and technology, how to monitor technology, good study habits and to how to keep your student safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally our innovative response to intervention model the Matador Check in & Connect system ensures that students who are struggling learners receive robust support including weekly organization of school materials, daily academic tutorials and critically, weekly home to school phone calls offering good news and parents an opportunity to discuss their student’s progress. While we are excited for our progress in this area, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us to offer multiple parent workshop events to ensure that more families can participate and for the school to host community potluck celebrations for staff, students and families.|3|4|3|4|3|4|4|4|3|3|3|3|2019-10-10|Met|2019 01612590130617|Oakland Military Institute, College Preparatory Academy|3|OMI's strength is the strong sense of community we create and the accessibility of our staff for parents. An area of improvement is increasing the number of parents who are fully engaged in their children's education and in providing feedback on what they want from and for OMI. We host events often and spread the word through our communication system. We are continuing to add events such as coffee with the principals and parent education nights. We are seeing a slow but steady increase in parent turnout.|OMI has improved its parent engagement strategy through the hiring of a parent engagement coordinator in 2018. Having a dedicated staff member to plan parent events and soliciting parents to join the SSC and the parent cadet alliance to engage in shared decision making has had a positive impact on the level of parent engagement. OMI is not where we want to be in terms of the level of parent engagement but we have a strong foundation laid down as we continue to build and support parent engagement.|OMI has improved its parent engagement strategy through the hiring of a parent engagement coordinator in 2018. Having a dedicated staff member to plan parent events and soliciting parents to join the SSC and the parent cadet alliance to engage in shared decision making has had a positive impact on the level of parent engagement. OMI is not where we want to be in terms of the level of parent engagement but we have a strong foundation laid down to build upon.|4|5|4|4|3|3|2|3|3|3|3|3|2019-10-07|Met|2019 01612593030772|Oakland School for the Arts|3|Oakland School for the Arts implements practices that include administration, faculty, staff, students, families, and other community members in key decision-making processes. We recently underwent major structural changes as part of our Linked Learning pathway development in which engaged all stakeholders. Example of such engagement strategies include faculty fishbowl, community gathering of our Parents of Color group at a family household, student surveys, and a development team that met monthly. This process resulted in the formation of our Linked Learning pathways, the implementation of our weekly student advisory, an updated bell schedule with a hybrid block model, and the development and implementation of two pathway integrated courses. Our school community is more cohesive now than it has been in many years, though a significant challenge is better engaging our families without college education. Our newly reformed APT is working with school leadership on improving this by making the monthly APT meetings more conducive to the needs of these families.|Our greatest strength in building partnerships for student outcomes lies in the relatively small size of our school. With just under 800 students, we are small enough to create student support structures that are tailored to students on an individual basis. These support structures include monthly student achievement reports for the teachers, parent teacher conferences for at-risk students, and robust academic and mental health counseling services. Our student support team works together daily to provide appropriate supports to students in need and assess and evolve our practices to best meet the needs of our ever-changing student population. An area in need of improvement is the impact high teacher turnover has on student outcomes and support structures. Economic issues beyond the direct control of the school have resulted in an increase in teacher turnover making sustainability of our implemented practices a challenge. We have experienced a pattern of supporting teachers and developing their strategies for meeting student outcome targets, then having them move into a new profession or a district with a high salary schedule so they can afford the cost of living in the Bay Area.|Strong sense of community has always been a strength for Oakland School for the Arts. We are a regional school that brings together many different communities into one common place which has always been an asset to our school in terms of diversity and cultural representation. Through performances, student events, cultural celebrations, our Alliance of Parents and Teachers (APT), Parents of Color group (POC), Board of Students of Color (BSOC), and many other affinity groups on campus we bring community together and provide space for the voices of families that may be otherwise underrepresented. Our current APT is now chaired by parents that were prominent members of the POC bringing the underrepresented groups to central school conversations. Recent changes in regional demographics has posed a challenge for us in both diversity recruitment and an increase in marginalization of historically underrepresented groups. Our strategy in addressing this is through open dialogue in each of the groups mentioned above and upholding cultural relevance as a priority in our curriculum and instructional practices.|5|4|4|4|4|4|4|4|4|4|4|4|2019-11-06|Met|2019 01612590000000|Oakland Unified|3|PROGRESS IN BUILDING THE CAPACITY OF AND SUPPORTING PRINCIPALS AND STAFF TO EFFECTIVELY ENGAGE FAMILIES IN ADVISORY GROUPS AND WITH DECISION-MAKING. We rated our work in this area at Initial Implementation (3). School Governance training and support are offered quarterly and as needed, including one-to-one technical assistance with School Site Councils, School English Language Learner committees. More schools are participating in School Site Council trainings (50 out of 87 schools in 2018-19). PROGRESS IN BUILDING THE CAPACITY OF AND SUPPORTING FAMILY MEMBERS TO EFFECTIVELY ENGAGE IN ADVISORY GROUPS AND DECISION-MAKING. We rated our work in this area at Initial Implementation (3). We have a Regional Family Engagement Liaison assigned to each school network to assist family members serving on School Site Councils and site governance structures to develop their knowledge, skills, and leadership to participate. This work has strengthened over time, and we are working toward Full Implementation. PROGRESS IN PROVIDING ALL FAMILIES WITH OPPORTUNITIES TO PROVIDE INPUT ON POLICIES AND PROGRAMS, AND IMPLEMENTING STRATEGIES TO REACH AND SEEK INPUT FROM ANY UNDERREPRESENTED GROUPS IN THE SCHOOL COMMUNITY. We rated our work in this area at Initial Implementation (3). Our Parent Student Advisory Committee (PSAC) for our Local Control Accountability Plan (LCAP) is a democratically elected group that also receives input from committees for underrepresented groups: Community Advisory Committee for Special Education students, African American Advisory, Foster Youth Advisory, and English Learners Committee. The PSAC meets regularly and provide valuable recommendations for our LCAP. More work is needed to ensure that a quorum of schools in each board district convenes to elect the PSAC representatives to serve each year. PROGRESS IN PROVIDING OPPORTUNITIES TO HAVE FAMILIES, TEACHERS, PRINCIPALS, AND DISTRICT ADMINISTRATORS WORK TOGETHER TO PLAN, DESIGN, IMPLEMENT AND EVALUATE FAMILY ENGAGEMENT ACTIVITIES AT SCHOOL AND DISTRICT LEVELS. The district Parent Student Advisory Committee reviews, gives feedback to district administrators on how family engagement is being implemented across OUSD as part of its review of investments and actions related to LCAP Goal 6: Families will be engaged in school activities. We also monitor responses to California School Parent Survey questions related to school connectedness and parent engagement, including parents of special education students. Areas for improvement include increased participation in SSC training, and increased number of schools engaging families in at least three school events focused on academics. Increased SSC training, in turn, should lead to greater family input on important decisions related to the school site plan and budget.|PROVIDING PROFESSIONAL LEARNING AND SUPPORT TO TEACHERS AND PRINCIPALS TO IMPROVE A SCHOOL’S CAPACITY TO PARTNER WITH FAMILIES. We rated ourselves at Initial Implementation (3) in this area. Our Family Engagement professional development was provided to each network during Principal Professional Learning. Family Engagement professional development was provided to teachers at some school sites on ways to partner with families for student learning. PROVIDING FAMILIES WITH INFORMATION AND RESOURCES TO SUPPORT STUDENT LEARNING AND DEVELOPMENT IN THE HOME. We rated ourselves at Initial Implementation (3) in this area. All schools are expected to host at least three activities for parents focused on academics and ways to support student learning in the home. Our Local Control Accountability Plan annually collects evidence and monitors data on the number of these events at each school. We also expect each school to host at least two academically focused engagements for parents with their child’s teacher(s). IMPLEMENTING POLICIES OR PROGRAMS FOR TEACHERS TO MEET WITH FAMILIES AND STUDENTS TO DISCUSS STUDENT PROGRESS AND WAYS TO WORK TOGETHER TO SUPPORT IMPROVED STUDENT OUTCOMES. We rated ourselves at Full Implementation (4) in this area. Our schools regularly hold teacher-led or student-led report card conferences, and many of our schools are implementing Academic Parent-Teacher Teams or a similar research-based strategy in which teachers present data on student progress, set SMART goals with families, and model an activity to support a trimester (elementary) or marking period (secondary) goal. More work is needed at the larger comprehensive high schools to consistently meet with families to discuss student progress. SUPPORTING FAMILIES TO UNDERSTAND AND EXERCISE THEIR LEGAL RIGHTS AND ADVOCATE FOR THEIR OWN STUDENTS AND ALL STUDENTS. We rated ourselves at Initial Implementation (3) in this area. 100% of schools annually post Uniform Complaint Procedures throughout the main office and classrooms, in all major languages. We also hold a Rights and Responsibilities workshop as part of regular regional monthly parent academies. In all areas rated Initial Implementation, more work is needed to address uneven implementation, and to ensure that all schools are making progress toward full implementation.|DEVELOPING THE CAPACITY OF STAFF TO BUILD TRUSTING AND RESPECTFUL RELATIONSHIPS WITH FAMILIES. We rated our work at Initial Implementation (3) in this area. Evidence includes initial training and implementation of the Parent Teacher Home Visits Model in which 208 teachers and staff were trained across 15+ schools; and 1-to-1 Hopes and Dreams Conversations in which 20 schools were trained and began implementation in 2018-19. CREATING WELCOMING ENVIRONMENTS FOR ALL FAMILIES IN THE COMMUNITY We rated our work at Initial Implementation (3) in this area. Evidence included implementation of welcoming school environment as part of beginning-of-year checklist for principals (principal leadership institute), and integration into school site plan culture and climate goals. SUPPORTING STAFF TO LEARN ABOUT EACH FAMILY’S STRENGTHS, CULTURES, LANGUAGES, AND GOALS FOR THEIR CHILDREN. We rated our work at Initial Implementation (3) in this area. 2018-19 was our first year of integrating Equity-Social Emotional Learning into principal and teacher professional learning. Equity frames were developed, including “integrating student and family linguistic and cultural assets” into the learning process, and in 2019-20, we are implementing ongoing professional development for professional learning community leaders. 2-WAY COMMUNICATION BETWEEN FAMILIES AND EDUCATORS USING LANGUAGE THAT IS UNDERSTANDABLE AND ACCESSIBLE TO FAMILIES. We rated our work at Beginning Development (2) in this area. Most of our schools have adopted texting apps that are widely used by teachers to directly communicate via text messages with families in their home languages (Talking Points, FASTalk, etc.). Talking Points has a 2-way feature that translates messages so that parents can receive from or send messages to a teacher in their home languages.|3|3|3|2|3|3|4|3|3|3|3|3|2019-10-10|Met|2019 01612590100065|Oakland Unity High|3|Seeking Families’ Input in School Decision Making Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Barbecue and in The Parent Handbook. There is a Parent Council and School Site Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. In last year’s WASC focus group, parents reported “parents come to the coffee with the principal are well informed regarding school wide changes,” Parents are “deepening their understanding of important policy decisions through Unity’s Parent Liaison to the California Charter School Association.” The Principal is acting on specific parent recommendations that emerged from the fall 2018 WASC focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Last year, our Principal received professional development focused on communicating with parents regarding school finances and budgeting decisions and will be using these new skills in the context of parent engagement in decision-making. When we held family meetings to inform parents about the possibility of creating a Digital Media and IT Pathway, they were enthusiastic supporters of this new initiative. Rather than teachers convincing parents of the value of the pathway, parental enthusiasm helped to build teacher buy-in.. As more and more students are enrolled in the Pathway, nonPathway teachers are making the effort to develop projects that allow students to apply their newfound skills.|Our school is deeply committed to the goal of increasing parent engagement and involvement in the school. This goal appears explicitly in our Local Control Accountability Plan and our multi-year strategic WASC plan). Our outreach to families focuses primarily on improving our students academic performance and college readiness but we understand how important social and emotional skills are to long term success. Our Wellness Director leads a comprehensive counseling program that includes trainings for families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness Director provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs. Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all of our communications and deepen our commitment to them. For the 2018-19 school year, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination. In 2019-20, we are going even further by implementing a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination.|Communicating with Families Our school launched in this community in 2003 and over the last 16 years, we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families. Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us. Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to parents regarding the FAFSA and other college preparation tasks. For the last school year, in preparation for our six-year ACS-WASC accreditation review, parents participated in the process of assessing how well our school embodies our values. The WASC Parent Engagement Committee conducted focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World N-ourish Healthy Relationships I-nnovate and Problem Solve T-rust Yourself Y-our Community. Parents were very positive about Unity’s embodiment of its values. Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our communications and deepen our commitment to them.|4|4|5|5|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 01100170131581|Oakland Unity Middle|3|Seeking Families’ Input in School Decision Making Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Nights and in The Parent Handbook. There is a Parent Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program.|Our outreach to families includes support from our on-site full time Social Worker. In addition the Wellness Director, who works at both the middle school and the high school, leads a comprehensive counseling program that includes trainings for families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness Director provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.|Communicating with Families In 2015, our middle school was launched by teachers from our highly successful high school. The high school had already served this community for over 12 years, so we are building on close relationships with multiple generations of students and their families. Many of our middle school students mark our high school as their first choice in the local lottery and about a third are lucky enough to win a seat. Some of staff-members are alumni of the high school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us. We have regular all-school parent meetings which are well-attended. Nearly all families attend at least one parent/teacher conference strengthening our teachers’ understanding of each family’s strengths, culture, language, and goals for their children.|4|4|5|5|4|4|5|4|4|4|5|4|2019-10-16|Met|2019 07617620000000|Oakley Union Elementary|3|The OUESD Family Engagement Policy was developed jointly with parents and stakeholders at each site and was approved by the governing board. At schools, parents have opportunities to participate on the School Site Council and the English Learner Advisory Committee. These school site groups provide input and approve the Family Engagement Policy and the Single Plan for Student Achievement. Our Family Engagement Policy is distributed at the beginning of each year in the parent handbook and is available on the district website. In addition, parents representing all schools participate on parent and community leadership committees at the District level, including the District English Learner Advisory Committee and the LCAP Committee. These parent and community leaders are provided training and multiple opportunities to give input on a variety of District initiatives so that they can participate meaningfully on the quality and content of family/community engagement supports. OUESD invites all parents to complete an annual survey for schools to be better informed about the diverse needs of their families and the effectiveness of their family engagement programs. The results from this survey are published for all stakeholders to review and are utilized in the update of the district LCAP and each site’s Single Plan for Student Achievement.|OUESD assists parents in understanding such topics as the challenging state academic standards, state and local academic assessments, attendance and behavioral expectations, accountability requirements, how to monitor a child’s progress and work with educators to improve the achievement of their children. This information is presented to parents through a variety of avenues, including Parenting Math classes, Second Cup of Coffee meetings with the principal, ELAC meetings, DELAC meetings, Back to School Night, Open House, PTA, College Night, Title 1 parent meetings, and School Site Council meetings. Written information will be provided through monthly newsletters. Information is provided on the district and school websites. As a district we gather feedback from our families to find additional ways to support them.|OUESD is always finding additional ways to increase parent involvement and engagement throughout the year at both site and District family education and social events, committees and volunteer programs. To ensure parents have access to participate in our schools and events, we have district parent liaisons available at our school sites in addition to translation services, provided both in person and as written communication. Some of the site/District events and programs include but are not limited to: Back to School Night, Open House, Family Literacy/STEAM Nights, Kindergarten Readiness Fair, Middle School Orientation, Family FUN Nights, Read to Grow, Second Cup of Coffee, Adult English Classes, Adult Math Program, and Family/Grandparents Day. Opportunities for parent involvement in decision-making at the site/District level include but are not limited to: School Site Council (SSC), District/English Language Advisory Committee (DELAC/ELAC), Parent Teacher Association (PTA), and the Local Control Accountability Plan (LCAP) Advisory Committee.|4|4|3|3|3|3|3|3|3|4|3|3|2019-10-23|Met|2019 27659616119663|Oasis Charter Public|3|LEA has scheduled several meeting with the parents throughout the school year to seek stakeholder input. The meetings include parent meetings, Board meetings, OCC meetings, meetings with school liaison, LCAP meetings, and DELAC meetings. This provides ample opportunities for stakeholder input in decision making. An area of improvement is to have more parents attend the meetings. Currently, about ten percent of the school population of parents are attending the meetings. The school hired a family liaison in efforts to reach out to all families, including underrepresented families.|LEA's current strengths in building partnerships for student outcomes|LEA's strengths in this area is the translation service that is provided at all meetings. Additionally, documents that are sent home are also translated for parents to be able to access information in Spanish. An area to improvement for underrepresented families is outreach. Currently the main source of communication is our school portal known as "Parent Square". Although the LEA has stressed the fact that this is the main source of communication, some parents might not have access or are unsure of how to use it to communicate. Staff making telephone calls to parents is something the LEA is currently working on. This school year, the school has hired a Family Liaison to assist with parent outreach with the hope to see more parent participation and representation.|4|4|2|3|2|3|3|2|3|3|2|3|2019-10-14|Met|2019 19647330102335|Ocean Charter|3|Parent input and perspective is built into the OCS governance structure through elected and appointed seats on the Board of Trustees and is further channeled through parent seats on Board standing committees including Finance and Governance and the OCS Parent Collective (PC) and the Diversity and Equity Committee. In addition, OCS parents and community members are invited to address the Board of Trustees during “Open Forum,” an opportunity for public comment on any topic of interest. Members of the public may also comment on any item on the agenda. This open invitation to address the Board encourages parental involvement in school decision-making processes by actively seeking community input on policy and other matters before the Board. The OCS Parent Collective (PC) regularly meets as a collaboration of parents for Parent Collective Conversations to fulfill the mission and vision of the Charter School. PC meetings are open to anyone who has an interest in Ocean Charter School. A strong collaboration is at the heart of Ocean Charter School. PC is a forum by which OCS communicates with the community regarding our public Waldorf educational program and encourages community participation in school activities, including festivals, celebrations, events, fundraisers, site beautification days, and gardening. Parent Collective Coordinators also connect “buddy parents” by assigning new parents with a “buddy” to assist new parents, including underrepresented families to fully integrate into the culture of Ocean Charter School. The collaborative efforts of the PC help Ocean Charter School realize its mission of offering an arts-integrated, experiential curriculum within a safe, beautiful, and successful environment. PC is the forum where OCS consults with stakeholders to develop its LCAP and present an annual update. Two to four individuals are elected by a community-wide vote to jointly direct the PC’s activities, which typically involve monthly Parent Collective Conversations open to the entire community. One of the elected PC “Coordinators” serves as an ex-officio member of the Board of Trustees. The purpose of this overlap is to provide a link between the larger community and the Board. Parent Participation enhances our program at Ocean Charter School. Parents and guardians are involved in every aspect of the school helping to ensure that their children’s education is as rich as possible. They serve as members of the Board of Trustees, chairs and participants of the committees, and volunteers in community-building festivals and fundraisers. Opportunities to volunteer are plentiful.|Parent input and perspective is built into the OCS governance structure through elected and appointed seats on the Board of Trustees and is further channeled through parent seats on Board standing committees including Finance and Governance and the OCS Parent Collective (PC) and the Diversity and Equity Committee. In addition, OCS parents and community members are invited to address the Board of Trustees during “Open Forum,” an opportunity for public comment on any topic of interest. Members of the public may also comment on any item on the agenda. This open invitation to address the Board encourages parental involvement in school decision-making processes by actively seeking community input on policy and other matters before the Board. The OCS Parent Collective (PC) regularly meets as a collaboration of parents for Parent Collective Conversations to fulfill the mission and vision of the Charter School. PC meetings are open to anyone who has an interest in Ocean Charter School. A strong collaboration is at the heart of Ocean Charter School. PC is a forum by which OCS communicates with the community regarding our public Waldorf educational program and encourages community participation in school activities, including festivals, celebrations, events, fundraisers, site beautification days, and gardening. Parent Collective Coordinators also connect “buddy parents” by assigning new parents with a “buddy” to assist new parents, including underrepresented families to fully integrate into the culture of Ocean Charter School. The collaborative efforts of the PC help Ocean Charter School realize its mission of offering an arts-integrated, experiential curriculum within a safe, beautiful, and successful environment. PC is the forum where OCS consults with stakeholders to develop its LCAP and present an annual update. Two to four individuals are elected by a community-wide vote to jointly direct the PC’s activities, which typically involve monthly Parent Collective Conversations open to the entire community. One of the elected PC “Coordinators” serves as an ex-officio member of the Board of Trustees. The purpose of this overlap is to provide a link between the larger community and the Board. Parent Participation enhances our program at Ocean Charter School. Parents and guardians are involved in every aspect of the school helping to ensure that their children’s education is as rich as possible. They serve as members of the Board of Trustees, chairs and participants of the committees, and volunteers in community-building festivals and fundraisers. Opportunities to volunteer are plentiful.|Parent input and perspective is built into the OCS governance structure through elected and appointed seats on the Board of Trustees and is further channeled through parent seats on Board standing committees including Finance and Governance and the OCS Parent Collective (PC) and the Diversity and Equity Committee. In addition, OCS parents and community members are invited to address the Board of Trustees during “Open Forum,” an opportunity for public comment on any topic of interest. Members of the public may also comment on any item on the agenda. This open invitation to address the Board encourages parental involvement in school decision-making processes by actively seeking community input on policy and other matters before the Board. The OCS Parent Collective (PC) regularly meets as a collaboration of parents for Parent Collective Conversations to fulfill the mission and vision of the Charter School. PC meetings are open to anyone who has an interest in Ocean Charter School. A strong collaboration is at the heart of Ocean Charter School. PC is a forum by which OCS communicates with the community regarding our public Waldorf educational program and encourages community participation in school activities, including festivals, celebrations, events, fundraisers, site beautification days, and gardening. Parent Collective Coordinators also connect “buddy parents” by assigning new parents with a “buddy” to assist new parents, including underrepresented families to fully integrate into the culture of Ocean Charter School. The collaborative efforts of the PC help Ocean Charter School realize its mission of offering an arts-integrated, experiential curriculum within a safe, beautiful, and successful environment. PC is the forum where OCS consults with stakeholders to develop its LCAP and present an annual update. Two to four individuals are elected by a community-wide vote to jointly direct the PC’s activities, which typically involve monthly Parent Collective Conversations open to the entire community. One of the elected PC “Coordinators” serves as an ex-officio member of the Board of Trustees. The purpose of this overlap is to provide a link between the larger community and the Board. Parent Participation enhances our program at Ocean Charter School. Parents and guardians are involved in every aspect of the school helping to ensure that their children’s education is as rich as possible. They serve as members of the Board of Trustees, chairs and participants of the committees, and volunteers in community-building festivals and fundraisers. Opportunities to volunteer are plentiful.|5|5|5|5|4|5|5|5|5|5|5|4|2019-10-03|Met|2019 44698070110007|Ocean Grove Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. At Ocean Grove Charter school, we often say that we have many individual schools rather than one large school. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly in-home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. In 2018-19, we held two parent feedback groups on upcoming school initiatives. An area of improvement for our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|In 2018-19, we revamped our professional development program to better meet the needs of our teachers in working with their independent study students. We use Title II funding to support teachers not only with personalized trainings but also in adding single subject matter credentials and in going through the teacher induction program. During our regular in-home visits, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. In 2019-20 we developed a goal setting program as part of a personalized student success plan. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates on a parent choice model of education where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 1 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent with 2-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have an active parent council and governing board, which are open to the public. Our administration holds a parent town hall twice a year and we regularly survey our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2019-20 we are directing some Title 1 funding to increase our ELL support staffing in an effort to work more closely with these underrepresented families. Additionally, the Special Education administration regularly hosts Dessert Nights to provide additional time supporting the parents of students with disabilities.|5|4|3|3|5|5|4|3|4|4|3|3|2019-10-02|Met|2019 30666130000000|Ocean View|3|With more than 1,500 responses combined, the LCAP and Title I surveys reflect 98% of OVSD families report positive engagement opportunities to provide input on school goals, priorities, and decision-making through various site advisory groups such as ELAC, SSC, DELAC, Budget, PTA/O Roundtable, GATE Focus Group, the District Parent Education Committee, CAC, LCAP surveys, Title I meetings, etc. OVSD will continue to strengthen parent, family, and community engagement in the education of all families including English Learners, and underrepresented families as evidenced by increased attendance at school and District parent education/family engagement events and the following: • Reservation of Funds: The District reserves and monitors one percent of the Title I allocation for parent and family engagement. The entire amount is allocated to schools on a per-pupil basis. • District and Site Committees: Maintain the commitment to seek parent input in District and school decisions of the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs), as documented by District records. These committees include parents of low-income, foster youth, English Learner students, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds. • Parent Feedback: The District provides an annual LCAP survey in English, Spanish and Vietnamese for all parents to provide feedback on District and site activities, programs and curricula; services for low-income, English Learner students, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds.|With more than 1,500 responses combined, the LCAP and Title I surveys reflect 97% of families agree there is a strong partnership among the student, parent, and school, as outlined in the District Parent Involvement Policy and site specific Parent/School Compact. 90% of families agree OVSD provides a high quality education, and 95% of families see strong evidence of their child’s learning in school. There is a need to continue collaboration with families to provide resources and support to improve student outcomes for our diverse student subgroups, in order to achieve green or blue Dashboard results. OVSD will continue to provide alignment through a system of professional growth and improvement for teachers, classified staff, principals, and other leaders. OVSD’s system of professional learning involves a focus on instruction, assessment, and instructional strategies to increase learning for all students. Professional learning continues to focus on District Initiatives and Signature Practices, modeling, coaching, reflecting, collegial planning, and data analysis. OVSD will continue to build upon professional capacity as it strengthens connections between the School Plans for Student Achievement (SPSAs) and the Local Control and Accountability Plan (LCAP), including the District and site responsibility to the Every Student Succeeds Act (ESSA) Plan as part of the California State Accountability and Continuous Improvement Plan. The District and sites will continue to implement action steps to focus on student outcomes, monitor progress, and revise plans during the year as necessary, updating the SPSA plan as part of the continuous improvement process geared to close the achievement gap. State and federal funds will continue to be used to foster parent engagement in our schools, with particular emphasis on underrepresented subgroups, support parents as their children’s first teachers, and develop parent leaders to better support their children in acquiring English proficiency and knowledge of state academic standard content and skills.|With more than 1,500 responses combined, the LCAP and Title I surveys reflect that 98% of OVSD families feel welcome and connected to school, and believe OVSD provides opportunities for parents to be involved in school activities. Although 92% of families receive positive communication, overall, there is a need to strengthen media communication sources and the engagement of underrepresented families. OVSD will continue to promote parent, family, and community engagement in the education of all families including English Learners and underrepresented families as evidenced by: • Parent and community participation in programs for English Learners. • Parent Liaison Instructional Assistant Bilingual (PLIAB) that serve as School/District Community Liaisons between schools, community resource agencies, and parents. • District interpreters/translators provide supports including translated materials, presentations, and interpretation for School Site Council, PTA/PTO Roundtable meetings, and school events throughout the year. • The exploration of School Smarts, a PTA developed program to assist families of immigrant students, as well as other families of English Learners. • Communication with parents concerning attendance (Truancy Prevention and Intervention process aka SARB) • An annual online Local Control and Accountability Plan (LCAP) survey conducted in English, Spanish, and Vietnamese, with outreach through ELAC, DELAC, PTA/O, and community organizations. • School site involvement in developing site plans to increase the number of parents who complete the annual LCAP survey, particularly families of English Learner students. • OVSD Teaching & Learning Department facilitation of enrollment in the District and initial language assessments of English Learners, which includes bilingual support for online enrollment, explanation of required documents to be presented at the school site, a newly implemented Elementary Registration Day “one stop shop”, class assignments, transportation, meal plan enrollment, and access to community and school resources.|4|4|3|5|4|4|5|5|5|5|4|4|2019-10-15|Met|2019 56725120000000|Ocean View|3|In the area of seeking input in school/district decision making, we used the measure of parent/guardian participation in meetings of the advisory committees. As noted in the LCAP, each school is focused on increasing parent participation in advisory committees. The district increased parent engagement opportunities via regular parent meetings. A full-time district bilingual Parent Engagement Coordinator position was implemented in order to assist school sites in increasing parent participation.|Ocean View School District continues to develop strong partnerships with parents and families. Following a recent district priority meeting, parents requested a single communication tool in order to ease home-school communication at every school. The district is rolling out a new communication tool along with a parent portal to allow parents to review and monitor student grades, attendance, and demographic information.|The district has made significant gains in building relationships with parents and families over the course of the past year. Specifically, the district has engaged in increased dialogue and communication with parent stakeholders through increased interactive meetings. Parents are becoming meaningful allies in the work of determining priorities and suggesting actions to improve our schools. Parent attendance at meetings is strong, and parents self-report feeling connected to their schools through regular communication and parent engagement opportunities.|3|4|4|3|3|3|4|5|3|4|4|4|2019-10-08|Met|2019 37735690000000|Oceanside Unified|3|Strengths: There are many committees across the district which seek family feedback for decision making. These include: District Parent Advisory Committee (DPAC); District English Learner Advisory Committee (DELAC); Special Education TASK Group (new); Preschool Parent Advisory Committee; Migrant Parent Advisory Committee (PAC); CTE Advisory Board; Wellness Committee; LCAP Committee; School Site Councils. Area of Growth: There is a need to continue building capacity in our school staff. Oceanside Unified School District needs to improve our family engagement for our underrepresented families.|Strengths: There are multiple opportunities throughout the year for staff and parents to work together, both at the site and district level. These include: Parent Academy; Parent University; Love and Logic; Mano a Mano; Parent Appreciation Event; Low Cost Computer Events; Community Outreach; Parent/Teacher conferences at Elementary Schools; Back to School Nights; Open House; Family Nights (Math, Literacy, Art, STEM, etc.); Information is also provided through a monthly newsletter. Areas of growth: There has been an effort to help families advocate for their legal rights although in some areas there is a further need to build efficacy in families. Sometimes it is difficult for the teachers to have translations and interpretations during parent conferences.|Strengths: We have staff to support families and foster the school home relationship including: Bilingual office assistants at all sites; School Community Advisor at all sites; Family Engagement Teacher on Special Assignment to coordinate events and share information with the community; Community Relations Liaison. Translation and interpretation is offered at stakeholder meetings. Learning opportunities are offered to our families . Areas of growth: There is a need to further build the staff capacity in relationship building. Parent participation remains low at many school events, especially among our underrepresented families.. Oceanside is starting work with Cultural Proficiency to facilitate better connection to families of diverse backgrounds.|2|4|2|4|2|3|3|2|2|3|2|3|2019-10-08|Met|2019 19648810136945|OCS - South|3|OCS South is a replication of Odyssey Charter School whose community is built upon a governance model of the inclusion of all stakeholders in the decision making process. Since OCS South is in it’s second year of operation, it relies upon the process and procedures developed by the organization. A founding value in our decision making process is the school family partnership which is critical to the success of our students as well as to the success of the Charter School as a whole. We provide multiple opportunities for families to engage and collaborate in the decision making process through representation on our Governing Board and the Odyssey Parent Participation Group (OPPG). The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is comprised of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. The composition of our Governing Board allows for all stakeholders to design, guide, direct, promote, and manage our innovative and unique educational programs that promote lifelong learning for the students in the community. Our dedicated board members work to create and lead a democratic learning community engaging all stakeholders has been critical to the continued success of the organization. This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community. Working in tandem with our Governing Board is the Odyssey South Parent Participation Group (OSPPG). The Odyssey South Parent Participation Group is the primary forum for parents to become involved in school-wide committees. The group works hand-in-hand with teachers and school administration to develop innovative programs and provide support for those programs. The parent representatives on the Governing Board, OSPPG, and faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, phone trees, email lists, town hall meetings, take home flyers and surveys. While we believe involving families in decision making processes is the strength of our organization, one focus area for improvement is to investigate strategies to reach and seek input from underrepresented groups in our school community.|A hallmark of our school community is our Individualized Learning Plan (ILP) process and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. During ILP week, learning goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. Most students have a goal grounded in the academic excellence component of our educational program, however many students also have goals in the area of social emotional wellbeing and/or social responsibility. These goals ensure students are learning and growing along all three components of the educational program. The ILP is a process which occurs throughout the entire school year. At the beginning of the school year teachers assess student learning, and devise learning goals for students. During the fall trimester, teachers and parents convene to review these goals and ensure they are sufficient. Throughout the year, teachers use interim assessments to monitor student progress towards the stated goals. Evidence of these goals in the form of the assessments, rubrics, student reflections, and observation records all become part of a students’ ILP folder. Additionally, through the online reporting tools, OCS South builds partnerships with families to ensure student outcomes by providing families with real time data on student learning outcomes. During face-to-face activities like parent-teacher conferences, student led conferences and celebrations of learning, students present their learning strengths and challenges to their families. Another strength of school community is supporting families in understanding and exercising their legal rights when advocating for their children. This is done through daily home to school folders, monthly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, parent representation on our Governing Board, clear policies and procedures in our Parent Student Handbook and clearly communicated process for our Student Support Progress Team (SSPT). While OCS South has many areas of strength in student outcomes, we are just in year two of operation as a TK-4 school and will continue to monitor all the above areas for continued growth and improvement.|Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Our looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers. Another essential component of building trusting relationships and creating welcoming environments is our Individual Learning Plans (ILP). ILP’s are a tool to assess and monitor student learning, growth, and achievement. The ILP is devised by teachers, using the results of a myriad of student evaluations and assessments conducted at the start of every school year. ILP Folders contain a rich amount of data, evidence of learning, and student work samples showcasing students’ learning and mastery of content in core subject areas. Key features of an ILP folder are the student performance sheet which summarizes a students’ performance on key assessments throughout the year, a goal sheet outlining the learning goals for the student during the year, samples of student work, student reflections, teacher observation notes, and the assessments administered by the teacher. One focus area for improvement is supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.|3|2|3|3|2|2|2|5|2|2|2|2|2019-10-29|Met|2019 30666703030723|OCSA|3|OCSA administers a school-wide survey each year to gather insight and feedback from all stakeholders. The questions asked align with school-wide programming and WASC/LCAP Goals. This feedback is then analyzed and areas of strength and growth are addressed with appropriate stakeholders. OCSA has the following advisory groups that provide staff and families the opportunity to participate in the decision-making process: Parent Advisory Council (PAC groups)for individual Conservatory programs, School Counselor Advisory Committee (SCAC) that is comprised of students, parents, staff, and community members that meet twice a year to review the school counseling program and share feedback on areas of strength and growth, Parent Support Organization (PSO) parent education meetings where parents are invited to share insight, concerns, and suggestions related to various topics presented throughout the year, and President’s Circle that is comprised of current parents, alumni parents, and community members that meet throughout the school year to discuss school goals, initiatives, and provide feedback and suggestions for improvement. According to our Spring 2019 survey, 72.78% of parents agree or strongly agree that OCSA allows parent input in decision making. So, this will continue to be an area of growth as we strategize additional ways to encourage more parent input and involvement in the decision making process. OCSA did have 814 parent responses this past spring for our parent survey, which was a large increase from the 413 that participated in 2018, which we view as great improvement for getting feedback from as many parents as possible. One school-wide goal for the school this year is to improve our communication, so we will follow up with our parents this school year in regards to the survey results and next steps that will be taken in support of our school community. For the 2019-20 school year, OCSA has began its five-year Strategic Plan where focus groups have been developed with all stakeholders on campus (students [students represent all conservatory programs and underrepresented groups], parents, academic teachers, conservatory teachers, administration, and support staff). These focus groups are asked to provide insight on school-wide initiatives and programming and the feedback is used to develop goals and plan for the next three-five years based on the feedback collected.|In regards to building partnerships, OCSA strives to support our families and staff in various capacities. OCSA begins each school year with an all staff professional development to clarify and discuss school-wide goals and initiatives for the school. For families, Student Services sends out a Monthly Newsletter that focuses on one of the 40 Developmental Assets each month with related articles and resources for supporting their child at home. Additionally, Student Services provides parent education opportunities in regards to curriculum we present to students throughout the year, such as: FAFSA workshops, annual enrollment meetings, annual College Night, 9th grade four-year plan and 11th/12th grade college planning meetings, etc., in which parents are invited to partake in. OCSA strives to support families in understanding and exercising their legal rights by posting their Charter School Parental Rights on OCSA’s website and the Student/Parent Handbook houses all school-wide information and expectations. For students with an IEP or 504 Plan, parents are apprised of their rights at the annual IEP or 504 meeting. For student support, OCSA has a tutorial block four days a week built into the school schedule where students have the opportunity to receive additional directed interventions with their teachers. When a student is struggling, counselors check in regularly with these students to provide additional support and also, when necessary, coordinate SST (Student Support Team) meetings with respective teachers and parents to discuss directed interventions and next in supporting students. This past spring, 814 parents (an increase from 413 in 2018) completed our Academic Programs Survey. The survey data revealed the following: 97.45% of parents agree or strongly agree that their child’s academic experience is valuable; 90.45% of parents agree or strongly agree that their child is connected and engaged at OCSA ; 93.43% of parents agree or strongly agree that the academic instruction and assignments that their child completes are relevant and meaningful; 96.47% of parents agree or strongly agree that their child is in a safe and positive learning environment during academic classes; 85.95% of parents agree or strongly agree that academic teachers encourage their child to take risks and persevere through challenges; 86.4% of parents agree or strongly agree that OCSA encourages parental involvement and participation; and 82.77% agree or strongly agree that Aeries is a valuable communication tool for their child and family. OCSA uses Aeries as our Student Information System and added the Aeries Communications feature during the 2018-19 school year. Although we have implemented this for one school year, we are still working on best practices with educating both teachers and families on using this effectively and the survey results support this as an area of growth. We have created ‘step by step’ guides to support our parents, but do need|Each year, OCSA administers a school-wide survey to gain insight and feedback from staff, students, and parents on various programming. OCSA staff also have the opportunity to participate in Professional Development opportunities that are relevant to continue to build their capacity in supporting their students. Teachers can apply for an individual PD grant each year, or their curriculum team may use designated funds on specific training relevant to their team. In an Academic Programs Survey, conducted in Spring 2019, over 90% of staff felt that PD days were valuable and beneficial to their growth as an educator. For the past three years, OCSA has started the school year with Welcome Week activities that support new families and students in the transition to OCSA to support their acclimation, understanding of our culture, and to help new students and families feel welcome and part of the OCSA family. OCSA also offers many parent education sessions throughout the year to support our parents as partners in their child’s education. OCSA Administration attends monthly Parent Support Organization (PSO) meetings where parents are able to interact directly, ask questions, receive updates on campus activities, etc. We also use Art Attack daily (what is happening on campus each day), Friday e-blasts, direct mailing, Google classroom, and Aeries Student Information System (SIS) to communicate directly with families in various capacities to ensure all families are informed. OCSA’s teachers and counseling team make a directed effort to learn about each student and their individual interests, cultures, etc., to enhance their learning experience. An area of growth that we will focus on in the 2019-20 school year is working more directly with our families on utilizing Aeries Communication to communicate with staff and receive messages in their home language. Additionally, we will focus on providing staff with resources/training on connecting with and learning more about students’ families and supporting staff with more directed resources in understanding and implementing goals for students with an IEP or 504 plan.|5|5|4|4|4|4|5|4|4|4|4|4|2019-10-30|Met|2019 19101996116883|Odyssey Charter|3|Odyssey’s school family partnership is critical to the success of our students as well as to the success of the Charter School as a whole. We provide multiple opportunities for families to engage and collaborate in the decision making process through representation on our Governing Board and the Odyssey Parent Participation Group (OPPG). The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is comprised of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision. The composition of our Governing Board allows for all stakeholders to design, guide, direct, promote, and manage our innovative and unique educational programs that promote lifelong learning for the students in the community. Our dedicated board members work to create and lead a democratic learning community engaging all stakeholders has been critical to the continued success of the organization. This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community. Working in tandem with our Governing Board is the Odyssey Parent Participation Group. The Odyssey Parent Participation Group is the primary forum for parents to become involved in school-wide committees. The group works hand-in-hand with teachers and school administration to develop innovative programs and provide support for those programs. The parent representatives on the Governing Board, OPPG, and faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, phone trees, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, Survey and Evaluation Participant. While we believe involving families in decision making processes is the strength of our organization, one focus area for improvement is to investigate strategies to reach and seek input from underrepresented groups in our school community.|A hallmark of our school community is our Individualized Learning Plan (ILP) process and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. During ILP week, learning goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. Most students have a goal grounded in the academic excellence component of our educational program, however many students also have goals in the area of social emotional wellbeing and/or social responsibility. These goals ensure students are learning and growing along all three components of the educational program. The ILP is a process which occurs throughout the entire school year. At the beginning of the school year teachers assess student learning, and devise learning goals for students. During the fall trimester, teachers and parents convene to review these goals and ensure they are sufficient. Throughout the year, teachers use interim assessments to monitor student progress towards the stated goals. Evidence of these goals in the form of the assessments, rubrics, student reflections, and observation records all become part of a students’ ILP folder. Additionally, through the online reporting tools, Odyssey builds partnerships with families to ensure student outcomes by providing families with real time data on student learning outcomes. During face-to-face activities like parent-teacher conferences, student led conferences and celebrations of learning, students present their learning strengths and challenges to their families. Another strength of school community is supporting families in understanding and exercising their legal rights when advocating for their children. This is done through daily home to school folders, monthly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, parent representation on our Governing Board, clear policies and procedures in our Parent Student Handbook and clearly communicated process for our Student Support Progress Team (SSPT). While Odyssey has many strengths in the area of student outcomes over the course of twenty years of operation, one focus area for improvement is ensuring we are reaching out to all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.|Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers. Another essential component of building trusting relationships and creating welcoming environments is our Individual Learning Plans (ILP). ILP’s are a tool to assess and monitor student learning, growth, and achievement. The ILP is devised by teachers, using the results of a myriad of student evaluations and assessments conducted at the start of every school year. ILP Folders contain a rich amount of data, evidence of learning, and student work samples showcasing students’ learning and mastery of content in core subject areas. Key features of an ILP folder are the student performance sheet which summarizes a students’ performance on key assessments throughout the year, a goal sheet outlining the learning goals for the student during the year, samples of student work, student reflections, teacher observation notes, and the assessments administered by the teacher. One focus area for improvement is supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community.|4|4|3|3|3|3|4|5|4|4|3|3|2019-10-29|Met|2019 56725200000000|Ojai Unified|3|The most significant improvement for seeking input for decision making is the addition of our "Engage to Impact" series of community forums which began in June 2019. These forums will continue throughout the year. Additionally, guiding coalitions will be formed based on OUSD's four community values of environmental stewardship, inclusivity, creativity and wellness, with the explicit goal of assisting the district with developing a strategic plan in these areas.|OUSD has taken steps to increase partnerships with families to improve student outcomes. We offer several parent nights and forums throughout the year in which we gather input from families and provide them information. The district has strengthened its partnerships by using Restorative Justice Community Building Circles and utilizing ParentSquare for consistent and clear communication. Additionally, OUSD has increased documentation advising parents of their rights.|In the last 6 months, OUSD has built relationships with parents and families by creating welcoming environments with enhanced signage on the campus; utilizing new communication tools such as ParentSquare, a two-way, translated communication device; and providing forums as a vehicle for parent and family input. An area for continued improvement is to provide staff training on how to learn about each family's strengths, cultures, languages and goals for their children.|4|4|3|4|3|3|2|2|3|3|3|3|2019-10-16|Met|2019 49708476051924|Old Adobe Elementary Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49708470000000|Old Adobe Union|3|OAUSD includes parents in developing the LCAP. We hold ELAC, DELAC, PTA meetings and send out a perception survey for additional feedback on programs. Communication is sent out both written and verbally in each families home language, and translators are provided at all events as needed. We have increased the number of parent/family nights offered to include ways to increase a growth mindset, support students in math and literacy at home, and how to safely navigate social media. An area we are continuing to grow in is equity, and we provide professional development for staff and administration to learn best practice, identify biases, and make sure all students feel represented in our curriculum. This is ongoing work for us.|OAUSD provides parents with timely feedback on student progress. Parent, teacher, student conferences are held twice per year with student led conferences occurring at upper grade levels. Parent nights addressing how to support students at home are offered throughout the year. Administrators and staff receive equity training in order to ensure all students are represented in the curriculum and to learn ways to include underrepresented families. Equity training continues to be an area of growth and need for OAUSD, and we are continuing this professional development throughout the 2019-2020 school year.|Parent participation is valued at every one of OAUSD's schools. Following analysis of parent attendance at school events and meetings, our goal was to increase attendance. A parent survey was sent out seeking suggested improvements and feedback on school environment, academics and supports, diversity and inclusion of all students, and overall communication. We saw an increase in parent participation in the survey. We have also seen an at least 5% increase in parent attendance at events and meetings held both during and after the school day. All of our communication is sent to families in both Spanish and English and we have increased our translation services so that someone can be available at all meetings/events. A focus area for improvement is attendance at some of our school's PTAs. We are actively doing parent outreach to include more underrepresented student populations and providing more translators at those meetings as well.|3|3|3|4|3|3|4|4|3|3|3|3|2019-10-24|Met|2019 37683380123778|Old Town Academy K-8 Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 42769500132894|Olive Grove Charter|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42772140138388|Olive Grove Charter - Buellton|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42772060138370|Olive Grove Charter - Lompoc|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42771980138362|Olive Grove Charter - Orcutt/Santa Maria|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42772220138396|Olive Grove Charter - Santa Barbara|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 49708706066344|Olivet Elementary Charter|3|Olivet partners with educational research organizations to learn more about parents’ perspectives and experience(s) at our school. 60% of the 26 parent surveys felt that their input and opinions are valued at their child’s school. Parent surveys utilize parent perspectives on school culture and climate and utilized the input in deciding student needs, goals, services, and programs for the 18-19 school year. Survey participants also provided input on student needs related to school safety, school climate, and intervention support. Survey results were used to develop actions in Olivet’s LCAP Goals 2, 3, and 4. Based on feedback from stakeholder groups, Olivet is utilizing LCFF funds to improve student achievement and meet the needs of all students. Survey results indicated that parents were better able to access information on school events and to gain a clear understanding of instructional goals to support their child's education. Parents felt an increased sense of connection and engagement with the school community. Other events and meetings used to seek input for decision making were: PTO meetings, room parent meetings, SSC, and ELAC/DELAC. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by LCAP input process; Presentation to PTO, survey of students and parents, ELAC committees, Safety subcommittee (SSC) partnership with RESIG for school safety, provide opportunities for to engage in the LCAP input and advisory process. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Surveys ELAC and DELAC, PTO meetings. Design Team, PTO planning and events involving student council, district family events (Mr. Brown, Family Math Festival), Piner Olivet Educational Foundation (POEF) events (Pancake Breakfast, Color Run). Within all the activities above we will seek to improve the engagement of underrepresented families.|Overall, in the area of building partnerships for student outcomes we are doing a great job. We would like to further develop the way we “support families to understand and exercise their legal rights and advocate for their own students and all students”. Our Coffee with the Principal, newsletters, and parent conferences provide valuable resources for parents to support student learning. My Voice parent survey indicated that 92% of Olivet parents agree or strongly agree that “parent evenings/meetings are worth attending." 42% of parents feel comfortable going to parent-teacher conferences which is an area to review and look at, especially for underrepresented families. The improved website and grading/report card portal are available to students and their families to also assist with providing families with information and resources to support student learning. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through trainings, workshops, and meetings with the principal. We are providing families with information and resources to support student learning and development in the home by sending home bi-monthly newsletters. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by SST mtgs,, parent conferences, report cards. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Parent Information Night, Parent Conferences, Open House. Within all the activities above we will seek to improve the engagement of underrepresented families.|Olivet Charter is building strong relationships between school staff and families. Many of the areas are strengths as we are in full implementation, however, we do need to work on “supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.” We are proud of our Coffee with the Principal, PTO events, parent teacher conferences, Back to School night, school events and school tours to help us build relationships with families, especially underrepresented families. Olivet has increased their efforts to ensure communications with families are in both Spanish and English. Olivet also increased parent workshops and made Outreach worker translation available at more school events, as well. Engagement statistics increased on social media sites, website, and e-newsletters as follows: 5.0/5.0 stars on Facebook; 202 Facebook followers; 201 Facebook page likes, 407 newsletter views, 181 volunteers, 750 event participants, and a report that 89% of families feel welcome at school. We are developing the capacity of staff to build trusting and respectful relationships with families by providing ToolBox training for staff and parents, IRT meetings, and a Counselor for students. PBIS and Restorative Justice training is also a focus for us, to provide a strong system of support for students and a safe environment for them to learn. We are creating welcoming environments for all families by Coffee with the Principal, school tours, PTO events such as the Harvest Fair, Bingo Night, Ice Skating night, Crab Feed, Winter Wonderland, Mr. Brown Family Night, and the new Math Festival Family Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children through Parent/teacher conference translation, by using an outreach worker at ELAC meetings, as a translator for PTO meetings and minutes, at IRT meetings with families (Intervention Response Team), and to review the translation of the bi-monthly newsletter as well as any other school-wide communication. We are also engaging in 2-way communication between families and educators using language that is understandable and accessible to families at Parent Information Night Parent Conferences, Open House, and school tours, BrightArrow communication system, Newsletters, Back to School Night, Open House. Within all the activities above we will seek to improve the engagement of underrepresented families.|4|4|2|4|3|4|4|3|3|3|4|4|2019-10-02|Met|2019 39103970120717|one.Charter|3|Again, staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student. The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge. Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities.|one.Charter staff are in a district improvement process, that has as part of the focus, developing and creating more meaningful relationships with families. Part of the training will directly involve staff and administration on the “how-to” of doing this. There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities.|one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built. This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and in turn their families be successful. An area of focus is to build opportunities for students to learn skills that will help them academically and social-emotionally. This goal will hopefully result in a positive impact on the student individually and their family as a whole.|4|5|4|3|3|3|4|2|3|3|3|1|2019-09-16|Met|2019 38769190132159|OnePurpose|3|OnePurpose School (OP) is committed to ensuring parent engagement, specifically through SEEKING INPUT ON DECISION MAKING, and has developed Goal 4 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Family Engagement - OP believes families are our students' first teachers. We believe collaboration among stakeholders - especially families - is the only way to achieve our shared goals. ACTIONS: 1) Triennial Parent Teacher Conferences with families, students, and the teacher to discuss grade level proficiencies, class goals, and specific materials and strategies families can use at home to support their child in reaching these goals. 2) Development of a Family Leadership Team. 3) Coffee hours on a monthly basis in which families can give feedback to the school Leadership Team. 4) Annual community survey will be administered to gather feedback. PROGRESS: OP engaged in specific actions, as detailed in the LCAP, that realized progress toward the goal. 1) Family Learning and Leadership - Coffees with the Principal were held, with an alternating sequence adopted of morning versus evening meetings to meet families’ varying work schedules and increase participation. The School Site Council (SSC) and English Language Advisory Council (ELAC) were established to provide input on key aspects of program and accountability, including the Local Control and Accountability Plan (LCAP). 2) Annual Survey - The School Climate Assessment Indicators (SCAI) was administered with 3rd and 4th grade students, families, and staff in May. This survey provides critical longitudinal data that allows the team to assess the school program over time and across eight dimensions. NEXT STEPS: Family Learning and Leadership - Continue to strengthen parent leadership, through the Parent Group, SSC, and ELAC to promote agency and ensure families have voice. Expand family learning events in partnership with organizations such as First Five to provide programming for families in areas of their interest.|OnePurpose School (OP) is committed to ensuring parent engagement, specifically through BUILDING PARTNERSHIPS, and has developed Goal 4 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Family Engagement - OP believes families are our students' first teachers. We believe collaboration among stakeholders - especially families - is the only way to achieve our shared goals. ACTIONS: 1) Triennial Parent Teacher Conferences with families, students, and the teacher to discuss grade level proficiencies, class goals, and specific materials and strategies families can use at home to support their child in reaching these goals. 2) Biannual expositions of student work to make learning transparent and highlight key evidence of student mastery. 3) Family learning events on a monthly basis, to develop family understanding of the school program and performance in order to facilitate accountability. 4) Coffee hours on a monthly basis in which families can give feedback to the school Leadership Team. 5) Family workshops on a bi-monthly basis to support parents and families in identified areas of need, such as financial planning, local support services, etc. PROGRESS: OP engaged in specific actions, as detailed in the LCAP, that realized progress toward the goal. 1) Parent Teacher Conferences - OP utilizes Parent Teacher Conferences three times per year, to bring students, families, and faculty together to reflect on strengths, identify areas for growth, and make specific plans to support each child. This is different than the original APTT model identified in the charter, as it requires less meetings on the school site by families (which had been a barrier). It does, however, hold the same goal of building transparency and, in turn, agency for students and families. 2) Expositions of Student Work - These were held to highlight and celebrate student learning, as well as provide students with an authentic audience to whom they communicate their learning.|OnePurpose School (OP) is committed to ensuring parent engagement, specifically through BUILDING RELATIONSHIPS, and has developed Goal 4 of its Local Control and Accountability Plan (LCAP) to support this work. GOAL: Family Engagement - OP believes families are our students' first teachers. We believe collaboration among stakeholders - especially families - is the only way to achieve our shared goals. ACTIONS: 1) Triennial Parent Teacher Conferences with families, students, and the teacher to discuss grade level proficiencies, class goals, and specific materials and strategies families can use at home to support their child in reaching these goals. 2) Biannual expositions of student work to make learning transparent and highlight key evidence of student mastery. 3) Family learning events on a monthly basis, to develop family understanding of the school program and performance in order to facilitate accountability. ASSESSMENT: OP utilizes the following Local Indicators to evaluate progress toward this goal: 1) Stakeholder satisfaction with the community relations as measured by the research-based and nationally normed School Climate Assessment Indicators (SCAI) assessment, 2) Percent of families who attend Parent Teacher Conferences (PTCs), and 3) Percent of families who attend one or more Family Learning Night. RESULTS: 1) The SCAI data found high levels of satisfaction with Community Relations (Dimension 8), with average ratings of 3.83 from Families. Ratings of 3.5 or higher are correlated with increased academic achievement. Percentages on attendance at PTC and Family Learning Nights was not captured. PROGRESS: OP engaged in specific actions, as detailed in the LCAP, that realized progress toward the goal. 1) Parent Teacher Conferences - OP utilizes Parent Teacher Conferences three times per year, to bring students, families, and faculty together to reflect on strengths, identify areas for growth, and make specific plans to support each child. This is different than the original APTT model identified in the charter, as it requires less meetings on the school site by families (which had been a barrier). It does, however, hold the same goal of building transparency and, in turn, agency for students and families. 2) Expositions of Student Work - These were held to highlight and celebrate student learning, as well as provide students with an authentic audience to whom they communicate their learning.|3|3|3|3|3|3|3|3|2|2|3|3|2019-06-11|Met|2019 36678190000000|Ontario-Montclair|3|The District has consistency in the LCAP process by providing stakeholders with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, the ‘OMSD LCAP Season’ webpage, written Comments for the Superintendent forms, and meeting agendas are provided to stakeholders and administrators for use in conducting input meetings. The District ensures it meets its responsibility to provide multiple opportunities to consult with all stakeholders and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. All District and site level stakeholder input meetings, attendees, sign-in sheets and survey responses are collected and presented to the Board of Trustees. District and site level LCAP input meetings Each year, the District contracts with “Thoughtexchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among all stakeholders that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and School Plan for Student Achievement (SPSA) processes.|The District provides materials and training to help parents to work with their children to improve their children’s achievement. The District also provides parent trainings at the Parent Educational Center (PEC) and at centralized locations around the District on topics to help their child succeed. The PEC provides parent workshops on topics such as technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy and positive parenting. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially. Having most parent workshops to support student outcomes at Ontario-Montclair’s PEC has seen limited participation by parents from schools not geographically proximal. The PEC has began offering limited school-based workshops and parent leader training-of-trainer workshops to expand local parent trainings.|The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.|4|4|3|5|5|4|5|5|5|5|5|5|2019-10-17|Met|2019 19647336097927|Open Charter Magnet|3|Open School has a model process for school wide governance, with our council having parity of 24 members (12 parents and 12 staff). Our parents are at the helm of our decision-making process. We currently have 11 committees (comprised of staff and parents) that make joint decisions for the benefit of all stakeholders. All families are honored and represented.|Our teachers and administration work closely with parents for the development of all students. We are working to build the capacity of our community by developing our parent education opportunities and events.|Open School has strong relationships between stakeholders. We are working to build the capacity of our community by developing our parent education opportunities and events.|5|5|5|4|5|5|5|5|5|5|5|4|2019-11-07|Met|2019 19642871996479|Opportunities for Learning - Baldwin Park|3|Strengths - Each school site in the OFL-BP charter has its own unique culture that is heavily influenced by student and staff input and student/staff activities that are planned and implemented by students and staff. OFL-BP LCAP goals are heavily influenced by the LCAP survey results that all stakeholders participate in every semester. Area of improvement - OFL-BP welcomes input from all stakeholders, but LCAP data indicates that input is not received from a majority of students and parents. OFL-BP uses various methods to seek parent input on policies and programs through LCAP surveys, QR survey codes, Google surveys, emails, and flyers. OFL-BP plans to increase parent engagement through the implementation of the DELAC committee, Parent University sessions, and Coffee with the Principal opportunities.|Strengths - OFL-BP meets with students and parents at least twice a year to discuss academic progress, goals, and strategies to meet those goals. These meetings also include resources such as Direct Instruction classes, tutoring, and intervention staff that are available at the school site to support student goals. Areas of improvement - OFL-BP aims to develop and implement strategies and plans that address the academic progress gap within the independent study curriculum. Our goal is to work with students and parents in Parent University sessions on empowering students to complete their independent study curriculum at home, utilizing and accessing available resources from home, and strategies for parents to support student learning at home.|Strengths - OFL-BP takes pride in providing a welcoming environment in all school sites. All stakeholders are addressed by our first names, to avoid hierarchy titles and positions, viewing everyone as equals. Our goal is to create positive and meaningful experiences for students and families, such as family game nights, college application nights, open house, art shows, and science fairs. Staff consistently communicates with parents and families regarding student academic progress, attendance, and strategies to support the learning process both at home and in the school site. Staff utilize multiple methods of student and parent communication, such as phone calls, emails, Google Voice, Remind, Open Houses, quarterly newsletters, social media, and progress reports. Areas of Improvement - OFL-BP aims to provide professional learning opportunities in cultural diversity and responsiveness to support the learning needs of diverse and underrepresented learners. OFL-BP also aims to provide additional staff training in conflict resolution and strategies for having difficult conversations with all stakeholders.|3|4|3|4|2|2|3|2|2|2|2|2|2019-09-24|Met|2019 30664646120356|Opportunities for Learning - Capistrano|3|OFL- Capistrano staff communicates with families regarding LCAP goals and funds yearly, surveys are given at least twice a year asking specifically for feedback on the use of resources. Parent focus groups have been implemented for such things as safety and WASC and is exploring adding a DELAC committee based on school needs. Remind text is sent to parents asking for feedback where families can respond and their response goes straight to the administration at the school site. OFL- Capistrano struggles with getting additional parents to participate, we usually get the same parents to attend school events which is partly due to open enrollment throughout-out the year. In addition, OFL- Capistrano strives to improve the amount of parents that participate in focus groups and family nights, especially the underrepresented families. OFL-Capistrano has looked at offering later student appointments, parent workshops, and even offering virtual support that parents and students can access anywhere with technology.|OFL Capistrano's staff including Student Advisors meet with students and their families at every enrollment/registration appointment. In that appointment families have the opportunity to work one-on-one with the Teacher and Student Advisor to advocate their post-secondary path as well as advocate for resources needed for student success. With the school culture of constant communication and an "open door policy" where families can make appointments or walk-in to talk to any staff helps keep this as a strength. Students that have been identified as having an IEP or classified as EL are in constant communication with all stakeholders to ensure constant knowledge of academic success and areas of growth. OFL- Capistrano has seen some barriers with students support when students are outside of the school sites. Students mostly complete their course work at home and OFL- Capistrano is dedicated to building the team mentality with parents and student to provide support when they are away from the school site. Parent success workshops have been offered, however, we still struggle with getting more parent engagement from all students and underrepresented families. OFL Capistrano continues to work on improving family engagement and plans to offer parent workshops.|OFL- Capistrano's staff works hard to build lasting trusting relationships with students and their families. Parent, student and staff surveys are given at least twice a year to gauge how stakeholders are feeling on topics such as safety, connection to the school, communication and use of school funds. Staff has utilized feedback from parent and student surveys in which they state the best form of communication is text. OFL- Capistrano has integrated a text mode of communication . OFL- Capistrano's staff has implemented google voice text lines as well as remind text app for all general school information. OFL- Capistrano offers parent/student nights at least twice a year offering fun activities with the addition of informative information pertaining to post-secondary options like college. Parent conferences are offered to all parents at the end of each semester to ensure communication on student academic success. OFL- Capistrano will strive to improve knowledge and understanding of cultural differences between student and family demographics. In addition, OFL-Capistrano will strive to grow in offering supports for families through community resources and offering programs to ensure student academic achievements.|4|5|3|4|3|3|3|4|3|3|3|3|2019-09-25|Met|2019 19644690128736|Opportunities for Learning - Duarte|3|In the School Climate Survey administered to parents, students, and staff in April of 2019, the median range score for these stakeholders was in the positive range when looking at the Sense of Physical Security at our school. This can be attributed to parents being asked to participate at the center level on the Safety Committee to plan earthquake, fire, and lock down drills to be held quarterly at each center. This committee also discusses the issue of student safety that arise at the center, and the measures the school will take to address these issues. Parent and student LCAP focus group meetings were held within the LEA in both the fall and spring. These meetings were organized in order to provide parents and students with more information about LCAP and school-wide learning goals. Attendees were invited to provide additional specific feedback at the meeting verbally as well as through an online survey. The meetings were conducted in both English and Spanish. The online surveys were also available in both languages. Results from these surveys allowed for course corrections mid-way through the school year so that the LEA could improve parent engagement efforts. Parent and student input from these surveys also impacted general organizational knowledge and response to parent and student satisfaction with the program, including questions requesting ratings on the school’s success in addressing the state priority areas, most specifically regarding school climate. Additionally, as part of our English Language Development Plan, this year OFL-Duarte established a District English Learner Advisory Committee (DELAC) to give parents a voice in the development of our program’s policies and procedures.|OFL-Duarte has an Enrollment Specialist who partners with various groups within the community. The Enrollment Specialist (ES) is often the first person prospective students and families come into contact with from the school. In addition to enrollment, the ES works to build and sustain relationships with community groups. These groups include, Women Infant and Children (WIC), and teen and family support groups such as Action Family Counseling services to name a few. These partnerships allow us to connect families to resources within the community when needs arise. In addition, the ES attends community events on behalf of OFL - Duarte to educate parents about our school and our program. These events include the San Gabriel Education Expo, Pasadena Parent’s Summer Resource Fair, and the El Monte 3 D Jam events, which offered resources to foster youth and their families. In addition the LEA partnered with Youth Moving On, a non profit organization that offers resources to foster Youth and families. At OFL-Duarte, the staff host multiple parents engagement events throughout the year. These events include but are not limited to, Back to School Nights, Open Houses, Smarter Balanced Assessment and Consortium (SBAC) Kick off nights and Parent Conference week. In addition, the school offers parent workshops throughout the year. These workshops are opportunities for parents to learn about important topics, such as”Supporting Students at Home,” which was a workshop on what parents can do to support students at home, so they are successful. During these events, parents are also reminded of the school's expectations and are informed of all that is going on in the school. During our SBAC kick off event, parents are educated on the importance of the SBAC exam and are shown data on how the school performed on the previous years SBAC exams. During Parent Conference week, students lead the conference and conversation on how they are performing at the school. These conversations, called Achievement Chats are an opportunity for the student to inform parents/guardians on their progress and a chance for the student to reflect on their goals. In addition, families are invited and participate in center level events such as our entrepreneur challenge (form a business plan for a fictitious product), engineer and design challenge and sporting events. The LEA also invites students to participate in week long Washington DC, College Tour, Colorado Ranch, and Mendocino Farm trips. Each trip includes a parent and student orientation meeting to inform the families of the experience the student will be having and answer any questions families might have. In terms of understanding their rights, Special Education families are always given a pamphlet detailing their rights as a Special Education Parent. In addition, every student is given a student handbook which details the parents and students rights.|At OFL - Duarte, the building of the relationship between students, families and school personnel starts at the first orientation. During this time, the schools center coordinator clearly outlines the schools expectation. Also during this time, the student and or parent is also introduced to the students teacher. This exchange helps the student/parent feel more connected to the school. Furthermore, OFL-Duarte administrators, teachers, and classified staff foster trusting and respectful relationships with families through regular contact regarding student progress towards educational goals using, but not limited to phone calls, google text, the Remind App, emails, traditional mail, and in person meetings. Visual aids, such as the Grad Tracker document, are used with families during in person meetings to illustrate and explain past and current progress toward graduation, as well as to set monthly credit completion goals for the future. All centers have reception areas for families to be welcomed, check in to the center, and be used as a waiting area. During the student orientation, family, student, and teacher are able to discuss strengths, needs, and goals for the students at the school. During the orientation process, a conversation is held as to why the student and family is choosing OFL-Duarte as their school. During this time, the specific needs for each student are discussed. If the student is in Special Education, or is an English Learner, the family is connected to a Special Education Specialist and or an English Learner Specialist. If the student is Foster or a Homeless Youth, they are connected to the schools Academic Counselor which also acts as the Foster Liaison. The academic counselor connects the student/family with outside resources. In addition, during the orientation process, a student is asked to choose a career path. This choice, which can be changed through the course of the time the student is enrolled, is evaluated by the student’s academic counselor who can aid the student by providing appropriate resources and support connected to their career choice. As part of our English Language Development plan, OFL Duarte hosted an English Learner Reclassification ceremony, celebrating EL students who met the criterion to be reclassified as English proficient. Other EL students who have made academic progress are also celebrated. The ceremony is an opportunity for parents and families to share in their child’s academic success. In addition award ceremonies are held at the end of the year to celebrate students who have made improvements, not only in academics but in other areas as well, such as is citizenship. Our sports program serves as another opportunity for families to feel connected to our school. Not only are parents encouraged to attend our games, they are also invited to celebrate their students athletic achievements during our sports banquet.|4|4|3|3|3|3|3|2|2|2|2|3|2019-09-24|Met|2019 19651361996263|Opportunities for Learning - Santa Clarita|3|OFL-WSH provides multiple opportunities for extracurricular parent engagement including; Back to School Night, Open House, Pathways Orientations, Senior Awards, Senior Social, Achievement Chats, ELL Achievement Celebration, Sports Banquet, Graduations, and Fall/Spring LCAP Surveys. These activities build trust with school staff and families, as well as establish long-lasting relationships. Achievement chats create an environment of inclusion which allows staff and families to be a part of the decision-making process. This ensures accountability between parent, student and school staff to meet learning targets. OFL-WSH will continue to focus on building stronger relationships with families. Parent participation in extracurricular activities continues to be a challenge within our school community. OFL-WSH is in the process of developing targeted surveys to better understand the needs of our parents and students. The information gathered in the surveys allow OFL-WSH to better understand the current obstacles parents and students face, and will enable us to provide more meaningful extracurricular opportunities for parents and students. Additionally, monthly student trackers are shared with teachers and leadership in order to identify needed interventions early in the learning period. The early intervention involves more parent, teacher, leadership conferences increasing parent -teacher partnerships. OFL-WSH expects to see improved student outcomes with the increase in parent engagement.|OFL-WSH provides multiple opportunities for extracurricular parent engagement including; Back to School Night, Open House, Pathways Orientations, Senior Awards, Senior Social, Achievement Chats, ELL Achievement Celebration, Sports Banquet, Graduations, and Fall/Spring LCAP Surveys. These activities build trust with school staff and families, as well as establish long-lasting relationships. Achievement chats create an environment of inclusion which allows staff and families to be a part of the decision-making process. This ensures accountability between parent, student and school staff to meet learning targets. OFL-WSH will continue to focus on building stronger relationships with families. Parent participation in extracurricular activities continues to be a challenge within our school community. OFL-WSH is in the process of developing targeted surveys to better understand the needs of our parents and students. The information gathered in the surveys allow OFL-WSH to better understand the current obstacles parents and students face, and will enable us to provide more meaningful extracurricular opportunities for parents and students. Additionally, monthly student trackers are shared with teachers and leadership in order to identify needed interventions early in the learning period. The early intervention involves more parent, teacher, leadership conferences increasing parent -teacher partnerships. OFL-WSH expects to see improved student outcomes with the increase in parent engagement.|OFL-WSH provides multiple opportunities for extracurricular parent engagement including; Back to School Night, Open House, Pathways Orientations, Senior Awards, Senior Social, Achievement Chats, ELL Achievement Celebration, Sports Banquet, Graduations, and Fall/Spring LCAP Surveys. These activities build trust with school staff and families, as well as establish long-lasting relationships. Achievement chats create an environment of inclusion which allows staff and families to be a part of the decision-making process. This ensures accountability between parent, student and school staff to meet learning targets. OFL-WSH will continue to focus on building stronger relationships with families. Parent participation in extracurricular activities continues to be a challenge within our school community. OFL-WSH is in the process of developing targeted surveys to better understand the needs of our parents and students. The information gathered in the surveys allow OFL-WSH to better understand the current obstacles parents and students face, and will enable us to provide more meaningful extracurricular opportunities for parents and students. Additionally, monthly student trackers are shared with teachers and leadership in order to identify needed interventions early in the learning period. The early intervention involves more parent, teacher, leadership conferences increasing parent -teacher partnerships. OFL-WSH expects to see improved student outcomes with the increase in parent engagement.|4|4|3|4|4|3|3|5|3|3|3|3|2019-09-25|Met|2019 01100170136226|Opportunity Academy|3|Per AOA's charter proposal, AOA is required to create an advisory board of community members, students, and parents that will meet quarterly to discuss AOA's programming and progress. AOA is in the initial implementation phase of this and will have an advisory board in place by the end of the 2019-2020 school year.|Each of the teachers have been trained on how to develop a master agreement. The master agreement is a binding contract between the school, parent and the student agreeing on the course of study, the days of attendance, and the parent's responsibility to ensure that their student is accessing the curriculum at home. Teachers meet with parents to discuss student process and attendance in the program. All parents of students who receive special education services receive copies of their parental rights. Moreover, all parents have access to the student handbook, sign up for text message alerts, and receive general announcements.To make improvements in this area, AOA needs to enlist the use of the district office to help with translating documents in their home language when applicable.|There are a number of ways that AOA communicates with the families and students of the school. While face to face is one way, AOA found it necessary to adopt a number of other ways to communicate with families and students including: the use of the application REMIND to send text messages and emails to students and families; communication logs that are used by each teacher every time they communicate with families; mail merge that allows the site to send out general announcements; monthly community meetings at 3 of the 4 sites; community events including graduation; and end of the semester meeting with any family of students under 18. AOA has identified the need to add services that would support students who have identified as hispanic/latino. In the 2017-18 and then 2018-2019 school years, approximately 30-35% of the students served were of hispanic/latino heritage. English language learners comprised of 17.4% of the total number of students served in the 2018-2019 school year. These number show that there is a need for the school to implement better ways to communicate with parents and families. In the In order to better serve those families, AOA has noted the need to translate all documents into Spanish. The documents include the student handbook, master agreement, and flyers for events. AOA will coordinate with the district office to identify staff who will be able to translate all the documents listed above. In addition, there is a need to utilize a staff person who is able to be an interpreter when families need those services.|4|4|4|3|4|4|4|4|3|3|3|3|2019-10-15|Met|2019 43104390135087|Opportunity Youth Academy|3|Opportunity Youth Academy continuously works to build trust, respect and professionalism. The outreach and collaboration with stakeholders and community partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly Administration group meetings scheduled to discuss best practices and have communication establishing consistency across all sites. Monthly staff meetings and professional development builds staff participation and contributions to achieve building a positive atmosphere. Several options are available providing access to the meetings i.e. Zoom Conference. Opportunity Youth Academy have multiple ways to encourage parent communication and input regarding, including the School Site Council through monthly board meetings. Along with Parent and Community LCAP Input meetings, parent/student/staff surveys, etc.|All students and/or their parents meet with an Opportunity Youth Academy Educational Navigator and School Counselor upon enrollment to discuss their individual learning plan. In addition, many parents meet with the academic counselor to further design a plan for their individual student. Parents are encouraged to communicate with staff and school via phone, email, and in person. Opportunity Youth Academy have multiple ways to encourage communication regarding student outcomes, including the School Site Council through monthly board meetings. Along with meeting with an Opportunity Youth Academy College Liaison or Community Liaison. All Opportunity Youth Academy staff are accessible to parents for meetings, and the universal prep period more easily accommodates parent contact.|Opportunity Youth Academy uses social media to communicate with families. Using online and mobile technology, can keep our students and families engaged and informed and build excitement about the activities in Opportunity Youth Academy. Platforms like Schoology, School Messenger, and Remind enable Opportunity Youth Academy to create a learning environment open to all students, families, and staff. Teachers can post messages of encouragement to their students, inform students and families of upcoming activities and events, and highlight career opportunities and resources. Opportunity Youth Academy also set up Facebook, Instagram, and Twitter, which gives community members, students and families a way to gather information about learning opportunities. Lastly, families are always encouraged to attend Family Information Events that happen quarterly at all Opportunity Youth Academy sites.|4|4|4|4|4|4|4|4|4|3|3|3|2019-10-10|Met|2019 19101990127522|Optimist Charter|3|We hold Site Council meetings 10 times a year and have good representation from all staff and students in the agency. Agenda items are sent out before the meeting and minutes are distributed right after the meeting. Involvement from parent representatives, students, and staff is highly regarded.|The strength of our program continues to be our progress with students, particularly in therapeutic intervention, behavioral management, and encouraging students to attend school daily, complete work, and earn credits. Over 80% of all grades each 6 weeks are passing grades whereby students earn credits. Given our population, this is a huge success. Learning how to cope with a variety of emotional and behavioral challenges has been a significant strength of our program.|We work with probation and DCFS foster students placed in residential facilities for therapeutic treatment. Many of these students come from other counties, and though 60-70% are from LA County, few live within close proximity to our school. The average length of stay is 4 months, therefore, our population has a high turnover rate. Parent/guardian interaction is often done via phone conferences. While in our residential placement, our therapists and case managers act as the student’s guardian and relate directly with the parent/guardians. We have contact with these parent/guardians on a daily basis. 30% of students are SPED and have I.E.P.’s. Parent/guardian representative is imperative in these meetings and occurs regularly. Overall, parents/guardians report a high level of satisfaction in these meetings and the services we offer their children. Many times parents/guardians comment on how impressed they are with the explanation and written content of our IEP’s and they express their gratitude on the services we are providing.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-03|Met|2019 19752911996016|Options for Youth San Gabriel|3|Each school site in the OFY-SG charter has its own unique culture that is influenced by student groups such as ASB, sports, and student led interest groups. OFY-SG LCAP goals are driven by the LCAP survey results that includes representation from all stakeholder groups. Area of improvement - OFY-SG welcomes input from all stakeholders, but LCAP data indicates that input is not received from a majority of students and parents. We aim to utilize many current student groups and parent engagement activities as opportunities to engage in dialogue about our schools and provide feedback for the decision making process. OFY-SG plans to increase parent engagement through the implementation of the DELAC committee, Wellness committee sessions, and additional parent LCAP nights.|OFY-SG meets with students and parents at least twice a year to discuss academic progress, goals, and strategies to meet those goals. These meetings include an explanation of resources such as Small Group classes, tutoring, and intervention staff that are available at the school site to support student goals. Parents are also able to provide feedback on their students needs and goals during these conferences. Areas of improvement - OFY-SG aims to develop and implement strategies that support our students and families in monitoring their own progress towards graduation and overall academic goals. Our goal is to work with students to begin leading the Parent, Teacher, Student conferences so students can take ownership over their learning and self-advocate for their needs.|OFY-SG takes pride in providing a welcoming environment in all school sites to all students. OFY-SG clearly identifies our school sites as safe spaces for LGBTQ students, and highlights resources for students dealing with depression and anxiety. We do this through positive and meaningful experiences for students and families, such as family nights, college signing nights, open house, art shows, and science fairs. Staff consistently communicates with parents and families regarding student academic progress, attendance, and strategies to support the learning process both at home and in the school site. Staff utilizes multiple methods of student and parent communication, such as phone calls, emails, Google Voice, Remind, Open Houses, social media, and progress reports. Areas of Improvement - OFY-SG aims to provide professional learning opportunities in cultural diversity and responsiveness to support the learning needs of diverse and underrepresented learners. OFY-SG also aims to identify strengths and resources within our parent community to best utilize internal resources and feedback while developing trusting relationships with all stakeholders.|3|3|2|4|3|4|3|2|2|3|3|3|2019-09-27|Met|2019 19753090136648|Options for Youth-Acton|3|The LEA is working towards providing additional support in the area of giving parents a voice in their student’s education. OFY Acton has implemented the DELAC parent committee comprised of parents and staff. This committee empowers our EL families to evaluate and provide feedback on the ELD program and services. OFY Acton has also implemented a Wellness Committee to inform parents of our current services (meals/snacks, socio-emotional development classes, WIOA, CTE classes, sports, student council, mental health awareness). At the same time, parents provide feedback and ideas for the improvement of student mental health. OFY Acton provides all students, staff, and parents with a Stakeholder Engagement Survey to seek input from stakeholders on which programs they would like to see offered at our school. Additionally, this survey allows parents, students, and staff to voice their opinion on the allocation of school funds. Lastly, the survey provides families with the opportunity to share how they feel about our school’s safety and school climate. The LEA will work on providing families with as much information as possible for parents to make informative decisions.|OFY Acton provides multiple resources and opportunities for families to engage at the school level. Initially, incoming students attend a new student orientation to understand student expectations and best practices for student success. Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day. OFY Acton provides families with FAFSA Night, where seniors can complete the FAFSA application with the help from the school counselors. Additionally, OFY Acton provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications in a timely manner and meet with students regularly to develop post-secondary plans. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher when necessary. OFY Acton partners with Pathways Travels to provide students with opportunities to attend overnight curriculum-based trips that will allow them to reflect on their socio-emotional growth. OFY Acton recognizes that these trips have positively influenced student outcomes. The LEA will work on providing practical professional development trainings for teachers and families that will support student development in the home. An example of this would be providing parenting courses to families with the help of our school psychologist. Another example of this is implementing home-visits for all students as needed. OFY Acton plans to improve the engagement of underrepresented families by offering parent workshops such as FAFSA informational night, graduation requirements, technology literacy, and mental health awareness.|The LEA is committed to working with the ELD Department to provide EL students with the resources necessary to ensure student growth in English language development. Our ELD Department has helped us monitor students' academic progress and allows us to increase our reclassification rates. EL students at OFY Acton receive designated and integrated instructional support from the ELD Department and staff. OFY Acton provides ELD English classes for only EL students and RFEP students. At the same time, the EL students are integrated into other direct instruction classes. Every EL student that enrolls at OFY Acton works with the EL teacher to develop an individual Academic Learning Plan that includes assessment scores, academic goals, intervention plans, and plans for the future (college/career). The EL teacher meets with the student and parents to complete the students' Academic Learning Plan within 60 days of enrollment. OFY Acton has started a DELAC committee for the 2018-2019 school year by initiating a vote for the committee for the 2019-2020 school year at our annual Bilingual Scholars Banquet celebration ceremony. The DELAC committee is made up of parents and staff to provide feedback on the improvement of the EL program. The LEA commits to working with the Special Education Department once a week to ensure they are receiving constant support. The LEA helps facilitate IEP meetings and conferences with parents who have concerns. Additionally, the LEA meets with the leadership team (Assistant Principals, Coaches, and Lead Special Education Specialists) twice a month to ensure the team is aware of all changes in curriculum, operations, and community events. OFY Acton participates in many community events throughout the year, including a Wellness Committee, Bilingual Scholars Banquet, Sports Banquet, Family Fun Night, Senior Signing Night, and FAFSA Night. These community events are available to all students and staff, which allows us to establish strong relationships with students, families, and staff. The LEA can improve on providing additional resources for parents and families that speak a language other than English, such as parent workshops. The LEA also offers informational flyers to parents in different languages. These flyers help bridge the language barrier gap and allow more families to engage in school events.|4|5|4|4|3|2|4|4|3|3|3|2|2019-09-18|Met|2019 36678760120568|Options for Youth-San Bernardino|3|The LEA is working towards providing additional supports in the area of giving parents a voice in their student’s education. OFY- San Bernardino is in the beginning stages of implementing the DELAC. This will empower our EL families to have a stronger opinion on their student’s education. The OFY-San Bernardino Charter provides all students, staff, and parents with the Stakeholder Engagement Survey to seek feedback from stakeholders on which programs they would like to see offered at our school. Additionally, this survey gives parents, students, and staff the opportunity to voice their opinion on how the school funds should be allocated. Lastly, the survey provides families with the opportunity to share how they feel about our school’s safety and school climate. The LEA will work on providing families with as much information as possible so that parents can make informative decisions.|OFY- San Bernardino provides multiple resources and opportunities for families to engage at the school-level. Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day. OFY- San Bernardino provides families with FAFSA Night where seniors can complete the FAFSA application with the help of the school counselors. Additionally, OFY San-Bernardino provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications in a timely manner. Families have the opportunity to meet with their student’s teacher at a minimum of twice a year during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher when necessary. OFY-San Bernardino partners with Pathways Travels to provide students with opportunities to attend over-night curriculum-based trips that will allow them to reflect on their socio-emotional growth. OFY- San Bernardino recognizes that these trips have positively influenced student outcomes. The LEA will work on providing effective professional development trainings for teachers and families that will support student development in the home. An example of this would be providing parenting courses to families with the help of our school psychologist. Another example of this, is to implement home-visits for all students as needed.|The LEA works hand in hand with the English Language Development Coach to provide equal opportunities for the Bilingual Scholars at Options For Youth- San Bernardino. OFY- San Bernardino currently provides the EL population with “Easy English Newspaper” by Elizabeth Claire. The EL Specialist Team’s focus is to ensure student growth in Reading and Language Arts. OFY San Bernardino is in the beginning stages of implementing our DELAC committee for the 2019-20 school year. The LEA commits to working with the Special Education Departments once a week to ensure they are receiving constant support. The LEA helps facilitate IEP meetings and meetings with parents who have concerns. Additionally, the LEA meets with the leadership team (Assistant Principals, Coaches, and Leads) once a week to ensure that the team is aware of all changes in curriculum, operations, and community events. OFY- San Bernardino participates in many community events throughout the year. These community events are available to all students and staff which allows us to establish strong relationships with students, families, and staff. The LEA can improve on providing additional resources for parents and families that speak a language other than English. The LEA can provide informational flyers for parents in many different languages. The LEA can also provide families with multi-language wireless earphones. This will help bridge the language barrier gap and will allow more families to engage in school events.|3|5|4|3|2|2|4|3|2|2|3|3|2019-09-19|Met|2019 34674473430691|Options for Youth-San Juan|3|The LEA is working towards providing additional supports in the area of giving parents a voice in their student’s education. OFY- SJ is in the beginning stages of implementing the DELAC. This will empower our EL families to have a stronger opinion on their student’s education. The OFY-SJ Charter provides all students, staff, and parents with the Stakeholder Engagement Survey to seek feedback from stakeholders on which programs they would like to see offered at our school. Additionally, this survey gives parents, students, and staff the opportunity to voice their opinion on how the school funds should be allocated. Lastly, the survey provides families with the opportunity to share how they feel about our school’s safety and school climate. The LEA will work on providing families with as much information as possible so that parents can make informative decisions.|OFY-SJ provides multiple resources and opportunities for families to engage at the school-level. Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day. OFY- SJ provides families with FAFSA Night where seniors can complete the FAFSA application with the help of the school counselors. Additionally, OFY SJ provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications in a timely manner. Families have the opportunity to meet with their student’s teacher at a minimum of twice a year during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher when necessary. OFY-SJ partners with Pathways Travels to provide students with opportunities to attend over-night curriculum-based trips that will allow them to reflect on their socio-emotional growth. OFY-SJ recognizes that these trips have positively influenced student outcomes. The LEA will work on providing effective professional development trainings for teachers and families that will support student development in the home. An example of this would be providing parenting courses to families with the help of our school psychologist. Another example of this, is to implement home-visits for all students as needed.|OFY-SJ has always taken steps to increase stakeholder engagement across all of our schools. Much of the feedback that has been given, has highlighted the need for the staff to find methods to increase communication to parents; especially in online/digital platforms. As a result, the OFY-SJ leadership team has set priorities to address this concern. The Program Coach for OFY-SJ has developed tools to increase the capacity of the instructional staff to manage information from the student database system and communicate more accurately the needs of their students, to each parent/guardian. The staff at OFY-SJ is proud of the reputation they have for creating a welcoming environment for the families they serve. Open communication is the key to establishing and maintaining strong partnerships with parents and guardians. Consistent communication keeps everyone involved on the same page and aware of the supports that are available if the student is showing signs of struggle.|4|4|3|4|4|4|5|3|2|2|2|2|2019-09-20|Met|2019 36679343630670|Options for Youth-Victorville Charter|3|The LEA is working towards providing additional supports in the area of giving parents a voice in their student’s education. OFY Victorville is in the beginning stages of implementing the DELAC. This will empower our EL families to have a stronger opinion on their student’s education. The OFY Victorville Charter provides all students, staff, and parents with the Stakeholder Engagement Survey to seek feedback from stakeholders on which programs they would like to see offered at our school. Additionally, this survey gives parents, students, and staff the opportunity to voice their opinion on how school funds should be allocated. Lastly, the survey provides families with the opportunity to share how they feel about our school’s safety and school climate. The LEA will work on providing families with as much information as possible so that parents can make informative decisions.|OFY Victorville provides multiple resources and opportunities for families to engage at the school-level. Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day. OFY Victorville provides families with FAFSA Night where seniors can complete the FAFSA application with the help from the school counselors. Additionally, OFY Victorville provides opportunities for students to complete their mandatory community service hours towards graduation. The school counselors also provide step by step assistance for completing student college applications in a timely manner. Families have the opportunity to meet with their student’s teacher during parent-teacher conferences. If needed, parents can set up additional appointment times with the teacher when necessary. OFY Victorville partners with Pathways Travels to provide students with opportunities to attend over-night curriculum-based trips that will allow them to reflect on their socio-emotional growth. OFY Victorville recognizes that these trips have positively influenced student outcomes. The LEA will work on providing effective professional development training's for teachers and families that will support student development in the home. An example of this would be providing parenting courses to families with the help of our school psychologist. Another example of this is implementing home-visits for all students as needed.|The LEA works hand in hand with the English Language Development Coach to provide equal opportunities for the Bilingual Scholars at OFY Victorville. The EL Specialist Team’s focus is to ensure student growth in Reading and Language Arts. OFY Victorville has begun the development of our DELAC committee for the 2019-20 school year. The LEA commits to working with the Special Education Departments once a week to ensure they are receiving constant support. The LEA helps facilitate IEP meetings and conferences with parents who have concerns. Additionally, the LEA meets with the leadership team (Assistant Principals, Coaches, and Lead Special Edcation Specialists) twice a month to ensure that the team is aware of all changes in curriculum, operations, and community events. OFY Victorville participates in many community events throughout the year. These community events are available to all students and staff which allows us to establish strong relationships with students, families, and staff. The LEA can improve on providing additional resources for parents and families that speak a language other than English. The LEA can provide informational flyers for parents in many different languages. This will help bridge the language barrier gap and will allow more families to engage in school events.|3|4|3|4|2|3|4|3|2|2|3|2|2019-09-13|Met|2019 10623310000000|Orange Center|3|Programs and activities where parents become involved and are an integral part of the school included: OC parent engagement team which provided multiple evening events where families engaged in interactive educational activities, the Migrant Education Program offered support to migrant parents throughout the school year by providing informational presentations on topics of interest to parents. Also, the After School Program, Parents Club, School Site Council (SSC), English Learner Advisory and District English Learner Advisory Committees (ELAC/DELAC), provided opportunities for parents to assist them in becoming more involved in leadership and decision- making roles at the school site. By providing Hmong/Spanish translators and childcare at the meetings, more parents were able to attend and give input. In 2016-17, Orange Center's newly created Parent Involvement Team organized three events and averaged 57 parents in attendance. In 2017-18, the average number of parents attending the three events was 72.6. In 2018-19 there were four "Family Nights" with the average number of attendees being 218.|In order to continue progressing towards our goals, we will continue and enhance services to best meet the needs of English Learners, Foster Youth and students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey. These actions will include: Teacher training in the area of Mathematics and Writing, CSET/RICA preparation/support, Kagan Student Engagement Training, Time to Teach Discipline and Classroom Management training, Common Core Instructional Materials Training In the areas of ELA and Mathematics. Increased course access such as: Dual Immersion Language Acquisition Program, STEAM Electives, increased opportunities for students to explore college and career readiness pathways. Increased access to technology through computer check out system for 6-8th grade students. Services to improve facilities and parent communication include the purchase and installation of a digital marquee and furniture that will foster collaborative learning environments. School safety and campus climate actions include the implementation of a digital sign in and out process which includes the feature of checking visitor backgrounds and alerts administration to any individuals who may put students at risk and who wish to enter campus. An additional day of school psychologist services was added to the plan in the 2017-2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct. This will continue throughout the 2019-2020 school year. In the area of student achievement, the district will continue a comprehensive math, writing and reading intensive intervention program. Physical Education support materials will be purchased. Special Education Program Improvement Team will meet regularly to discuss program needs in order to decrease the achievement gap between all students and students who are in the SPED subgroup. All students living in the Orange Center School District were offered transportation to school, home from school, and students participating in the After School Program and reside in the district were offered transportation home. Orange Center's on site LVN has provided students and families with a sense of security knowing any health concerns would be medically monitored and addressed, as appropriate. The on-site LVN assisted in communicating with families regarding immunizations and the school scheduled appearances of FCSS mobile health van at Orange Center Elementary School to administer required immunizations or wellness checks. Orange Center School District participated in cohort 5 of FCSS & Fresno County SELPA Positive Behavioral Intervention & Supports for 3 years and has maintained the PBIS program on campus.|Program, STEAM Electives, Increased opportunities for students to explore college and career readiness pathways. A program to increase access to technology through computer check out system for 6–8th grade students will be developed. Services to improve facilities and parent communication include the purchase and installation of a digital marquee and furniture that will foster collaborative learning environments. School safety and campus climate actions include the implementation of a digital sign in and out process which includes the features of checking visitor background and alert administration to any individuals who may put students at risk and who wish to enter campus. An additional day of school psychologist services was added to the plan in the 2017– 2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct. In the area of student achievement, the district will implement a comprehensive math, writing and reading intensive intervention program. Physical Education Curriculum will be reviewed and purchased, Special Education services will be increased in the 2019-2020 school year in order to decrease suspensions. The installation of a Certificated Parent Engagement team has resulted in a significant increase in the number of parents of students from: Low Socio Economic homes, English Learner homes, and students from all cultural backgrounds, who are participating in school sponsored educational events. Hmong parent and student school to home connection and communication has directly affected attendance and academic support positively. LVN Increased parent communication and has assisted in prevention care for students, thus decreasing absences and assisting in early detection of illness. Health and wellness information pertaining to hygiene and puberty is being offered to all 5–6th grade students. The district has determined one area where significant improvement is needed based on the 2018 California Dashboard. The suspension rate data indicates that there was an increase to the number of students who were suspended once, in the 2017-2018 school year, when compared to the previous years data. The percentage of students who have been suspended at least once increased by 5.2%. In order to address this area, students who are at risk of suspension will be monitored and will be given resources and support to prevent suspensions and to increase awareness to socio-emotional issues that contribute to behavior problems, through the school psychologist. Teachers and supports staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio emotional issues.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-25|Met|2019 30103060134056|Orange County Academy of Sciences and Arts|3|We are currently in the process of developing our School Site Council to assist in the decision making process at OCASA. While we used various tools such as parent /student/staff surveys, parent forum meetings, PTSA meetings, and Parent Council feedback in our decision making process, we clearly need to formalize this process with an official School Site Council. The existing opportunities for engagement and feedback in the decision making process has been strong, as we have consistently collaborated in order to bring family engagement activities to our school. This is particularly true with our PTSA organization which has worked hard to balance parent education with school-wide engagement activities. We will continue to grow these programs along-side our School Site Council.|Teachers and Administration meet together to determine the best ways to partner with our families several times throughout the school year. During these Professional Development sessions, staff identifies key areas where connections with families can be made. These include SST meetings, 504 meetings, IEP meetings, parent conferences, monthly parent meetings, multiple volunteer opportunities and school-wide surveys. We have systems in place which trigger the need for intervention meetings wherein the SST team meets to identify student concerns and interventions which target those specific areas of concern, whether they be academic, social, or behavioral. At times, they can be directly connected to health concerns and the need to support the student through the course of those issues. Families have access to numerous avenues in order to provide support for student learning in the home. These include our internal parent communication system where teachers and administration provide weekly/monthly updates; Google Classroom where assignments and resources are located for student use both at school and at home, and the Summit Learning Platform for our 6th-8th grade students. The Summit Learning Platform provides real-time access to everything that the students are learning in the classroom, teacher feedback, and numerous resources to support students who are English Language Learners and students with disabilities. In addition, our Parent Portal through our Student Information System provides parents with standardized test scores (CAASPP, CAST, PFT, ELPAC, etc.), NWEA Assessment results, gradebook and attendance data in real time. While we definitely provide tools for parents to support their ability to advocate for their students, especially students with disabilities, an area of growth is to assist our parent community in the process of advocating on behalf of all students. We do have a PTSA organization on our campus; however, we can do more to engage our families in the process of advocating for all students through our parent education program.|OCASA’s staff spends time training and reflecting throughout the year to ensure that relationships between staff (inclusive of administrators, teachers, and classified staff) and our families are respectful, thoughtful and considerate of family beliefs and backgrounds. It is a school-wide expectation that all interactions between staff and families is respectful in order to create a safe and trusting environment. To that end, all families are Volunteer Trained once per year in addition to the staff to ensure that we are building these respectful relationships and that the environment at OCASA is welcoming for all of our families. Twice per year, our teachers and parents collaborate to develop Individualized Learning Plans with academic, social and behavioral goals for each student. Teachers and parents then meet during conferences to further discuss these goals and incorporate each family’s background into these learning plans. Teachers spend time understanding each student’s background in order to provide a safe and supportive learning environment for each student. A focus area for improvement is in our communication with underrepresented families. While our internal parent communication system has always provided tools for translation of communications, we are in the process of translating all of our materials into Spanish for our Spanish speaking families.|4|4|4|3|4|5|5|4|3|3|4|4|2019-11-01|Met|2019 30103060000000|Orange County Department of Education|3|The LEA values and seeks the input of families on each schools’ continuous improvement efforts, and encourages active participation in advisory committees such as ELAC/DELAC, School Site Council, and LCAP Parent Focus Groups. The accessibility of these meetings is a strength for the LEA. To facilitate engagement of underrepresented families, advisory group meetings are held at times and locations preferred by families, interpretation is provided, transportation is available, and activities are offered to families with young children. To continually increase the capacity of parents to participate more fully in decision-making groups, the LEA provides opportunities for parent leaders to attend local and regional conferences and trainings. The LEA will focus on building the capacity of school leaders to work collaboratively with families by establishing a Family Engagement Team for the 2019-20 school year, which will focus on implementing the strategies outlined in the CDE's Family Engagement Toolkit.|Continuing to build effective partnerships for learning, the LEA provides regular opportunities for families to meet with teachers to discuss students' academic progress and ways that parents can support their students’ academic success at home, as outlined in the School-Family Compact. School Counselors provide guidance to students with academic planning to ensure student success. Transition Specialists also provide support to students and families in choosing a career pathway and planning for college. The LEA's personalized approach to student academic planning is a strength in this area. As a focus for improvement, the LEA will provide staff development to train staff in best practices for working effectively with underrepresented families.|Orange County Department of Education schools continue to build capacity for authentic relationships with families from diverse backgrounds, teams of school staff have been trained in best practices for creating a welcoming trauma-informed and inclusive school environment for all families. Staff development has included Bridges Out of Poverty, Cultural Proficiency, and Parent Liaison Certificate training. Bilingual Title I Family Community Liaisons, who serve as a two-way communication bridge between school, families, and community, are the schools’ greatest asset in this area. To improve the engagement of underrepresented families and strengthen the understanding of the needs of a high turnover student population, schools will continue to align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 30666700109066|Orange County Educational Arts Academy|3|OCEAA has active parent representation on School Site Council, ELAC, the OCEAA Board of Directors and Families Supporting OCEAA (FSO). Annual training is provided to support members in participating and engaging effectively in their roles. An area of growth is in collaboratively, designing, implementing and evaluating family engagement activities at school and district levels.|OCEAA’s California School Parent Survey data indicate that an overwhelming majority of parents attend school conferences and feel they have meaningful opportunities to participate in the school. Strengths include twice yearly Student Led Conferences and supplemental conferences for students receiving interventions as part of OCEAA’s Multi-Tiered System of Support. Areas for improvement are providing quality parent education on topics of interest, including understanding and exercising parent rights and advocating for their own students and all students.|As a Two Way Bilingual Immersion school with a staff that is over 95% bilingual, OCEAA naturally engages parents in both Spanish and English. Our California School Parent Survey data indicate that an overwhelming majority of parents agree and strongly agree that OCEAA creates a welcoming environment. Class Dojo is used to communicate regularly with parents. Parent feedback is welcome through formal and informal stakeholder engagement activities, and participation in organizations such as Families Supporting OCEAA (FSO), School Site Council, ELAC and coffee chats. Parent coffee chats and meetings are live streamed and archived on social media to increase access. Beginning in the 2017-18 school year, teachers and parents were introduced to various topics of multicultural education and culturally relevant pedagogy through workshops and trainings. To further explore these areas OCEAA is engaged in a four year partnership with EL Education to increase sociocultural competence across stakeholders through Crew/character development and social justice oriented curricula.|4|4|3|4|3|3|4|3|4|4|3|2|2019-11-13|Met|2019 30103060134841|Orange County Workforce Innovation High|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 78% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, back to school, student recognition days, IEPs, 504 meetings, SST meetings and parent-teacher-student conferences. Parents who participated in the self-reflection shared that they appreciated the opportunity to provide input into the school program. They also shared that they are excited about the parent group and the opportunity to participate. The focus group of parents revealed that not all of the parents were aware of their opportunities to participate in providing input to school decisions, like the LCAP meetings. We can improve this by being more strategic in trying to engage all families. Also, there was an interest in having more events that engaged families and students with teachers and administrators.|There were 366 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers and counselors. At events there is always a wide range of families representing the diversity of the school. Staff will continue to invite families and host events like Open House, parent teacher conferences, IEP meetings, counselor check-in, SRS support, and awards. One strength is that the school provides many opportunities for parents to get involved and get the information needed and updates provided. For the most part, parents feel comfortable reaching out and taking to the teachers and staff. The school can improve parent partnerships with underrepresented families and improve student outcomes by continually encouraging and informing parents of their rights and the expectation of a partnership, starting at orientation, the first parent conference, and school events. More informational meetings or events to discuss parent rights and additional resources available to students.|One key strength was the results from our parent survey showed that 87% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There 40 parents participated in our parent meetings including PAC/ELAC committee on a consistent manner. Additionally, there were 761 parents attending conferences and open house last year. Parents reported that they have multiple opportunities for communication with our teachers. Parents reported that they liked teachers’ texting and emailing students and families to exchange information that helps students stay active and successful. Parents reported that they have strong and supportive relationships with teachers and enjoy the extracurricular activities. The school can improve by making letters home a more frequent way of communication to allow parents to become more involved. Also identifying who might need more outreach, have any barriers removed, and build a relationship with them so that they feel comfortable communicating back with staff. The school can ensure that translation services continue to be utilized.|3|4|2|3|2|2|3|1|2|2|2|1|2019-10-16|Met|2019 30666210000000|Orange Unified|3|Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation. Each site has an active School Site Council and ELAC (if appropriate) to participate in the creation and implementation of the goals and actions of the School Plan for Student Achievement. All parents at each site are invited to various meetings and provided with opportunities to present ideas and insight. The SSC is involved in the development and monitoring of the budget to ensure joint decision-making in how funds are spent. Making decisions on education policy in an inclusive and transparent way leads to better decisions and encourages our stakeholders to contribute and become partners in achieving the goals set by OUSD and the State of California. We feel confident that our school communities will support improvement strategies that they help to develop. Partnerships with outside stakeholders, including parents, local colleges and universities, community-based organizations, and others will build our capacity to implement innovative and ambitious strategies for meeting the needs of all students. An example is the development of our new district Strategic Plan. Collaboration by various groups of stakeholders resulted in focused, relevant goals and initiatives to guide OUSD for the next seven years. We consistently strive to achieve informed and inclusive decision-making to promote equity and excellence for our diverse demographic of students. Students, parents, community members and district staff all have the opportunity to participate in the engagement survey that informs our LCAP on a yearly basis. One focus area of improvement indicated in the CA Dashboard Self-Reflection tool is providing opportunities for families and school staff to give input into the parent education offered at the district. We rated ourselves in the Beginning Development phase, our lowest area in the decision-making section. Our goal is to survey our stakeholders to allow for more input into what they would like to see offered in the area of parent education and engagement. Our first effort to show progress in this area was a discussion at our DELAC meeting of ideas that parents have for parent education. Moving forward, we plan to conduct a needs assessment twice a year to continue to generate ideas but also to survey the effectiveness of our approach. We will also be adding this to our DELAC Board Member meeting agenda for input from a smaller focus group. Growth in this area will also be evident with increased input from our community liaisons who have more intimate knowledge of what information parents need and want from the district.|Parents and families are encouraged and welcomed to become involved in the formal education of their children. Orange Unified School District provides numerous opportunities for parents and families to be involved at school, including serving on School Site Council and the English Language Advisory Committee. Parents are also encouraged to participate at the District level on committees such as the District Advisory Committee and the District English Language Advisory Committee. We are committed to communicating with and engaging parents as partners in their children’s education. We are also committed to obtaining community resources for our schools. OUSD uses various means to gauge progress in the area of Parent Engagement and parent partnership. During the LCAP revision process, the LCAP community survey is administered which addresses components of this important initiative. A total of 4,297 parents participated in the on-line survey. 90% of the respondents report that the school regularly informs families of ways to get involved in school, and 88% report that they are encouraged to take part in or attend trainings, workshops or events. Communication is a key component in building partnerships with our school community. The LCAP survey reported that 91% of the respondents feel the school communicates effectively about grades, assignments and the academic performance of the student. 88% replied that there is someone on campus who can communicate in the parent’s language, and 85% of the respondents indicated positively that there is a school staff member who listens when the parent has something to say. Focus groups were conducted at all school sites and at the district level. There were a total of 616 parents who participated in the focus groups, providing valuable input in the examination of the strengths and challenges to building partnerships. Two of the strengths that were identified by the parent focus groups were school/home communication and parent engagement opportunities. Based on the California School Dashboard Self-Reflection Tool, we have identified building capacity of staff to build trusting and respectful relationships with families as a focus area. We are in the Beginning Development phase as we begin to build a system of support through purposeful professional development for our principals and staff. The purpose of the professional development is to enhance the home/school interaction through positive written and oral communication. We have also identified supporting families to understand and exercise their legal rights and advocate for their own students and all students as an area for growth. We are in the Initial Implementation phase as we began to incorporate parent and family education on these topics in the 2018/19 school year. OUSD will continue to refine the work of the parent partnerships and continued implementation of the LCAP goals, initiatives and programs related to Parent Engagement.|Building relationships begins with welcoming all families into the OUSD community. The goal is to support parents and families to become active participants in the school community. We strive to make parents feel welcomed, valued and connected to each other, to school staff, and to what students are learning and doing in the classroom. One of the strengths identified on the CA School Dashboard Self Reflection rubric is OUSD’s progress in creating welcoming environments for all families in the community. All staff are trained in providing excellent customer service and model respectful relationships with each other and with students. Communication is two-way and on-going, and we strive to provide both oral and written dialogue in the language of the parent. Our experience shows that an increase in student and family engagement with the educational community leads to increased attendance, higher graduation rates, and higher rates of reclassification of English learners. Our LCAP continues to support building relationships through funding of a Teacher on Special Assignment who focuses on supporting the needs of parents throughout our district. Strong relationships with families are evidenced by: active PTAs, School Site Councils and English Language Advisory Committees, the high frequency of volunteers, and significant participation in school events across the district. We also continue to strengthen participation in our District Advisory Committee and District English Language Advisory Committee. For the 2019-20 school year, OUSD is developing an agenda for a District LCAP Committee to further build trust and transparency for our district’s goals, actions and budget. Effectively communicating with and engaging our families in District initiatives and in decision-making is critical to the success of our students, schools, families and OUSD. Several of our actions and services are focused on investing in our families. By improving our efforts to engage families and build relationships, specifically families in targeted groups, we believe families will participate more fully in the education of their children. The self-reflection tool indicated that OUSD is strong in developing multiple opportunities to engage in two-way communication between families and educators. An example that supports is the well-trained Bilingual Community Aides at all Title I schools; providing translation and interpreting support; hosting parent education classes; implementing a comprehensive Strategic Plan. These initiatives are specifically designed to ensure that all families are being reached in effective and accessible ways. OUSD will continue to work to support our site and district staff in learning about each family’s strengths, cultures, languages and goals for their children. In the Initial Implementation phase, our goal is to research appropriate professional development that will allow for a better understanding of the students and parents we serve.|4|5|3|4|4|4|5|4|4|4|4|4|2019-10-17|Met|2019 43696330000000|Orchard Elementary|3|Orchard School District cites providing opportunities for all families to be involved in the decision making process as a strength. A focus area would be to implement strategies to reach and seek input from any underrepresented groups in the community.|Orchard School District cites providing families with communication on student progress and parent rights as strengths. An identified area for improvement is providing professional learning for staff to improve Orchard's capacity to partner with families.|Orchard School District cites communication and providing a welcoming environment as strengths in building relationships with families. An identified area to focus on for improvement is to support staff in learning about family's strengths, cultures, languages and goals for their children, especially for underrepresented families.|2|3|1|4|1|3|4|4|3|3|3|4|2019-10-22|Met|2019 49709614930319|Orchard View|3|OVS has an active Advisory Board with family, teacher, and student members. All families are invited to attend Advisory Board members. In addition, the school utilizes surveys, the website and newsletter to reach all families with school information and news about events and opportunities to collaborate with the school. As part of the WASC process the school seeks to embed collaborative decision making in all aspects of the continual improvement model and has identified new student orientation for all OVS students and their families as an area of focus.|Communicating with parents and students about assignments and academic progress is an essential part of the Supervising Teacher's role. OVS will work to identify and strengthen resources and professional development to support teachers and administrators in improving instruction and communication for all all OVS students and their families.|Orchard View School is an Independent Study school and as such students and their families meet routinely with Supervising Teachers. Families play an active part in their children's learning and goal setting through meetings with their Supervising Teacher. Family members are invited to serve on the Advisory Board and participate in a variety of school events. The OVS website serves as the communication hub for the school. OVS will continue to strengthen parent communication about school resources and events through the website and increase communication opportunities for non-English speaking families.|4|4|5|5|4|5|5|4|4|4|4|4|2019-10-10|Met|2019 42692600116434|Orcutt Academy Charter|3|Orcutt Academy works to give families a strong voice in decision-making at the school. The Orcutt Academy School Advisory Council is an elected group of parents, students, and staff that meets regularly to discuss school programs, analyze data, develop documents such as the Single School Plan for Student Achievement and Safe Schools Plans, and provide input for the Orcutt Academy Local Control and Accountability Plan (LCAP). Parents are surveyed two to three times a year in association with the development of the LCAP. The Orcutt Union School District, moreover, also involves families in decision-making. Parent input is sought on the district's strategic plan and LCAP, and the superintendent conducts monthly superintendent/parent meetings which parents may attend to learn about, and give input on, district initiatives. A community liaison at OAK-8 and counselors at OAHS reach out to include underrepresented families in school events and school governance. A growth area would be to seek more parent/family input on how best to engage them in the school. We have some parent/family involvement in school governance but would like to have more.|The Orcutt Academy and the Orcutt Union School District have worked hard to strengthen school-home collaboration around academics. The Aeries Parent Portal provides regular updates on student grades, assignment completion, and attendance. Parent-teacher conferences (OAK-8 and OAHS) or teacher-parent meetings (OA Independent Study) are part of the school calendar. Teachers are approachable and responsive, and the OA staff was commended for its rapport with students in a 2018 accreditation visit by the Western Association of Schools and Colleges (WASC). A growth area is parent education. The school schedules parent education nights during the year (recent topics have included parenting children who are on social media, vaping, and the new math standards), but attendance has been inconsistent and staff would like to have more parents participate.|Starting with information nights and campus tours for prospective parents, the Orcutt Academy works to forge a close bond with its families. Activities and events such as parent-teacher conferences at OAK-8 and OAHS, parent meetings at OA Independent Study, class parent nights (i.e., Freshman Parent Night) at OAHS, Back to School Nights at OAK-8 and OAHS, Open Houses at OAK-8 and OA Independent Study, Spartan Showcase at OAHS, and numerous Parent Teacher Student Association (PTSA) events give families the opportunity to connect with the school. The result is that each of the OA campuses has a cohesive climate and a strong affinity among students, parents, teacher, staff, and community. A growth area for the future is to invite more two-way communication between school and families. The school’s implementation of the Parent Square communication platform has improved school-home communication, but staff would like to do more to seek ideas and feedback from their clientele.|4|4|3|3|4|4|4|4|4|3|4|3|2019-10-09|Met|2019 42692600000000|Orcutt Union Elementary|3|The District continually seeks out new ways parents can become partners in a shared decision making model. At school sites this includes committee work, parent teacher associations, school site council, English language advisory councils, and more. Parents are frequently approached about participating in not only site based groups, but also district groups as their opinions are highly valued. Parent surveys are utilized to garner feedback and gather information on policies and programs and the challenge of engaging underrepresented groups in our community is a continued area of focus. One school site that has been successful at bridging that gap holds weekly meetings with parents where information is shared, questions are answered, and there is a safe place where difficult conversations can be had. Conversations about family engagement take place at all of our committee group meetings, as well as the annual strategic planning process and during the development of the Local Control and Accountability Plan (LCAP).|One of the areas of focus for our staff this year is social emotional learning and relationships. Building a relationship with a student also includes building a relationship with the family and partnering on the education of the student. Our district offers frequent parent education nights to support learning and development in the home and we provide childcare for these events free of charge. Several times throughout the year teachers are available to meet with parents and families, and anytime a parent reaches out the teacher makes time to meet with them to discuss strategies to improve student outcomes and meet the needs of each student. Parents are advocates for their child and we work together to empower parents to become not only involved parents, but engaged parents, able to ask critical questions to ensure their child is supported and learning at their highest potential.|The Orcutt Union School District is a welcoming district located in a relatively small community where families interact frequently. Many of our staff members reside here in Orcutt and there is a family feel with strong connectedness between our parents, students, teachers, staff, and the community. Orcutt is a welcoming place, with strong bonds throughout. There is always room for improvement and a deeper understanding of our families and the struggles that may be occurring. The need for compassion and empathy are evident for many of our students, regardless of their socioeconomic status, the language spoken in the home, or the family structure. As a district we continue to develop strategies for building relationships and supporting families. While we have new communication tools that enable messages to be sent in a variety of languages, some notices from classrooms are not translated on a regular basis. We do have community liaisons that are available to support families, and our staff continues to develop their capacity and understanding of the diversity in our family's strengths, cultures, languages, and goals they have for their children.|4|4|3|3|4|4|4|4|4|3|4|3|2019-10-09|Met|2019 12629680000000|Orick Elementary|3|Based on stakeholder surveys done in Spring 2019 and LCAP goals and actions Orick Elementary School District families and community this area is a strength. The area for improvement will be collaboration for the planning and implementation of family engagement activities that occur at home.|Orick Elementary School district is a small, necessary rural school. The small class sizes, allow frequent interaction with families and well attended parent/staff conferences. School staff post information consistently and easily accessible for families. Focusing on LCAP goals and actions, Orick school will create methods to share information and resources to support student learning and development in the home.|Orick Elementary School is a small, rural site. LCAP Goal #4 states that stakeholders will become more engaged in their students' education by increased awareness of school priorities and through participation in school events and services. The actions for this goal include, community dinners, increased electronic communication between school officials and parents/community, and coordinated services for at risk-students.|4|5|4|4|4|3|4|4|4|4|4|4|2019-10-10|Met|2019 07617700000000|Orinda Union Elementary|3|In 2018-19, we have used multiple measures to connect with the Orinda community to determine focus areas for our programs, engagement, and decision making. This includes Data from our California Healthy Kids Survey, our California Dashboard, and LCAP, as well as local climate surveys. We have also developed the Orinda Schools International Families Association, (OSIFA). The goal of this group is to help new and incoming families of English learners with understanding and managing the Orinda school systems as well as acclimating successfully into the greater community. Additionally, we have parent representation on many District-level groups that helped to shape policy, including the Coordinating Council, Student Safety and Wellness, School Finance, Orinda Technology Advisory Committee, and others.|During the Spring of 2018, the District hosted a variety of parent group discussions, where stakeholders identified areas of progress and accomplishments for the 2017-18 school year. Common themes were identified and shared with groups again at the April meeting sessions. During these March/April sessions, input from our stakeholders yielded several consistent acknowledgments of progress toward goals: Accomplishments for 2018-19 Goal 1: CAASPP results; math instruction and progression; availability of online supplemental programs Goal 2: TOSA coaches work with staff, Math collaborative meetings; math training; differentiated staff development model this year; cross-school visitations for science Goal 3: BaySci Partnership; Nature Area Board Policy; Outdoor Education Strategic Plan Goal 4: Facilities Master Plan year 1 /Stopgap measures completed Goal 5: Purchases of additional devices and mobile carts; working infrastructure; additional tech support Through whole group and small group discussions this year, stakeholders identified actions needed for 2018-19 for each of the five goals for 2018-19. All input received from the LCAP Advisory and other LCAP input sessions were charted, discussed, typed, and recorded. The Director of Curriculum and Instruction facilitated all stakeholder input sessions. The Superintendent responded in writing to comments received during the public comment period. Orinda is focused on establishing stronger connections with our English Learner families, including the development of the Orinda School International Families Association (OSIFA) .|Orinda Union School District also has a strong culture of building relationships to develop meaningful parent participation and engagement. Some of the groups and programs that parents are involved with include: *Coordinating Council: District Staff, Superintendent, Site Principals and PTA presidents from all sites meet monthly to discuss District-side issues and programs. *Site Councils: Each site has an active Site council that participates in the development of a school site plan *Before School After School Parents Clubs run a wide variety of programs at each site that serve or support more than half our students. *Site PTA's and our Parent Foundation (Education Foundation of Orinda) contributed 32% of our total 33M dollar revenue for 2017-2018. *School Climate Committee, Technology Committee, Strategic Planning Process, LCAP Advisory, Block Schedule Advisory Group, Family Math and Science Nights, Grandparents Day are but a few examples of the ways that parents in Orinda Schools have meaningful and ongoing engagement in decision making and the success of our students. Also, the District has taken on a central theme this year: "Everyone Belongs Here". To support this work, Directors, Principals, and all staff at all sites are receiving anti-bias training from the Anti Defamation League (ADL) The district plans to offer parent ADL education events in the Spring. Our partnership with ADL also includes becoming designated "No Place For Hate" sites, which focus on school activities and practices that promote tolerance, inclusion, and diversity. Additionally, our English Language Teacher has partnered with families for English Speaking and Newcomer students to form the Orinda Schools International Families Association (OSIFA), a group of parents and staff dedicated to building strong bonds and support all of our international families. This will directly address our focus area for improvement, which is to deepen our support for our English Language Learning families in acclimating successfully to the Orinda community.|5|4|4|4|4|4|5|5|4|4|5|3|2019-10-07|Met|2019 11754810000000|Orland Joint Unified|3|The district and the schools have a robust system of including stakeholders in decision making and planning.. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions / goals determined collaboratively.|Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. One focus area for improvement might be additional training for EL families about their legal rights.. This will be addressed through the LCAP planning process and any actions / goals determined collaboratively.|Current strengths include creating welcoming environments for families and building trusting relationships with families. One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions / goals determined collaboratively.|4|5|3|4|3|4|4|3|4|3|4|3|2019-10-15|Met|2019 36678270000000|Oro Grande|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meeting occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. These same planning meetings occur at DELAC and information is also shared with the Parent Advisory Committee. All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Oro Grande Elementary School District has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with lap tops and cell phones to allow for communication with families. There are two district wide parent conference weeks for parents to come talk with teachers regarding their student's progress.|Oro Grande Elementary School District is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude. Parents are made encouraged to participate in a variety of community activities including health fairs, LCAP planning meetings, DELAC, coffee with the principal and school wide performances and events.|3|3|3|3|3|4|3|4|3|3|3|3|2019-11-06|Met|2019 04615070000000|Oroville City Elementary|3|It is always a struggle to get parents meetings designed for input at schools in Oroville. Schools work hard to find parents representatives for School Site Council, English Language Advisory Council and parent clubs. Additionally, the district has struggled to get sufficient parent representation for the LCAP Advisory Committee, especially parents representing the unduplicated groups. The district is utilizing its Bilingual Parent Liaisons to reach out to some of the unduplicated families. Additionally, the district has arranged to work with the African American Family & Cultural Center to help train parents on the importance of input meetings (like LCAP) and how to best provide productive input at such meetings. Additionally, Principals have been give the goal of reaching out to parents for district level input meetings.|OCESD has multiple strategies for building partnerships for student outcomes, and the strategies vary depending on school type (elementary or middle school). Elementary 1. Back to School Nights held very early in the school year to set up expectations and inform parents of supports available. 2. Teacher-Parent Conferences are held at the end of the first trimester to inform parents of their student’s progress, needs and supports available. 3. Counselors are available at each school site to reach out to parents to support any needs about their students. 4. Parents in upper elementary, grades 4 and 5, have access to Parent Portal via the Aeries student information system. This allow parents to check student progress regularly and directly email teachers with concerns/questions. Middle School 1. Back to School Nights held very early in the school year to set up expectations and inform parents of supports available. 2. Full time Counselors are available at each school site to reach out to parents to support any needs about their students. 3. Parents have access to Parent Portal via the Aeries student information system. This allow parents to check student progress regularly and directly email teachers with concerns/questions.|All schools in OCESD ask families to complete a survey regarding school engagement each spring. School staff is working on strategies to encourage a higher rate of return on the surveys. Those that did return the survey indicated the following items as very helpful: Information received about what the school teaches your child, information about Common Core Standards, Information about CAASPP testing, what the CAASPP scores mean, how to keep track of your child’s progress and how parents can help work with teachers to help their child in school. The majority of parents surveys also found the large variety of after school activities for district families “Very Valuable” or “Rather Valuable.” OCESD’s biggest need is building connections with families of typically under-represent unduplicated student groups. The district is working on this process in numerous ways: 1. Through the LCAP the district employs two Bilingual Parent Liaisons – one Spanish speaking and one Hmong speaking. 2. The district is working with the African American Family & Cultural Center to help inform parent of opportunities to provide input into decision making 3. The district has entered into a contract with the county office to work on site PBIS, Restorative Practice, Social Emotional Learning, and unconscious bias training with staff and families.|3|4|3|4|4|4|4|4|3|3|3|3|2019-10-16|Met|2019 04615150000000|Oroville Union High|3|OUHSD welcomes family engagement, because it helps make the learning environment a better place for students.. We provide many opportunities for parents to participate at each of our schools. The area for improvement is to increase the number of parents participating in PTSA, DELAC, ELAC, School Site Council, CTE advisory groups and athletic boosters.|OUHSD has two social workers, two school resource officers, and three Teachers on Special Assignment (TOSA's) to work with families to identify barriers to learning and work together to overcome those barriers. OUHSD has an 88% graduation rate, but Chronic Absenteeism is still around 25% for all students.|OUHSD welcomes family engagement, because it helps make the learning environment a better place for students.. We provide many opportunities for parents to participate at each of our schools. The area for improvement is to increase the number of parents participating in PTSA, ELAC, DELAC School Site Council, CTE advisory groups and athletic boosters.|4|4|4|4|3|4|3|4|4|4|4|3|2019-10-16|Met|2019 19647330101675|Oscar De La Hoya Animo Charter High|3|The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review &comment on reclassification procedures, review &comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups.|The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities. A schedule of classes is tailored to meet the needs of the community, but may include financial literacy, homework assistance strategies, English as a Second Language, bullying prevention, voter registration, and health and wellness. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners. The School equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students, a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The United Parents and Students Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers such issues as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|At the school, we align the efforts of family, community, and the school to foster our core values. Parent education supports parents and families to support student learning and the issues children face outside of the classroom that can affect learning and their lives as whole. Two-way parent engagement, a strength of the school, includes, but is not limited to following activities: Ánimo Parent Academy, Community Organizing Institute, Adult Education Classes, Road to College Workshops, Coffee with the Principal, parent conferences and other meaningful two-way conversations between the school and the parents in the parents’ home language. The school also maintains a full time Parent Coordinator, another strength, whose responsibilities include following: Set parent engagement goals and metrics in collaboration with school administrator and School Operations Manager; meet monthly or quarterly to assess progress; plan and communicate at least three engaging programs/activities per semester; attend community events to build relationships for the school; recruit community partners to become part of school’s family engagement program; develop and facilitate a parent leadership team, PTO, or parent group to address community-based issues, and organize for education reform. Additionally, the school communicates frequently with students and parents on school-related matters, including school overall performance. Also the school host events to develop school pride such as open houses and community events. All parental engagement includes parents with limited English proficiencies, parents of migrant students, English Learners and students with disabilities. The LEA trains school staff and teachers on the importance of parents and familial engagement throughout school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication, which includes ways build trusting and respectful relationships with families. The LEA will continue to improve professional development opportunities for staff to enhance parental engagement strategies.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-01|Met|2019 19647330109934|Our Community Charter|3|OCS continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school. In 2018-19, OCS completed a Strategic Plan process which included parent involvement at community meetings and as members of the task force. All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent organization) and to attend meetings of Wellness Committee, Board committees, Board meetings, and Panda Partners (PTO).|Parents are highly encouraged to attend the annual Family Conferences and Student-led Conferences. Conferences are a big part of our mission because students are involved and empowered to participate in their our education and goal setting. These are opportunities to connect with the teacher about their child's progress and goals in class. Parents participate in regular parent events including an annual Back to School Night, Open House, Parent Orientation Meetings, Student Assemblies and class and school performances.|Our Community School (OCS) knows that parent engagement and input are essential to the success of our school. In 2005, OCS was founded by a group of parents, teachers, and administrators that wanted a new and different educational experience for their children. Today, OCS constantly seeks parent input through various means. OCS partners with our Parent-Teacher-Student Organization to create many wonderful community-building events. These events are open to all families where staff and administration are present to interact and get to know each other better. It is essential that all families feel welcome and safe at OCS. Our Family Conferences and Student-led conferences ensure that all students are seen and heard and have access to quality education as they continue to work on their goals. OCS also uses Responsive Classroom while we use the First Six Weeks to build classroom community and norms and get to know students' interests.|5|5|5|4|5|5|5|5|5|5|5|4|2019-10-30|Met|2019 54720250000000|Outside Creek Elementary|3|The strength of Outside Creek School is being a small school in which staff communicates with underrepresented families on a frequent basis. Outside Creek will continue to seek input through informal and formal surveys on LCAP spending. Utilizing our family service worker, the school will focus on assisting underrepresented families by contacting families our engagement opportunities including but not limited to school events and parent conferences.|The focus area for improvement is to have all teachers send progress reports on a weekly and/or biweekly progress report to all families including underrepresented families.|80% of teachers frequently communicate with parents through weekly/biweekly progress reports. Outside Creek has on average 95% participation rate in parent conferences including underrepresented families. Outside Creek will continue to reach out to parents for school events. Furthermore, Outside Creek extended hours for the family services worker who regularly monitors attendance and communicates with underrepresented families.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-03|Met|2019 14632970000000|Owens Valley Unified|3|We have a very small core group of very involved parents who provide input and guidance to the District on a variety of topics. More recently, the District has encouraged the involvement of community members in decisionmaking for our future plans for school facilities. We are determined to increase the number of parents involved in decisionmaking as well as to increase the diversity of the parents who are involved in decisionmaking. Our focus area is to increase parent engagement and ensure that the demographics of our involved parents mirrors the demographics of our school population, and we plan to do this by ensuring that we provide childcare for parents at evening meetings and to vary the times that meetings are held so that more working parents are able to attend and participate.|We are strong in the area of communicating student progress with families, through parent-teacher conferences, the use of the SchoolWise parent portal, and regular information being exchanged with parents. Classroom teachers provide parents with resources to help their children at home, including helpful websites and books. We would like to strengthen our parent partnerships through parent education nights at both the elementary and high school level,|Because of our small size, we pride ourselves on our relationships with parents and families. Staff members and parents maintain open and honest two-way communication. Our area of focus is to build capacity of all families to become involved in some way with their children's school and ensure that every family feels welcome at OVUSD.|5|5|3|4|4|4|5|4|3|3|4|3|2019-10-09|Met|2019 41104130135269|Oxford Day Academy|3|We have significant family representation on our school board, and monthly town hall meetings for families to raise and discuss issues with the school team. Families are also welcomed by an 'open door' policy amongst leadership and staff on a daily basis.|We support families on a case-by-base basis, and are now working to build more generalizable systems and supports to supplement those tailored resources.|Ours is a very small school (we have approximately 100 students). As such, families have the opportunity to get to know their child's teachers and school staff very well. It is also much easier for families to raise issues and have their voices heard in this small setting.|5|4|5|4|5|3|4|3|5|5|5|3|2019-10-07|Met|2019 30103060133785|Oxford Preparatory Academy - Saddleback Valley|3|Strengths: -New user-friendly website -Multiple Town Hall meetings throughout the year -Strong parent group (Honour Society) -Monthly Chancellor Chats -Many parent volunteer opportunities (Field trips, classroom help, school activities/events) Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings, ELAC meetings) -Parent education opportunities (cyber security, mental health, CAASPP testing, ELAC testing) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged) -Providing more relevant parent education opportunities and increasing attendance at these events|Strengths: -Multiple Town Hall meetings throughout the year -New Aeries Communication System for frequent communication with parents and families via text, email, and phone call -Aeries portal for parents to view grades and progress any time -Multiple conferences and parent meetings with teachers throughout the year to discuss student progress -Information regarding parent rights at IEP meetings, Student Study Team Meetings, 504 Plan meetings, ELAC meetings, and other parent involvement opportunities, including Town Halls Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increase outreach to subgroup populations during open enrollment (Translated parent Information meetings , translated fliers, materials distributed to diverse locations) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings) -Parent education opportunities (cyber security, mental health, CAASPP testing, ELAC testing, Health Education) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged) -Providing more relevant parent education opportunities and increasing attendance at these events|Strengths: -Multiple conferences and parent meetings with teachers throughout the year to discuss student progress -New Aeries Communication System for frequent communication with parents and families via text, email, and phone call. All communications can be translated in to the correspondence language. -Many parent volunteer opportunities (Field trips, classroom help, school activities/events) Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increase outreach to subgroup populations during open enrollment (Translated parent Information meetings , translated fliers, materials distributed to diverse locations) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged)|4|4|3|4|3|3|5|3|3|3|2|3|2019-10-30|Met|2019 30664640124743|Oxford Preparatory Academy - South Orange County|3|Strengths: -New user-friendly website -Multiple Town Hall meetings throughout the year -Strong parent group (Honour Society) -Monthly Chancellor Chats -Many parent volunteer opportunities (Field trips, classroom help, school activities/events) Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings, ELAC meetings) -Parent education opportunities (cyber security, mental health, CAASPP testing, ELAC testing) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged) -Providing more relevant parent education opportunities and increasing attendance at these events|Strengths: -Multiple Town Hall meetings throughout the year -New Aeries Communication System for frequent communication with parents and families via text, email, and phone call -Aeries portal for parents to view grades and progress any time -Multiple conferences and parent meetings with teachers throughout the year to discuss student progress -Information regarding parent rights at IEP meetings, Student Study Team Meetings, 504 Plan meetings, ELAC meetings, and other parent involvement opportunities, including Town Halls Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increase outreach to subgroup populations during open enrollment (Translated parent Information meetings , translated fliers, materials distributed to diverse locations) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings) -Parent education opportunities (cyber security, mental health, CAASPP testing, ELAC testing, Health Education) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged) -Providing more relevant parent education opportunities and increasing attendance at these events|Strengths: -Multiple conferences and parent meetings with teachers throughout the year to discuss student progress -New Aeries Communication System for frequent communication with parents and families via text, email, and phone call. All communications can be translated in to the correspondence language. -Many parent volunteer opportunities (Field trips, classroom help, school activities/events) Progress: -Working to increase ELAC participation (relevant topics, student awards, parent education) -Increase outreach to subgroup populations during open enrollment (Translated parent Information meetings , translated fliers, materials distributed to diverse locations) -Increased parent and community input on school goals/activities (School Site Council, LCAP input meetings, Town Hall meetings) Focus Areas: -Increasing ways to solicit meaningful participation from parents and community members, including our subgroups populations (English Learners, Special Education, Socioeconomically disadvantaged)|4|4|3|4|3|3|5|3|3|3|2|3|2019-10-30|Met|2019 56725380000000|Oxnard|3|The Oxnard School District provides annual training to all schools on how to effectively run committees such as ELAC and SSC. Each year principals attend a training with SSC to ensure deep understanding of the parent right and responsibilities on each committee. Additionally. parents receive training on Robert's Rules and they are empowered to be leaders during these meetings. This information is also communicated to parents during DELAC and the Superintendent's PAC. Interpreters are included during all meeting to provide parents opportunity for authentic input and feedback. Additionally, our webpage leads parents to a survey in order for us to collect on-going data on parent/community/ district relationship.|As a district we are committed to working collaboratively with families to ensure that we foster authentic parent involvement and participation, this includes ensuring parents are focused on student outcomes and are aware of the instructional needs of students. We do this in a variety of ways including regular ELAC meetings, DELAC meetings, School Site Council, the Superintendent's Parent Advisory Committee and other school level meetings.. In addition, we host parent meetings focused on Math and Literacy nights, Pathway to Biliteracy evenings and High School and Beyond nights. These occur at every school and are facilitated by the school counselor and the school principal. During these meeting, student academic achievement is discussed and connections are made to high school requirements. We work with parents helping them understand the how to navigate the high school setting. Additionally, parents and community members are an integral part of the LCAP development. During these stakeholder meetings we discuss student achievement as well as how the school is addressing these needs. During this process, both Spanish and Mixteco interpretation is provided to ensure families have full understanding of the topics, and opportunities to provide feedback. The DELAC and PTA representatives are always in attendance. During the 2019-2020 school year, the district is making a greater effort to involve parents of our African American students.|Over the last several year, building relationships with parents has been a priority for the Oxnard School District. The Oxnard School district has had tremendous success building collaborative relationships with parents, particularly parents of English Learners. In addition to regular participation in committees and councils, the district has also spend a great deal of effort in providing parents with training such as Project 2Inspire. This opportunity has empowered parents and create strong leaders who now work collaboratively with district and school staff. This has also created a great space for open and honest communication between families and the school district and a deep understanding that we are a team focused on our students' and communities well being. The district employs a District Community Liaison to work with our families of students most at risk. This person is housed in the enrollment center and ensures that our students identified as homeless or foster youth receive additional supports and services. Every school has an Outreach consultant whose position is to work with parents in support of any school or community service that is needed. Additionally, the district also has a Parent liaison who acts as the direct link between district and parents to help build positive relationships and positive leaders. An identified area of need is our outreach to our African American families. In order to address this identified need, the district is in the process of establishing an African American Parent Advisory Committee.|5|5|4|4|5|5|4|4|5|5|3|3|2019-10-23|Met|2019 56725460000000|Oxnard Union High|3|District offers leadership trainings twice a year where site admin, staff, and parent leaders are provided with information on SSC requirements/compliance, SPSA evaluation/review of services, needs assessments and the importance of parent input. We also provide district LCAP where the same groups are invited to learn about LCAP process and input. District also offers advocacy training and information at the districts DELAC (District English Language Advisory Committee. Area of improvement is to have sites provide more advocacy trainings to allow parents to understand the process in more detail as it pertains to their own school site. OUHSD reflects on ways to improve our communication and involve parents especially our underrepresented families in our school community and decision making committees. As part of providing our parents with current information on all aspects of their students' learning environment, we provide our parents with information of the California Dashboard. Parents have many concerns about their students’ educational processes and providing them with visual displays on the performance of specific groups, gives them the information they need to ask questions and understand the importance of attending site School Site Meetings as well as their individual English Learner Parent Advisory Committees and commit to becoming part of the decision-making processes.|OUHSD rated itself at the Initial Implementation stages for these questions. Sites provide parent workshops on different topics identified by parents. The Central Office organizes three conferences during the year. Two of the conferences are designed for parents and students to learn about college and careers. The third is a Health Fair. The district continues to work towards to Full Implementation and Sustainability. In order to improve the engagement of our underrepresented families, training for administrators and sites will be provided on cultural appropriateness, to honor the strengths, contributions and diversity the families bring. The sites will work on building trust as a way to bring our marginalized families to events by knowing their students and families, economic and cultural background.|District provides parent education and materials to families in both English/Spanish on different topics for parents of high school in a newsletter that was sent home to all free and reduced lunch families. District also offers leadership trainings for admin, staff and parents to offer opportunities to involve stakeholders. Area of improvement could be for district and site to offer professional development for site staff on tips/best practices in working with families. Sites could also work on offering adequate translation services when meeting or presenting to parents.It is essential to have informed parents who know how to access their students’ academic progress and communicate with teachers and administrators. Therefore, parent meetings at the LEA such as the DELAC and LCAP, Parent Leadership Committees as well as informal meetings where parents confidently come to the English Language Services Department receive information regarding on how to utilize ParentVue and Parent Square. Families can monitor student progress and contact teachers through Parent Vue. Parent Square is used by the sites and district to inform families about upcoming school events in their preferred language. Parents can reply back in their language and the app will translate to English. Sites and district office will continue to work on and provide training on creating welcoming and safe environments for families by showing respect and avoiding stereotyping or judging families, and everyone is trained on anti-bullying policies.|3|3|2|2|3|3|3|3|3|3|3|2|2019-10-30|Met|2019 45699710135830|PACE Academy Charter|3|PACE engages families in decision-making through a school site council. This input along with parent survey data is included in working with district administrators to plan, design, implement, and evaluate family engagement activities. These activities will include increased efforts to include underrepresented families.|83% of parents surveyed report that they like the school. PACE has frequent conferences with and daily reports to parents in order to partner in student success by keeping families informed and providing information and resources for supporting student development at home. PACE will seek input from families who are underrepresented to enable them to feel more included.|PACE has strengths in this area because of the increased communication with families with daily reports on student progress given the smaller class size and focus on self-management. The school will improve engagement of underrepresented families by inviting them to monthly student recognitions and other activities involving their students.|4|4|3|3|4|4|4|3|4|4|4|4|2019-11-06|Met|2019 45700940000000|Pacheco Union Elementary|3|Pacheco Union School District conducts several surveys for input throughout the school year, with varying topics and purposes. We seek staff input regarding the calendar and master schedule, as well as the placement of students into courses that may best be suited to the students' academic challenges and needs. We also seek input from staff and the community regarding implementation of new curriculum purchases. To address underrepresented families, we actively seek input during parent teacher conferences and through our parent surveys. We address topics such as communication between home and school, access to technology, safety at school, and access to an education that will prepare students for future success. We would like to imporve in the area of providing more one-on-one in person opportunities to meet with families and concerned community members to hear concerns and develop plans for continued involvement.|Annually, a parent survey is conducted to address parent concerns and comments regarding programs in the Pacheco Union School District. We actively seek parent input with regard to current curriculum and resources available to students. Students have access online to a variety of curriculum supports and materials, which helps families better serve students at home. We have participated in Capturing Kids Hearts, which is a specialized program to promote relationship building and communication with families. We will continue to implement this program and communicate with district families on the programs available as resources for student learning and development at home. Teachers will continue to work on communication home with access to the curriculum and additional help that is available to support student success.|Pacheco Union School District has a variety of methods to encourage parent input and training for our staff. We excel in the implementation of programs used to promote relationship building within the classrooms and with our families. We have a variety of tools that families can utilize to communicate with teachers and other school personnel. An area for continued improvement would be further support in implementing our Capturing Kids Hearts program, which staff utilizes in forming positive relationships with students and families. More specialized training in this area would be useful to our staff and aide them in positive interactions with all families, including our underrepresented families, to gain an awareness of challenges and how we may effectively communicate with and welcome them to our campuses.|4|4|3|4|4|4|4|4|3|3|3|3|2019-10-08|Met|2019 37680490136416|Pacific Coast Academy|3|While we administer an annual parent survey to collect data from parents regarding the school climate, we also ask questions specific to decision-making policies and parent participation. Our goal is to involve parents in such a way that they influence school-wide decisions. For example, our LCAP parent committee regularly provides us with guidance regarding planned actions/services. We encourage parents to join our various governance and advisory committees. Nonetheless, we would like to see an increased number of parents participate. More specifically, we are trying to improve strategies to include parents from underrepresented groups in the school community. To this end, we are providing professional development to our staff to build their capacity to seek meaningful input from all families for decision making.|Although we have established procedures for partnering with families, we are always trying to improve. For example, upon enrollment, Home School Teachers (HST) meet with families to create academic plans, including individual graduation plans (IGP). The HST then meets regularly to monitor student academic progress while our high school success coordinator (HSSC) and/or counselor review academic plans and review progress. We are also working diligently to make sure all forms and communications are transcribed into appropriate primary languages including those related to their legal rights and student advocacy. We also believe that our staff professional development has prepared staff to establish meaningful relationships with families including providing families with information and resources to support student learning and development in the home. As an example, we provide parents with grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides.|We consistently strive to foster a welcoming environment for all families and encourage their participation. For example, we facilitate ample opportunities for parents to participate in school programs through surveys, parent workshops, monthly meetings with teachers, serving on governance committees, attending special events, engaging in fundraising events, joining parent organizations, and on advisory committees. That said, we continuously strive to increase the engagement of underrepresented families and to learn more about each family’s strengths, cultures, and languages. Our staff professional development will continue to focus on identifying and implementing the most effective strategies to building trusting and meaningful relationships with parents and guardians.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 44697994430229|Pacific Coast Charter|3|Parents are actively invited to the monthly Governing Council meetings through the school's website, by supervising teachers, and through the school's monthly newsletter. At these meetings, parents and community members are encouraged to provide input on policies, programs, events, curriculum, and other areas pertaining to school maintenance and educational improvement. All parents are invited, and they are involved in helping to make decisions that effect the smooth operation of the school. Each family has a supervising teacher that provides information to their students and parents regarding school related events, and although other methods of communication are also used such as mailed flyers, the student information system, a school newsletter, and a school website, PCCS is working on updating and improving their school website in an attempt to consolidate these communication methods so that there is more convenient and consistent access to school-wide information.|Since Pacific Coast Charter is a Independent Studies/Home school program, information and resources pertaining to student development and learning are provided to students and families at the regularly scheduled meetings with the supervising teachers. That information is also followed up on during those meetings. Families are also made aware of their parent and student rights through postings in the office, on the school's website, and in the monthly newsletter. Issues pertaining to these item are also discussed at the weekly Governing Council meetings.|Pacific Coast Charter prides itself on the its' communication with students and parents due to its' unique attributes as a K-12 Home School/Independent Studies program. All parent and students are met with by the principal of the school before enrollment, and information pertaining to the unique needs of each individual student is passed on to the instructional staff. Each student is assigned a supervising teacher who is responsible for the creation of a Personalized Learning Plan, and that teacher acts as the point person for the entire educational experience of the student and their family for the duration of their time at PCCS. Parents are given email and phone contact information for the school's staff and they are encouraged on a regular basis to participate in various school activities, including Back to School events, field trips, fund raisers, and, participation on the school's Governing Council. Through regularly scheduled one-on-one meetings, supervising teachers learn about their students' home lives, cultural diversities, and plans for the future, ensuring that every student and family are treated with the individualized attention that best fits their needs.|5|5|5|5|5|5|5|5|3|4|4|4|2019-10-28|Met|2019 44104474430252|Pacific Collegiate Charter|3|Parents are welcome at all Board meetings and agendas for the meetings are posted in advance according to rules established by the Browne Act. In addition, PCS welcomes parent participation in Board committees and working groups and actively seeks to recruit parents of diverse viewpoints. PCS surveys families annually in order to gather input from families as to school priorities. In addition, school personnel and members of the PCS Diversity Committee meet with First to College families in order to survey them about their opinions and engage them in conversation about their experience at PCS so as to ascertain the needs of these families and ensure that the school develops policies and programs to address the needs of these families.|Upon enrolling in PCS, parents can attend Parent Night in order to understand how best to support their child at PCS. In advance of family night, the school holds an additional workshop for First to College Families where they can receive more targetted support and a more focused time with which to get their questions answered. PCS uses the learning management system Canvas in order to communicate with students and families about student progress in their classes. Teachers are required to post their assignments on Canvas ahead of time and to input grades and/or student progress every two weeks. At each grading period, teachers are encouraged to reach out to families of students who are struggling in order to inform the students and the families about the support services available. The student support team (which consists of the academic advisors for all grade levels as well as other administrative support personnel) identifies students who are struggling in multiple classes and reaches out to families to offer support. Often this support involves a team of the student's teachers, as well as the student's academic advisor, the student's parent/guardian, and the student themselves meeting to create a plan to ensure that the student has the proper supports to be successful in their classes. In addition the parent volunteer association regularly schedules events with child development experts that families can attend in order to learn about how to best support their student's education and the college counselor meets with families to help parents understand how best to support their students in the path to college.|Over the last several years, the faculty and staff have been trained in non-violent communication skills, engaged in anti-racist education with the Santa Cruz County Community Coalition for Overcoming Racism, and welcomed Nicole Anderson to engage the faculty in a training on equity and inclusion. In addition, the school has a number of faculty who, as part of their job description, are tasked with engaging with families. In particular, the school has hired an Outreach Coordinator, an English Language Learner Support Specialist, and an Academic Support Specialist who all work with families, paying special attention to families who students will be the first in their family to go to college, or whose families speak limited English at home. In addition, members of the Student Support Team, including the Special Education Director, the Vice-Principal/Dean of Students, the College Counselor all regularly meet with families in order to support student success and ensure that students are receiving the supports necessary in order to succeed at PCS. Finally, every incoming 7th grade First to College family is matched with an existing PCS parent in order to help integrate the family into the school community. Over the next year, the school will be enaging in a comprehensive overview of the school in order to determine next steps. Families and students will be among the stakeholders engaged in order to set goals for the next school year. As part of the stakeholder engagement, the school will ensure that traditionally underrepresented families are specifically targetted in order to ensure that their voices are heard in all conversations about strategic goals and planning for the future. The school has also held a Posada in order to build community amongst our Latino and Spanish-speaking families.|4|4|3|3|3|4|4|4|5|5|4|4|2019-10-02|Met|2019 23655576116669|Pacific Community Charter|3|The Pacific School is governed by a Governance Council (GC) comprised primarily of parents. The GC is elected by parents and staff. The Pacific School operates as a nonprofit public benefit corporation, and the GC is responsible for all decisions regarding personnel and daily operations. Parents are kept informed about agendas, places and times for the Governance Council meetings. The GC has overall responsibility for all aspects of the governance and operation of the School. Regular, publicly noticed GC meetings are held regularly and in accordance with the Brown Act, and are open to students, parents and the public. At the monthly meeting the Director/s and/or a faculty representative reports on all general issues and events at the Pacific School. The Pacific School’s School Survey Commissioner (a GC member) and the School Success Survey Committee survey parents annually. Results of these surveys are presented to the staff and the Governance Council for discussion and implementation, and to parents via newsletters. Among other activities, the GC is responsible for the following: • Major planning and decision-making • Accountability requirements established by state law, and the Charter • Appointment of a representative to serve as liaison with AUESD and the community at large • Annual Pacific School self-evaluation (State Priority #3) • Development of the Pacific School “Vision Statement” • Development of a five-year strategic plan to describe the process for developing, implementing and monitoring compliance with Pacific School’s vision statement. • Pacific School accountability • Policy development and revision • Staff hiring process including, interviewing, selection, and employment agreement development • Hiring, supervising and evaluating the Directors, including promotion, discipline, and/or dismissal. • Development, approval and management of the Pacific School annual budget • Development and approval of curriculum • Contracts for goods and services • Insurance procurement • Leasing facilities for school purposes; including purchase or rental of furniture, equipment and supplies • Acceptance and expenditure of gifts, donations or grants of any kind in accordance with such conditions prescribed by the donor as are consistent with law and not contrary to the terms of the charter • Development of the Pacific School calendar One area for development is to increase parent involvement in the GC. Our charter states that, "The number of GC members shall be not less than five nor more than seven." For the past five years the GC has consisted of only five members. We plan to recruit two additional members from our parent body for the next term, which begins in June of 2020.|The Pacific Community Charter School is committed to, and was founded on, the active participation of families in the educational life of their children. Whole family involvement, including parent and/or extended family participation, is strongly encouraged for all students at Pacific School. The charter states that, “It is understood at the Pacific School that teachers, administrators and parents/guardians are partners with students in the learning process.” Open Enrollment Orientations are provided for interested families throughout the community and advertised in English and Spanish. Outreach in our community for enrollment and orientation also includes personal invitations to families with children in the State Pre-School and Head Start programs. Orientation for incoming High School students includes a one-day workshop that involves students and their families in an exploration of the Passages program including a student interest survey. Monthly newsletters provide parents with information about specific school events and upcoming projects, assessments, and volunteer needs and opportunities. The Pacific School uses and One Call system to contact families with valuable information in a wide range of information and reminders. We frequently remind families about upcoming field-studies, permission slips, conferences (which also get a personal call), family forums, student presentations, and fundraising events. Parent/Teacher/Student conferences (K-8) in the fall and Student Led Conferences (K-12) in the Spring engage and involve parents and families in the education of their children. Our teachers support a flexible schedule to accommodate those families that work or are otherwise unable to attend a regularly scheduled conference. Transportation to and from conferences has also been provided. Areas for improvement include establishing "buddy" families to welcome and orient new families about our school and informing our broader community about our programs and philosophies. We are reviewing best practices for the "buddy family" system and expect to implement it during open enrollment during the Spring of 2020. We have increased our K-8 presence on Facebook and will add more information about our High School in the coming months.|Parent Meetings are held regularly throughout the school year, topics at these meetings include, but are not limited to: LCAP updates and opportunities for input, volunteer opportunities, student achievement, homework support, student exhibitions, and volunteer appreciation. Upon enrollment, families must sign a Family Participation Agreement, which affirms the school’s commitment to family participation. Parents are asked to complete a survey of their interests, skills, and availability. A list of specific examples for participation accompanies the survey. Parent and family volunteers logged over 2700 hours during the 2018-2019 School Year.|4|4|4|4|3|4|4|4|4|4|4|5|2019-10-23|Met|2019 44697810000000|Pacific Elementary|3|While several staff members are able to communicate well enough in Spanish, PESD will continue to prioritize bilingualism (Eng/Sp) in hiring decisions. Our families are geographically diverse and our campus is relatively remote, which can sometimes be a barrier to some parents who live far away. To help mitigate that, the Parents Club alternates meeting locations between campus and town. PESD works with the Metro bus service to coordinate our bell schedule and their route schedule so that it is easier for families to manage transportation.|While there has not been much formal training in parent involvement strategies, that is because parent involvement is and has been very high levels of parent involvement. Anecdotal observation and survey data indicate that almost all parents consider themselves to be actively involved in their children's education and some are very active in multiple ways. There are always some parents who we would like to see more involved, but they a diverse enough group that a new program or policy does not seem to be the right approach; individual efforts to engage them are likely to be more effective.|PESD has a very active parent community by design and by desire. Parents are active in school governance (5/5 on SSC & 3/3 current or former parents on the Board). The Parents Club, which runs fund-raising and social events, is very active and successful. Parent volunteers are present in almost every class every day, especially in the lower grades. Workdays, where parents volunteer their sweat equity in the garden and grounds, are well-attended. Parents even volunteer in the kitchen to help Food Lab prepare school lunches. The Independent Studies program is mostly parent-run. Parents are the main providers of instruction and actively design the instructional program along with the teachers. Several staff members are fluent or communicative in Spanish and parents are comfortable interacting with staff.|4|5|4|4|3|5|5|5|5|5|4|5|2019-10-15|Met|2019 27661340000000|Pacific Grove Unified|3|Current strengths are supporting school staff and family members to engage in advisory groups and decision making however, the areas of focus are in making sure we have our underrespresented families provide input on policies and participate with site and district staff on planning and evaluating family engagement activities at school. We are making sure the committee who will write the family engagement plan is a diverse group representing all types of families in our district. We will also be revising our annual parent survey to include questions that reflect the enhanced state family engagement areas of focus.|Areas of strength include staff working with families regarding student progress and ways to work together. Areas of focus include providing families with resources to support student learning at home and supporting families as advocates for their students. We are in the process of writing a family engagement plan to ensure all families especially those that are underrespresented have a voice and are engaged as partners with school staff to support their children.|Areas of strengths are building respectful and trusting relationships and creating welcoming school environments at all sites. Focus areas for continued growth are in supporting staff to understand family's strengths, cultures and home languages as assets to support students. We also need to continue to enhance 2 way communication between school and home and offer families more opportunities to provide feedback and input.|4|4|3|3|2|3|4|3|4|4|2|2|2019-10-24|Met|2019 39686760124248|Pacific Law Academy|3|PLA continues to develop means to reach out to parents as volunteers and partners in their students’ education. “Tiger Tuesday” and School Site Council are two ways in which parents can become involved in school policy. The site’s PTSA has been dissolved for lack of parent participation, and a new method of inclusion is currently being discussed.|ext is limited to 3000 characters Math and ELA teachers and site administrators are in the process of training for the new math and ELA curriculum. Science teachers are involved with assisting the district in developing NGSS guidelines and instructional practices. Teachers will be implementing student-led conferences to provide parents with the opportunity to meet with teachers as facilitators in their students’ education. Administration continues to reach out to parents for volunteers and participants as partners in their students’ education.|PLA continues to work in developing ways to reach out to parents and keep parents informed of their students’ progress and success at Pacific Law Academy. Digital tools have been implemented in multiple ways to remind parents of upcoming events, grade checks, and school calendar. Parents are invited to Back to School, Open House, College Night, and the Principal implements “Tiger Tuesdays” as an available time for open discussion with parents. Parents are also part of the School Site Council, and PLA invites parents to volunteer. However, more outreach is required in order to sustain parent involvement.|3|3|3|3|3|3|3|3|2|3|3|2|2019-10-22|Met|2019 37103710138016|Pacific Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|4|5|3|3|4|4|2019-12-12|Met|2019 10623560000000|Pacific Union Elementary|3|Pacific Union is a one school school district. Administration, teachers and staff are available and accessible to all parents. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school web site, and sent home via paper correspondence. All correspondence is both English and Spanish.|Across grade levels teachers conference with all parents within the first two months of school. Information on school-wide programs for assistance with academics and behavior is discussed. Parents are notified consistently throughout the school year on their child's progress. Resources/programs are made available to improve student outcomes. Academic progress is always available online through Pacific Union's student information system. Pacific Union will improve engagement of under represented families by providing assistance with the utilization of online resources and at-home learning aids.|Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules.|5|5|5|5|5|4|5|5|5|5|5|5|2019-10-08|Met|2019 12629760000000|Pacific Union Elementary|3|LEA’s progress related to promoting parental participation in programs: Parents are an integral part of our school family and are encouraged to volunteer in the classrooms to help all students, serve as a resource to classes, and make presentations at assemblies and for classes. Pacific Union School will continue to promote parental participation in a variety of ways. The district will continue to encourage parent classroom volunteers and parent participation at school events and on various committees. The district will also support staff with strategies to promote parent participation and will receive feedback from all stakeholders about how to increase participation. Pacific Union School has made significant progress engaging the families of English Learner students. The District English Language Advisory Committee attendance is increasing, and the committee is working on how to increase participation at school events. The district is translating more documents into Spanish, sending text/email notifications in Spanish, and providing translation services during parent-teacher conferences and at more school events.|Pacific Union School District provides opportunities for families/guardians to collaborate with teachers through parent/teacher conferences, student study teams, and by appointments on an as needed basis.|LEA’s progress related to seeking input from parents/guardians in school and district decision making: There are numerous opportunities for Pacific Union School parents/guardians to offer input. At any time, parents or guardians may drop in or make an appointment to meet with administration to discuss their child(ren)’s education or share their thoughts or concerns about any aspect of the school. More formal input can be given at Site Council, Parent-Teacher Organization, District English Language Advisory Committee and School Board meetings. Additionally, parents/guardians serve on committees, participate in family nights, and volunteer for sports, arts and music events and in their child(ren)’s classroom(s). Feedback is always a valued part of these experiences. The district also conducts biannual parent/guardian surveys. The Pacific Union School LCAP includes the goal #2, “All students will learn in a positive environment with safe, well-maintained facilities and welcoming educational settings which foster involvement from parents and community partners.” In order to accomplish this goal, we will continue focusing on formal and informal meeting opportunities; professional development for school administration and staff on promoting parent participation; and translation services. We have a long-standing reputation as a school that promotes parent and community partner participation.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 37735693731221|Pacific View Charter|3|87% of parents feel that PVCS is preparing their student for life beyond high school, which is also an increase from the previous two years. In response to this, PVCS plans to increase the number of financial aid workshops being offered to families, diversify the curriculum to offer more career exploration courses and increase the number of opportunities for students to visit a variety of post-secondary institutions on both campuses. The school counselor will continue to meet with each student in grades 9 - 12 to create plans for graduation and beyond and to track progress towards these plans. In addition, PVCS will work to increase the exposure of the middle school students to college and career options through classroom lessons, guest speakers and field trips.|In response to the data from the survey, PVCS has added a parent organization, the Parents of Pacific View Committee that will support the school through fundraising, and parent volunteering in classrooms and at events. PVCS chose to use this survey because it provided usable data to assess progress towards LCAP goals. For example, survey results indicated that parents of PVCS students continue to be satisfied with the education that their child is receiving. 98% of parents rated themselves as satisfied and very satisfied with the school in general and 97% rated their child’s experience with their Supervisory Teacher as Good or Great, which exceeds previous years’ results|PVCS issued a survey to parents in grades K - 12 at the end of the school year 2019. The survey indicated interest by the majority of parents in finding more opportunities to be involved at PVCS, specifically in parent events and workshops (47.1%). Parents also demonstrated interest in serving as volunteers for school events. Additionally, in conjunction with Open House, PVCS hosted the first LCAP Stakeholders meeting, where families learned about the LCAP process and provided input on goals for the year. Suggestions from this meeting included more field trips for students, text messaging for school announcements, a reading incentive program, and more involvement from local community colleges.|5|5|3|5|3|3|5|4|2|2|2|2|2019-10-21|Met|2019 12755151230150|Pacific View Charter 2.0|3|- Formal input meetings, including LCAP advisory meetings, will be scheduled during the 19-20 school year, and a non-profit Foundation for Pacific View Charter. - Online surveys are conducted for each parent conference during the year for input? from any underrepresented group, and school decision making.|Pacific View Charter School 2.0 will promote parental participation in a variety of ways: • The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher? conferences, etc. • The LEA will also provide professional development for staff on how to promote parent participation. • Being an independent study hybrid, teachers and parents meet a total of four times a year. Two Master agreement meetings, and two-parent conference meetings after the quarter. • Regularly scheduled Back to School night, Open House, Community performance, and sporting events. Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. At the MARC, BBQ and Movie nights were initiated to promote parent participation to Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys.|Pacific View Charter School 2.0 seeks input from parents/guardians in: • Both schools have Parent Advisory Councils. At both sites, additional opportunities for input are available during intake meetings and family events. • Formal input meetings, including LCAP advisory meetings, will be scheduled during the 19-20 school year, and a non-profit Foundation for Pacific View Charter. • A school newsletter is sent home once a month to keep parents/guardians informed about school events and general information. • The school announcement system provided by our student data system can all-call families with important school information. All teachers send home a weekly assignment plan and a class newsletter once per week.|4|4|4|4|4|4|4|4|3|3|3|3|2019-10-08|Met|2019 41689320000000|Pacifica|3|In April 2018 Family Survey was given to all parent/guardians to gain parents/guardians perceptions on progress toward seeking input from parents/guardians in school and district decision making. LCAP metrics were created around this goal. The April 2018 Survey Key findings 86% of parents/guardians responded favorably to questions around their input in school and district decision making opportunities. In April 2019, the same survey was given again. The April 2019 findings showed 89% of parents/guardians responded favorably to questions around their input in school and district decision making opportunities. This was a 3% growth from 2018. Pacifica School District Schools have operational advisory groups such as English Language Advisory Committee, Special Education Parent Advisory Committee and Parent Council. These groups advise the School Site Council in development of the School Plan for Student Achievement (SPSA). There is a new advisory committee that has been developed at each school which is the Family Engagement team which is made up of administrator, teaching and support staff and parent representatives from a variety of student groups. They have been charged with bringing in family engagement at their school for the purpose of providing input for school decision making. An area of focus for improvement is providing a direct process where underrepresented families can along with all families be informed of the progress and area of needs data for their particular school and district wide in order to provide input on decisions made based off this data.|Pacifica School District builds partnerships with Families for student outcomes in a number of ways. Twice during the year all schools conduct Parent teacher conferences that allow time for teachers to conference with families and discuss their individual child's areas of progress and areas of potential growth both academically and social-emotional. These individual student conferences also allow for both a sharing of information and a partnering of school and family in addressing student need. Another Pacifica School District strength in this area is the the information family/ community events around curricular areas and climate related areas. At these events, information and resources are is shared to allow families the capacity to support student learning at home. Also, relationships with families and school staff are strengthened through these events being linked to learning. A focus area for improvement is to allow access to all underrepresented families to these events and towards true engagement with the school staff. We will do this by developing teams of underrepresented families, administrator and staff at each school that represent these families, and include them in the planning and deliver of these events.|In April 2018 Family Survey was given to all parent/guardians to gain parents/guardians perceptions on progress toward promoting parental participation in programs. LCAP metrics were created around these two goals The April 2018 Survey Key findings 90% of parents/guardians responded favorably to questions around being encouraged and feeling welcome to participate at their child's school. In April 2019, the same survey was given again. The April 2019 findings showed 92% of parents/guardians responded favorably to questions around being encouraged and feeling welcome to participate at their child's school. This was a 2% growth from 2018. Pacifica School District and its individual schools have done a great deal of work in this area as of late. Welcome packets have been revised and sent out by different means in order to reach all student families. These packets are as a result of a change in how new families to our district are welcomed and supported in acclimating to both the district and to the school site. Each school site has a welcoming process that allows for families who may have diverse acclimating needs to be supported upfront when they first come to the site. Another strength or area of growth are the growing ways families can both communicate and engage with staff beyond parent teacher conferences or community event such as through social media, classroom newsletters, parent workshops and community building event around culture, climate and language. Area for improvement is around providing more opportunities for the various languages spoken to be represented at the school community events and stakeholder meetings. Partnering with families that can help provide language support at these events and meeting will allow access for these families who represent some of our underrepresented student groups|3|3|3|2|3|3|4|4|3|3|3|3|2019-10-30|Met|2019 19647336018642|Pacoima Charter Elementary|3|All stakeholders at Pacoima Charter School are involved in the development of all our plans. Parents are encouraged to participate in one of the stakeholder decision making councils, Business and Finance, Curriculum and Instruction and Network and Partnerships. In addition, parents participate in the School Site Council, English Language Acquisition Council and the Parent Leadership Action Committee. Parents and other stakeholders who are not able to participate in the councils are given the opportunity to voice their opinions via the parent questionnaires. The Curriculum and Instruction Council is responsible for developing our improvement plans. All school plans are reviewed and approved by the School Site Council and the school Board.|Pacoima Charter School has partnered with local agencies to bring workshops in advocacy and empowerment to our parents. We offer Parent Academies to teach parents how to support their children at home and how to navigate the school system. Topics include: Parent-Teacher conferences- Questions to ask, How to read the Report Card, etc. The Social Work department offers parent support classes on topics dealing with behavior. They work closely with our homeless families to connect them with resources and they monitor the academic achievement of the students on their caseload. One of the focus areas this year is to continue to improve our parental involvement in the decision-making councils.|Pacoima Charter School faculty is very diverse and very sensitive and respectful to the needs of our parents and community. They have taken classes in multicultural education as part of their teacher training. Our school has a very active parent group who organizes various events for students and parents. Our parent center offers a variety of classes and attendance is very high. All the classes offered are tailored to meet the needs of our parents and students. Pacoima Charter School's library is stocked with multicultural books that represent all ethnic groups. We celebrate our diversity by bringing cultural groups to perform for our students various times throughout the year. Pacoima Charter School communicates to our school community via Parent Square, Facebook and Instagram. Communication is always in both English and Spanish.|5|5|5|5|3|5|5|4|4|4|4|4|2019-06-18|Met|2019 44697990000000|Pajaro Valley Unified|3|In the 2018-19 school year, PVUSD rewrote the parent and family engagement policy to increase our parents abilities to be engaged decision makers in our schools. Through the Parent Education Office, School Smarts is offered to our parents and is a great support for developing strong parent leaders, but is limited based on attendees. The new English Learner Master Plan calls for a more comprehensive approach to involve all stakeholders and spurred the creation of a new parent community leadership group that is forming during the 2019-20 school year. Traditionally, PVUSD has held 9 LCAP input meetings for parent groups, but has seen limited attendance. Due to this, PVUSD will be adding additional ways to receive parent input on the LCAP including social media platforms.|Pajaro Valley Unified Parent Engagement Events are to empower and build capacity for attendees of our events. Through the Educational Equity Audit, PVUSD found that academic counselor communication to parents is inconsistent, the online teacher gradebook is inconsistent in being up to date and the school websites may not be updated. Due to the findings of the Educational Equity Audit, PVUSD has started a TK-12 College week to be held annually, is revising the academic counselor essential job duties to be consistent across the school and district, and have expanded student-led conferences at our secondary schools. Additionally, all parents will receive communication via conferences or mail in regards to their students NWEA Measure of Academic Progress resources for parents to fully understand student data and guiding questions for them to collaborate with their student's teachers. PVUSD focus area for improvement is the standardization of academic counselor essential duties, working with school sites to keep the online gradebook up to date for parent viewing, and continue to expand secondary student led conferences.|Pajaro Valley Unified provides multiple opportunities for parents and community members, in multiple Languages, to build capacities of our parent leaders. The district as a whole is strong in providing opportunities for parent engagement, parent empowerment and decision-making. The focus ares for improvement is ensuring all sites use the asset model to empower and collaborate with parents. Over the course of the year, PVUSD offers 40 district sponsored parent engagement events, including five parent Saturday Conferences. PVUSD understands the significance and importance of family-school relationship. With the adoption of the new English Learner Master Plan, aligned to the English Learner Road Map, PVUSD is strengthening and building capacity of our sites to use family assets to build bridges and create a welcoming school environment. Through the multiple opportunities for engagement, we have set a goal to increase the number of parent attendance to district parent events by 5%. In the 2018-19 school year, Pajaro Valley Unified launched a District Climate Survey, using Youth Truth. The 2018-19 year parent results showed engagement as a strength for the districts. Based on the survey, families felt engaged by the sites and informed about important decisions. In our second year of administration, we have increased the percentage of parent response by 15%.|4|4|3|4|3|3|4|4|3|3|2|3|2019-10-23|Met|2019 04615230000000|Palermo Union Elementary|3|Seeking Input for Decision Making is a growth area for the district and each of the individual school sites. As a district, we continue to look for ways to involve more parents in school activities and especially the decision making process. We will continue to provide parents the opportunity to participate in the decision making process through school site councils, LCAP meetings, ELAC/DELAC meetings Indian Education Parent Committee meetings and parent surveys, however, we need to investigate more effective ways to increase overall participation. Each year, the individual school sites provide multiple opportunities for families to attend school events during the evenings by hosting Back to School Nights, Open House, subject matter nights (math, science, art, etc.), school concerts, and sporting events. These events generate positive feedback and are well attended by our families; however, we have limited success in supporting family members in effectively engaging in advisory groups or decision making opportunities. In order to address our needs in this area, the Administrative Leadership time will explore and research opportunities to build our capacity to increase the effective engagement of our families in decision making or advisory opportunities and in the planning, design, implementation and evaluation of family engagement activities.|Building effective partnerships with families is essential to our student’s success. School site administrators and teaching staff regularly facilitate opportunities for parents to meet with them in order to discuss their child’s progress, share concerns and develop methods and strategies to support improved student outcomes in addition to the regularly scheduled parent conferences that are held near the end of the first trimester. Parents for our students in fourth through eighth grade can also access their student’s grades and assessment results via our Illuminate Parent Portal. Informal feedback, from parents in each of our student subgroups, has indicated that this is a tool that helps them to assist their student. Instructional staff and families also work together in the development of IEPs, 504s and intervention plans that are developed during Student Study Team meetings. In order to provide families with information and resources to support student learning and development in the home the district has implemented Parent Education Nights and have provided learning opportunities on the Technology and Social Media, Adverse Childhood Experiences, Positive Behavior Intervention Strategies, and Stress Management. In addition, the preschool program provides developmental information to all of the families enrolled in their programs. In order to provide support to teachers and principals in their efforts to improve a school’s capacity to partner with families the district’s Administrative Leadership Team will explore and research professional development opportunities in this area.|The Palermo Union Elementary School District recognizes the importance of building positive relationships with all of our families. The results of parent and staff surveys indicate that creating a welcoming school environment for our families is a strength throughout the district and that we are making progress in this area. Our school sites have been focusing on creating positive school environments for all stakeholders. The results of our most recent school climate surveys show that parents feel that they are welcome at their child's school, that they are comfortable talking with teachers at their child's school, and that the school communicates well with parents. As a district, we provide multiple opportunities for the district and school sites to engage in 2-way communication between families and educators through LCAP parent meetings, School Site Councils, Parent Advisory Committees, English Learner Advisory Committees, District English Learner Advisory Committee, PTG groups, Indian Education Advisory Committee, Title I meetings and parent education nights. However, parent and staff feedback indicate that parents are not engaging in those opportunities in a meaningful way. The district and school sites will focus on increasing parent participation in those opportunities by engaging in professional development opportunities that address this need, and investigating and implementing effective strategies for engaging our parents and families. In order to support staff in learning about each family’s strengths, cultures, languages, and goals for their children, and to also increase our capacity to build trusting and respectful relationships with families, we provided the Capturing Kids Hearts training for 50 staff members this year. The training highlighted the importance of building personal relationships with students and adults and provided strategies for fostering those relationships. Those strategies have been implemented district wide and as are result staff members are learning more about the unique qualities and experiences of the families represented in their classrooms.|3|4|3|3|1|3|4|4|1|1|1|1|2019-11-13|Met|2019 19647336018634|Palisades Charter Elementary|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for the Palisades Charter Elementary. These opportunities are offered at the school site, regional office, and central offices. From the school site perspective, principals, staff, families and students attend monthly Governing Council & committee meetings and a annual School Site Council trainings. The Governing Council specifically make decisions about curriculum, technology, Parent Outreach, Budget, Safety/Security, SSPT programs, and services and receive recommendations from parents, teachers, staff and students. In addition, families are also invited to regional meetings where they learn about foster youth policies, programs and funding, which result with participants offering program recommendations. Three districtwide committees are also in place for parents to engage in decision making. The first committee is the district Central Advisory Committee (CAC), which offers recommendations to the district’s Special Education Local Plan Areas (SELPA) Local Plan. Members of the CAC participate annually in approximately ten meetings lasting three hours in duration. Families and school staff are also provided opportunities to work together to plan, design, implement and evaluate family engagement activities at school and district levels. The school site facilitates this process during the monthly Governing Council and committee meetings. In both meetings families evaluate the family engagement program for the school site with an annual survey as well as the district’s, which results with greater understanding of the whole community’s priorities as well as implementing/monitoring/facilitating a family engagement policy. An area of strength for Palisades CES is that all committee and Governing Council meetings.|The LAUSD provides families with information and resources at multiple access points including the district, regional office and school site webpage and through workshops provided by school staff and community partners. The majority of families surveyed in the District’s School Experience Survey stated that their school sites provide information on grade level requirements--90% for Elementary. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand—96% for Palisades Charter Elementary. Regarding programs where teachers meet with families, the School Experience Survey reports that a majority of participants participate at teacher and school events, like parent teacher conferences and performances at a rate of 95% for our Elementary families. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School’s Governing Council and its committees. Another initiative where families learn about their legal rights is through the We Are One L.A. Unified: Standing with Immigrant Families campaign. The districtwide campaign empowers families with know your rights information in the areas of immigration, health, housing and education rights.|The LAUSD provides families with information and resources at multiple access points including the district, regional office and school site webpages and through workshops provided by school staff and community partners. The majority of families surveyed in the District’s School Experience Survey stated that their school sites provide information on grade level requirements--90% for elementary. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand—96% for Palisades Charter Elementary. Regarding programs where teachers meet with families, the School Experience Survey reports that a majority of participants participate at teacher and school events, like parent teacher conferences and performances at a rate of 95% for our elementary families. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, the School’s Governing Council and its committees. Another initiative where families learn about their legal rights is through the We Are One L.AUSD: The districtwide campaign empowers families with know your rights information in the areas of immigration, health, housing and education rights.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 19647331995836|Palisades Charter High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 33670586031991|Palm Desert Charter Middle|3|The Parent Engagement Committee, made up of PDCMS teachers and staff, was formed to reach out to the PDCMS community. Parents are encouraged to volunteer and participate in multiple grade-level activities. Every year PDCMS sponsors a parent survey. This year we will be using Panorama in November as the tool to survey out parents in the areas of: safety, knowing school rules and policies, fairness, climate of academic support, sense of connectedness, and understanding of the LCAP. Parents are encouraged to nominate themselves, or others, to be a member of the PDCMS Governing Council. The council consists of three parents, two staff members, and two community at-large members. The council oversees the fiduciary responsibilities of the school. Terms are for two years while the parents have a student attending PDCMS. We also encourage parents to join the PDCMS Foundation, PTO, Band Boosters and Watch Dog Dads, among other volunteer opportunities, to engage in day-to-day activities and goals. Additionally, we have several parent workshops to engage or instruct our parents to use ParentVue (an online program parents can log into to follow their student’s academic progress), LCAP Review, Understanding PSAT, High School Transitions, and a variety of AVID Parent Events. Our Panther Contract (a shared support agreement) signed each year by student, parent, and teacher reinforces our commitment to provide an optimal learning environment and clearly identifies expectations for parents, students, and teachers. The mutual respect and responsibility of our students, parents, and staff, along with strong academic programs, have earned us great success and Panther Pride.|PDCMS has a structured parent-teacher conference format and evening events such as Back to School Night and ELAC meetings for our English learner population. Our faculty encourages an open line of communication through the use of Google classroom, teacher websites and email. Faculty is offered a variety of Professional Development opportunities. This year we are focusing on bringing AVID to our EL students through AVID XL. One component of the program is parent outreach. Our school’s Professional Learning Communities (PLCs) focus on ways to support students and families. The counseling department implements and directs Student Success Team (SST) meetings.|Communication between home and school is the key to a successful middle school experience. The Palm Desert Charter Middle School (PDCMS) Web site provides up-to-date school news and information. PDCMS also distributes mass emails and “robo-calls” to ensure parents and guardians are aware of upcoming events and activities. In addition, parents can stay informed by subscribing to a weekly Parent Teacher Organization (PTO) email. The school also has a structured parent-teacher conference format, as well as evening events such as Back to School Night and ELAC meetings for our English learner population. PDCMS hosts parent nights for incoming 6th grade parents and new families. The first event is called the Shared Support Agreement or “Panther Contract” Signing event which is held in late spring for the upcoming school year. These are small group settings where parents, students and a faculty member discuss common goals and expectations for student success. There is another event before the new school year starts which is designed to welcome new families to our school and reiterate school policies for a clear understanding. Finally, parents are invited to attend the monthly PTO and/or Governing Council meetings to share their ideas, concerns, or questions. They are also encouraged to fill out the annual Panorama Survey sent out each November. The survey measures parents feeling of safety, knowing school rules and policies, fairness, climate of academic support, sense of connectedness, and understanding of the LCAP.|5|5|5|5|4|4|5|5|5|5|4|5|2019-10-02|Met|2019 30664236027379|Palm Lane Elementary Charter|3|Although parent engagement is strengthening, the same parents consistently serve various parent support roles at Palm Lane. Our goal is to offer additional times that parents can meet that are better suited for working parents.|Palm Lane has fully implemented systems of building relationships with our families and stakeholders. Parent groups meet monthly to discuss student outcomes, support student programs, and plan future needs of all students. During the open discussion portion of the meetings, the meeting facilitator takes notes on large chart paper, documenting parent concerns and needs of students. Each of these chart paper are taken to subsequent meetings so that the group can analyze previous goals, discuss progress on those goals, and plan new ones. Not only has this process built a system of accountability for Palm Lane and its parents, but also helps to ensure transparency and track progress made towards agreed upon student needs and goals.|Palm Lane is currently undergoing Phase 1 planning for PBIS implementation. The Palm Lane PBIS committee is undergoing monthly training with the Orange County Department of Education. The goal of implementing PBIS is to build a culture in which students learn and demonstrate good character, which helps to build trust amongst students, trust amongst staff, and ensure a school climate that is accepting and respectful of diversity.|4|4|4|4|3|4|4|3|4|4|4|4|2019-10-14|Met|2019 33671730000000|Palm Springs Unified|3|PSUSD offers many opportunities for input on programs and policies. Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings have provided forums through which discussions are held across various perspectives to drive district decision making. Additional groups are developed in order to address specific topics, such as the district’s Coordinated Early Intervening Services (CEIS) stakeholder group which discusses suspension data and related equity issues. The District Relationships/Behavior/intervention K12 Stakeholder Advisory is designed to gain student, parent, and community input in order to address systemic changes to improve school climate and culture. Survey input regarding the Local Control Accountability Plan (LCAP) and school climate have been very successful, with 6,350 family surveys completed in 2018-2019. Families positively rated the district’s support for focus groups and parent organizations, with 83% of families responding favorably on the 2018-2019 LCAP survey. School sites have various input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG). Training for these groups is provided by the district’s Family Center and Educational Services, however the levels of participation and input in decision-making by these groups varies between schools. This provides an opportunity for improvement and continued development for the district in building site capacity in the engagement of families to participate in decision-making through these structures.|PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes. The PSUSD Family Center supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshop sessions featuring topics such as technology skill development, SHAPE, and “7 Habits of Successful Families.” Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Expanded features of the parent portal app allows parents to view CAASPP results, check student grades, and communicate with teachers regarding student progress. Tutoring and intervention services are available at both the district and school level, including using online tools and programs for improving student academic performance while in the home setting. According to the 2018-2019 district LCAP survey, 82% of families responded favorably regarding the district’s efforts to connect parents to resources for student learning at home. PSUSD has multiple committees and groups designed to connect parents in advocating for students, including the African American Parent Advisory Committee (AAPAC), Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC). PSUSD will continue to improve supports for families in advocating for students and providing additional and effective resources to support student learning in the home.|PSUSD is committed to community and parent engagement, consistently working to improve relationships with parents through innovative and evolving relationship-building practices and resources. As part of this work, PSUSD provides equity-based professional development for staff using the Conscious Education methodology. District and school staff are trained in methods of providing a welcoming environment for parents, home visitation, and other supports. District and school events provide translation services in Spanish, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents. According to the district’s 2018-2019 LCAP survey, 88% of families responded favorably regarding the district’s school-community supports, such as translators and community liaisons. Families received information about PSUSD through the district app, and communicate with district personnel through multiple systems, including the district’s parent portal. School sites host numerous parent events throughout the year, including parent-teacher conferences, principal interactions, and family-based learning activities such as science and math nights. PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.|3|3|3|4|3|4|3|3|3|3|3|2|2019-10-22|Met|2019 19648570125377|Palmdale Aerospace Academy|3|As an initial and critical step, parents/guardians are encouraged to participate in LEA governance. For example, parents/guardians are invited to participate in the Board of Director Meetings, District English Language Advisory Committee (“DELAC”) and School Site Council (“SSC”) as appropriate. These groups provide input into the Single Plan for Student Achievement (“SPSA”), containing programs and expenses related to federal categorical funding. Parents’ and guardians’ informed participation enables meaningful collaboration. Partnering with school staff, parent/guardian leaders also develop and approve the Title I Parent and Family Engagement Policy. In addition to these venues for parents/guardians to participate in LEA governance, TPAA hosts Coffee and Conversations with the Principals. During these meetings, family members have the opportunity to meet and speak with the Principals on a monthly basis.|TPAA recognizes that exceptional schools provide multiple opportunities for parents/guardians and families to participate in school life – from Parent University, which addresses a variety of topics from general academic support and Study Skills to college application support. During Fall semester, the counseling department traditionally supports students and families with college application and FAFSA workshops. Parent workshops for parents/guardians of elementary school students are also offered to help families understand a broad array of topics including mastery based grading and math anxiety. This year, TPAA is offering the Project2INSPIRE program, which is offered in Spanish, with the aim of building the capacity for leadership among our parents/guardians. After completing the different levels of mastery within Project2INSPIRE, our parents/guardians will be equipped to facilitate the workshops for their parent/guardian peers. In addition, the Parent Teacher Student Organization (“PTSO”) continues to grow its membership. The PTSO has a strong presence on campus, supporting clubs, and activities and plays an integral role in staff morale by planning appreciation and celebration events and potlucks. Bilingual Parent Liaisons also provide support to families by producing and disseminating monthly newsletters to families which contain snapshots and announcements about school events, information about opportunities for student and/or guardian workshops and training. In an effort to continue to build relationships with our families, one of our principals is currently developing a series of informational videos on a variety of relevant and timely school-related topics.|As communication is key to engaging stakeholders, TPAA employs multiple strategies to ensure that all parents/guardians receive timely information on school-wide activities, events, and happenings. For example, TPAA uses the following strategies in English and Spanish: All-call, email blast, newsletter, social media updates, and hard copy/digital flyers. The Parent Portal is available 24 hours a day, 7 days a week and provides information on academic and behavioral student performance. Teachers in grades TK-5 utilize Class Dojo to communicate daily with families about student progress, behavior, or classroom announcements in addition to Parent Portal. Anticipating the needs of our Spanish speaking families with the addition of the TK-5 grades, TPAA hired a full-time translator to support our Spanish-speaking families in addition to our bilingual parent liaisons. TPAA also contracted with an interpreter service to support non-native English speaking families of students with IEPs as well. New teaching staff members receive training on our student information system and the communication features. Additional training opportunities are offered annually either during professional development days or after school for staff who need additional support with the system.|4|4|4|4|4|4|4|4|4|4|4|4|2019-11-12|Met|2019 19648570000000|Palmdale Elementary|3|Strengths & Progress: LCAP Stakeholder Meetings PAC DELAC/ ELAC AAPAC SAC SSC PAC PD Surveys Results from Parent Surveys on Parent Participation & Engagement: CSPS – 83.8% Title 1 – 87.2% Parents were engaged and consulted at all district and school site meetings including the Parent Advisory Committee (PAC), District English Learner advisory Committee (DELAC), Superintendent Advisory Council (SAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), African American Parent Advisory Committee( AAPAC) and other district adhoc committees. On the parent surveys, over 80% found that PSD actively seeks, allows and welcomes input, encouraging an active partnership. Focus Area for Improvement: Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.|Strengths & Progress: LCAP Goal 3 – “Family and Community Partnership” Capturing Kids Hearts Parent Community Liaisons Parent/ Teacher Conferences Infinite Campus Parent Portal Parent Academic Initiatives – 71 (more than doubled from 17-18) Community Partnership Meetings - 16 (more than doubled from 17-18) LCAP Stakeholders, ELAC, DELAC, AAPAC, SAG, Parenting Partners, PIQUE, Parent Center classes, Mini-CABE Grows Latino Family Literacy, Parent Institute for Quality, Project 2 Inspire, English as a Second Language Parent Academy Parents were part of the extracurricular events and multicultural programs at the school site including the DELAC multicultural festival, the African American Unity in the Community meetings and African American Gala Night Schools opened up Parent Resource Centers to give parents a place to train, volunteer, and plan events PSD continues to operate the central office parent center called the PSD Center for Parent Partnership PSD increased school/community partnership with different organizations and agencies including Code Read Program, First Five, Walmart, Stater Brothers, Palmdale Playhouse, Antelope Valley College, the High School District, etc Focus Area for Improvement: Providing families with information and resources to support student learning and development in the home|Strengths & Progress: PROMISE strategic goal # 5: “Engage diverse families and communities in powerful learning and collaboration.” Capturing Kids Hearts Parent Community Liaisons Interpreters/ Messages translated PROMISE back pack event Foster Youth Programs Homeless Support Improved communication protocols with, Blackboard Connect, Peachjar, TV monitors at the school office for information, Mall Billboard, Movie Theater, Twitter, Facebook, press, multicultural events Results from Parent Surveys on Home School Communication: (was good in providing information to parents/ guardians regarding their student’s leaning and school activities. This included having this communication in a language parents can understand) CSPS – 79.4% Title 1 – 95.9% Feel welcomed when they visit: Title 1 – 98.16% Focus Area for Improvement: Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children|4|4|3|3|3|2|3|2|3|3|2|3|2019-08-20|Met|2019 43696410000000|Palo Alto Unified|3|The family engagement policy is adopted by the board with input received from the LCAP stakeholder engagement process, District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups. Title I sites also hold annual meetings with all stakeholders and review the policy, which is also reviewed by Site councils. The DELAC and DAC meets quarterly to review that LCAP. The district also holds LCAP public feedback sessions in the fall and spring which distributes the policy in multiple languages. In addition the district has an online feedback tool “Let’s Talk” that has a specific LCAP section.. The district held two family leadership conferences to gather feedback from families on how to strengthen the FES Department, as well as surveys. All Title I compacts, meetings and other events are translated into multiple languages and various modes of communication including texts, emails, flyers, phone calls. PAUSD uses Blackboard which translates all messages into multiple languages and provides a phone number of a specific district staff member that can further assist parents. Technology tools such as Schoology and Infinite Campus provide translation for report cards, progress reports and other notes from teachers. However, the FES can assist with all translation if technology is not accessible with parents, and sits with parents one on one to ensure understanding of school related materials. The opportunity for informed participation of parents and family members of migratory children is offered through the guidance of the district social worker and FES. Sites also have a special education parent advocacy group that the FES meet with quarterly.|PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD runs an equity workshop series for all staff. The series is two years & provides staff with information on targeted populations, effective strategies and experiential learning. Training modules focus on students with disabilities and inclusive practices. They are offered on a continuous basis, all staff participate. Secondary staff is given further professional learning about college readiness for targeted populations. At Title I sites the FES provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessment. The FES also accompany parents to teacher conferences when requested. The FES ensure that childcare, translation and family needs are communicated to site and district staff. The FES program reaches out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families the full time district social worker with eight FES, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McVinney Vento students. The social worker meets with families one on one with special circumstances or needs to ensure access to school. The social worker also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each FES and the district social worker is given site access to these distribution lists to ensure families are contacted, informed and how to participate.|In 14-15 the district revised the Family Engagement Program (FES). The program developed through surveys sent to families and community meetings. Each year surveys are sent to gather feedback on current practices and to ensure programs are meeting family needs. The district created the role of the Family Engagement Specialist (FES). The district hired 8 FES. Each site is allocated hours. The FES serves as the link between the school, parents, and community. They will develop and foster community collaborations, as well as provide referrals to community-based services for families. They expand opportunities to families for continued learning, voluntary community service, and civic participation. They guide parents to understand the educational system to become advocates for their children’s education and empower parents to become decision-makers. More information can be found at: https://www.pausd.org/teaching-learning/family-engagement-specialist-program-fes The FES also accompany parents to teacher conferences when requested. FES provide family leadership conferences, including literacy training such as Latino Family Literacy Project to work with targeted populations throughout the year and in the summer.|3|3|3|3|3|3|2|3|3|3|3|3|2019-10-22|Met|2019 33671810000000|Palo Verde Unified|3|Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in providing opportunities to have all stakeholders work together to plan, design, implement, and evaluate family engagement activities at school district levels. PVUSD is offering more opportunities to allow stakeholders to work together to plan and evaluate family engagement activities.|Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes. PVUSD finds that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children. PVUSD is offering parent informational nights to address this area.|Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in offering opportunities for two-way communication between families and educators. PVUSD finds that its weakness is in supporting staff in learning about the students' and families' strengths, cultures, languages, and the goals for the parents' / guardians' children. PVUSD is placing a focus on first best instruction with secured least restrictive environment for all students to improve this area.|3|3|2|4|4|3|4|3|3|3|3|2|2019-10-15|Met|2019 54720330000000|Palo Verde Union Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Examples are campus and classroom environment improvements, protection of small class sizes in the primary grades, and expansion of pre-school. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas. The district will continue to support the community liaison’s critical role in this process.|By far, the greatest strength of Palo Verde’s engagement efforts is that all stakeholders are truly involved and committed to the continuous improvement process. Strengths include administrative support for certificated staff, parent reports that Palo Verde School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|5|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 19648650000000|Palos Verdes Peninsula Unified|3|PVPUSD gathers parent input through an annual LCAP survey, which integrates Parent Engagement and Shared Decision-making into the questions asked annually. Additionally, there are over 25 members on the District LCAP committee, parent representatives on all District-wide committees (i.e. Facilities Advisory, Technology Committee, Mental Health Task Force, etc.), and each school site has at least one representative on the District English Advisory Committee with participation and attendance at an all-time high.|Approximately 10% of parents across the district completed the survey and the key findings include nearly three-fourths of our families strongly agree that PVPUSD school sites offer a variety of programs for parents to be engaged in within the school community. Last year, the District surveyed the community on school year start and end dates to help inform the negotiations process. As a result of the feedback from the surveys, the District came to a mutually agreed upon two-year calendar. This year, PVPUSD will also look to seek feedback across the community in an analysis of homework types and quantity for additional planning. Additionally, 5% are a part of the Site School Site Councils, over two-thirds volunteer for at the schools, and our PTSA membership is close to 85% across our sites.|PVPUSD gathers parent input through an annual LCAP survey, which integrates Parent Engagement and Shared Decision-making into the questions asked annually. In this survey, input is gathered on a variety of other local topics. One those topics is parent participation in schools and the organizations with which they are affiliated in order to be a part of the school and district decision-making process. This survey was selected by the LEA, as it is the only survey that is open to all parents, students, and staff across the district.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 15633620000000|Panama-Buena Vista Union|3|Through the use of district and site level advisory groups such as School Site Councils (SSC), District Advisory Council (DAC), English Learner Advisory Council (ELAC), and District English Learner Advisory Council (DELAC), Local Control Accountability Plan (LCAP) activities, and Board of Trustee meetings, families have multiple opportunities to provide input on policies and programs. Families are encouraged by the District and school sites to participate in and attend advisory group meetings as well as parent engagement activities. The District would like to better identify and target families who have not previously participated in activities in order to engage all families.|PBVUSD has a variety of structures in place for teachers and families to meet and discuss student progress through Student Success Team (SST) meetings, parent-teacher conferences, Back to School Night, Open House, and other activities such as math, literacy, and AVID family nights. The District is developing opportunities for teachers, administrators, and parents to attend professional learning events to increase school-family partnerships and providing strategies for families to support student learning in the home. The District will be using an intervention counselor as a resource for both staff and families, and to develop family engagement activities with a focus on providing access and engagement of underrepresented families.|The Panama-Buena Vista Union School District (PBVUSD) has implemented the use of a digital communication system that is dedicated to engaging its parents, families and community in a convenient and efficient way. This digital communication system allows district and school site staff to communicate with parents and families in preferred languages, increasing the quality and accessibility of 2-way communication. PBVUSD also engages parents and families in a variety of events and activities at both the district and school site level designed to increase parent partnerships and involvement. The District is beginning to develop systems to better identify and engage families that are underrepresented, which includes an intervention counselor whose focus is family engagement activities.|3|3|1|3|2|2|4|4|4|4|4|2|2019-10-22|Met|2019 35675200000000|Panoche Elementary|3|Currently, the LEA's staff consists of one individual. This year, there is new leadership in place. This impacts family input in decision making in several ways. At the time of this report, the new administration has only been in place for approximately 8 weeks. Consequently, there have been a very limited number of opportunities thus far to seek community input in decision making. This weakness will be remedied with the element of time, as well as a conscious effort by Panoche School’s staff member to provide opportunities for input. In addition, engaging families in advisory groups and with decision making will stem from the principal/teacher's personal interactions and relationships with the families at Panoche School. As noted previously, these LEA/family relationships are in their infant stages of development and will continue to grow as time passes. The goal is that once families become more comfortable with the new administration, they will feel more at ease engaging in decision making and advisory group situations.|#6-Currently the LEA employs only one individual, responsible for teaching all students K-8 as well as completing the duties of the principal and the superintendent. As such, professional development opportunities in which that individual is able to leave the classroom are very rare. Currently, the LEA is in the 'exploration and research phase', seeking out webinar opportunities and programs potentially offered through the San Benito County Office of Education to help support Panoche School's single staff member in improving the school's capacity to partner with families.|#3-Currently, the LEA's staff consists of one individual. As such, support for staff in learning about each family's strengths, cultures, languages, and goals for their children will stem from the principal/teacher's personal interactions and relationships with the families at Panoche School. This year, there is new leadership in place. As such, these LEA/family relationships are in their infant stages of development and will continue to grow as time passes.|4|4|2|4|1|4|4|4|3|3|3|3|2019-10-14|Met|2019 19647330122630|Para Los Niños - Evelyn Thurman Gratts Primary|3|In the councils, the principal briefs staff on updates, in School Site Council, information is provided and parents and teachers have the opportunity to ask questions, have discussions, and provide context for the impacts of decisions in the classroom. In our Learning with the Principals, teachers are also encouraged to present to parents to share their expertise and provide information on classroom learning. Our goal is to grow our teacher capacity to present to the entire school community.|We encourage our families to ask questions in ways where they advocate for their child/ren and build capacity through the various convenings on campus; the councils also encourage active decision-making and capacity building at the school. This year, with the implementation of the Neighborhood Leadership Groups, we expect there to be much growth and expansion of our active parents and families.|We provide parents through various platforms to parents to build their capacity through our Nurturing Parenting classes (social emotional), Learning with the Principals (academics), Coffee with the Principal (school updates), Coffee with Families (all families are invited). Our school is further supported to do this work by Para Los Niños services that include the Neighborhood Leadership Groups, Family Advocate, Clinical Services, and others. One area of improvement is to grow the participation of new parents in the school events. We are using a combination of targeted outreach, data, and incentives to encourage participation. The goal is to increase new families by 25%.|4|5|4|4|4|4|4|4|4|4|4|4|2019-09-19|Met|2019 19647336120489|Para Los Niños Charter|3|Overall, PLN CES provides many opportunities for parents/guardians/families to participate in providing input on ways to more effectively engage our stakeholders; however, what we experience is consistent participation by the same group of families. As a way to provide other means for communicating and soliciting input, we are considering leveraging social media and other online tools to achieve diversity in our parent/guardian/family groups that participate.|A few of our strengths include the use of class Dojo to communicate regularly with families, provide them with additional academic resources to improve student outcomes. One thing we implemented this year was that each student was provided with a notebook and folder with communication to and from families and teachers. One area of improvement would be the percentage of parents/guardians participating in the parent education workshops. However, we recognize there are barriers based on the parents’ worktime, childcare, and other logistics.|This is an area of particular strength in our school. We have worked for a very long time building strong and trusting relationships with our families. We believe this is a reason why nearly half of our students have siblings at this school. One area where we could improve is increasing the number of families that participate consistently—we believe this is attributed to challenges like parking and time of events.|5|5|5|5|4|4|4|5|3|3|5|4|2019-09-19|Met|2019 19647330117846|Para Los Niños Middle|3|Our family specialist works to ensure parents are present and/or their voices are heard in schoolwide decision-making processes through SSC, ELAC, and other places. One area of improvement, as mentioned above, is to increase the numbers of families that participate and diversifying who is participating on the councils and at other meetings.|As mentioned above, we created a parent portal via our SIS coupled with workshops, which provides parents with training and information related to academic supports they can provide their child at home. The parent portal gives them real-time access to student class progress. As a way to supplement support, parents receive developmental and social/emotional workshops throughout the year. Our hope is to improve on the number of parents accessing the portal and attending workshops regularly.|There is an organization-wide commitment and vision to ensure that we are building upon the existing infrastructure to strengthen relationships with parents and families. One area of improvement is to find additional ways to meaningfully engage with families that do not live in the community around the school or that work during times when events and workshops are held. Given the barriers for parents to be on site for events, we have made a concerted effort to increase the amount of information on our various social media pages, parents have access to their child’s progress via class dojo and the SIS parent portal. It is our hope that these other avenues for engagement encourage parents to participate in other ways.|4|5|4|4|4|5|5|4|4|4|4|5|2019-09-19|Met|2019 50712090112383|Paradise Charter|3|Paradise Charter invites parents to be a part of our Annual Title 1 Meeting which focuses on supporting economically disadvantaged students. We have a School Site Council that works to provide opportunities for all our population and a District English Language Advisory Committee that supports our English Language Learners. Our school has a very active Parent's Club that meets together with parents, teachers, and administrators to provide family and student activities that can be shared by everyone. We have McDonald's night, painting classes, and concerts that embrace all the community and their families. We plan on sending out a survey this year on how we are doing and what parents would like to see us improve on.|Every start of a new school year, we invite families to come to Back to School Night on the first day of school. We want them to meet us(all staff including support staff) right from the start. We provide sign up sheets to provide parents different ways to be a part of their child's educational experience. It may be signing up for a field trip, working on class projects at home, or being a room mom and organizing parties. They have a choice on how they can support the school. Resources for parents at home has been extremely helpful. We have found that with common core standards we have a lot of parents asking for guidance. We have purchased homework helper books in math, textbooks in other languages, and online assistance for our parents. We hope to include parents in more hands on learning.|Paradise Charter's strength revolves around our Superintendent/Principal's open door policy. There is never a need to make an appointment about any concern. Everyone is welcome and even if there is a language barrier-we are able to provide assistance. Our teachers meet with every parent for parent conferences. We bring in interpreters as needed. We have programs in place to honor students who may not get recognized for their academic success. We bring in families to watch their students receive awards for "Honoring the Code" which translates into catching students making good choices. We will continue to find ways to praise students and bring parents into our school. Field trips are another way for parents to be play a part in their child's education especially if they are uncomfortable in the school setting.|4|5|4|4|4|4|4|4|4|4|4|4|2019-03-13|Met|2019 04615316112999|Paradise Charter Middle|3|As stated earlier, a key goal this year is to provide multiple surveys for families to complete which will give beneficial data to school leadership in how to better support our students.|The PCMS Mission Statement is: "Paradise Charter Middle School endeavors to create an environment that allows students to pursue intellectual and social success. We believe that an effective partnership among parents, teachers, and students - within a culture that emphasizes character development - is the best way to provide our students the opportunity to succeed and enhance the greater community." The culture and climate of the school is based upon this vision. We continue to strive to build capacity within our students and by extension, to our families, to support the learning process. A focus this year is to support our students and families through counseling services in light of the trauma suffered.|The 2018-19 school year was dramatically interrupted and altered on November 8 when the Camp Fire struck our community. Parent communication became vital as we worked to restart school and serve our students in a new location. Staff utilized various parent surveys throughout the year to gather critical data such as living conditions/location/challenges/needs. Nearly 90% of our students returned which speaks of the rich school culture that was well established prior to the fire. This year we intend to institute school wide surveys of parents, staff, and students, to gather input with a particular focus on gleaning information from our underrepresented families.|5|4|3|3|3|4|4|3|4|4|3|3|2019-10-22|Met|2019 50712090000000|Paradise Elementary|3|Parents interested in leadership and/overall health of the school are able to participate by becoming a member and/or officer of the School Site Council, Parent's Club, or the English Language Advisory Committee. These groups are all advisory groups and promote family engagement in education. Our annual Title 1 meeting also gives parents a chance to give input on their child's educational goals. Each school year we have Back to School Night on the first day of school, this enables parents to get involved from the start and be a part of what their student will need through the year to be successful. Parents always feel welcome after they have made that initial contact with the teacher. We want this to happen from the beginning of the school year to the end with other activities for parents along the way.|Parents and community are very supportive of the educational programs at Paradise Elementary School. Parents interested in working with other parents, teachers, and the administration are encouraged to join the Paradise Parent's Club. We come together once a month as a group working together to discuss what we can do for our students. There is always a goal or outcome that will benefit students. Our parent conferences for students are always done about 2 weeks before report cards. Therefore, allowing parents, teachers, and students the chance to work together to support improved student outcomes. Our communication relating to resources need to be better. We need to send out more resources and information to all our population not just those that are in danger of failing.|Our Superintendent/Principal at Paradise Elementary is very welcoming to our families. He has an open door policy of inviting parents in or just sitting out in front of the school and talking with parents. Most parents are exposed to him daily and do not have to ever make an appointment to speak with him about concerns. Our teachers conduct parent conferences with every parent. If there is a language barrier, we bring in an interpreter to make the parent feel comfortable in our surroundings. Our school extends an invitation twice a year for families to join us at McDonald's for a fundraiser. It gives parents and students a chance to build a relationship with teachers and administrators in a trusting and relaxing environment. Our Open House is another way we build a partnership with parents. Parents come to see all the work they have been watching their students complete and projects they have worked with them on. This brings everyone together for kids! We are just now working on communication for parents going home in the language they are most familiar with. It does take extra time so we are limiting it to only the most important notices.|5|5|5|4|4|4|4|4|4|4|3|5|2019-03-13|Met|2019 04615310000000|Paradise Unified|3|PUSD is definitely strength-based in this area. Paradise is a small tight-knit community and parent involvement with decision making is very high. We could improve and work on developing specific strategies to "reach and seek" unrepresented groups to ensure all parents have and use their voice.|PUSD strengths in this area lie with our compliance in all areas of ensuring parents have access to and understand their legal rights and are able to advocate for their students. Parent-teacher conferences are held each fall and as needed or requested throughout the school year. Secondary counselors meet with each family at a minimum of once a year to go over the student's academic plan. All staff recently attended a two-day training in Capturing Kids Hearts that included skill development in multiple ways to engage all families. An area of concentration will be to ensure teachers have access to and the resources needed for best practices on engaging all families.|With the devastation of the Camp Fire and the relocation of EVERY school is our district, PUSD quickly became strength based at listening to all parents and holding numerous opportunities for families to become involved in their child's school and education. After November 8th, 100% of our families were forced to relocate our of Paradise. Our district saw an immediate decrease in over 50% of our population. We immediately hired a school communication consultant and relied on numerous forms of communication to ensure that we were reaching each family left in our district. This disaster has brought the school district and our families into close contact each day. We held meetings and engaged our families on what they would like to see happen to our schools and their district. Due to parent engagement and voice our district made the decision to return to Paradise this school year (2019-2020 and open four schools as combined campuses. We are bussing students from all reaches of Butte County who are choosing to remain with our district and schools. A focus area will be to ensure that we have parents on our decision-making boards (SSC, PTSO, SB) that represent all students at all levels.|4|4|4|4|3|4|5|5|5|5|3|4|2019-10-15|Met|2019 58727360121632|Paragon Collegiate Academy|3|Paragon Collegiate Academy hired a new administrator this year, and is working on improving in this area. We celebrate our successes of seeing a few engaged parents at events and advisory meetings, but would like to continue to develop the capacity for more families to participate. We recognize the need for including underrepresented groups in these meetings and are working to improve the participation rates overall, but especially with those groups. We look forward to seeing improved outcomes in this area.|Paragon has always desired to have a strong parent network of resources to utilize for improving student outcomes. Unfortunately, we have not been as successful as we would have liked in tapping in to the resources we have available to us. Paragon is making a more concentrated effort this year in seeking parent input and participation in events and academics. We have begun to create a list of parents and resources that are available to us, as well as are researching options for providing support to teachers and families to connect to one another more frequently and meaningfully. Paragon is interested in hearing from families about their needs in regard to helping their children reach the academic and personal goals set before them. As we continue to research and develop a plan to implement the ideas that we come up with, we look forward to hearing positive feedback from our families.|Paragon has always valued family engagement in their child's progress. We offer multiple opportunities for parents to provide input and ask questions each year. One of our primary strengths is our yearly surveys that go out to parents. Each family is emailed a survey that they can respond to anonymously asking for their input in a number of areas. Additionally, our staff works hard to include families in activities and their day-to-day academic progress. Unfortunately, this survey does not always get the response we would like to see. It is our goal this year to improve the percent of respondents in our survey, thus improving the engagement of underrepresented families. We would like to improve our families' access to the surveys, and are considering other methods of delivery in addition to electronic methods.|4|4|5|5|1|2|4|4|3|3|3|3|1919-11-06|Met|2019 19648730000000|Paramount Unified|3|Strengths and Progress In the area of “Seeking Input for Decision Making,” building capacity and support for family members to effectively engage in advisory decision-making was identified as a strength. Training for members of School Site Council, English Language Advisory Committee, District English Language Advisory Committee, and Parent Teacher Association is offered at each school. Annually, the district provides professional development for key school site staff on requirements for School Site Council, English Language Advisory Committee, and District English Language Advisory Committee. The LCAP Committee and Parent Advisory Committee receive information on how the LCAP is used for services that address the eight state priorities. Focus Area for Improvement PUSD identified providing all families with opportunities to provide input on policies and programs, and implement strategies to reach and seek input from underrepresented groups as an area of need. Currently input from families includes participation in School Site Council, English Language Advisory Committee, District English Language Advisory Committee, Parent Advisory Committee and annual parent surveys. PUSD recognizes the need to broaden outreach for parents to provide input and will investigate and implement other approaches to get meaningful input in 2019-20.|Strengths and Progress The topic identified as a strength for PUSD was rated 3.48, which was higher on the scale than the other two topics, which were rated 3. Implementing policies and programs for the teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes is a strength for PUSD. Annual parent conferences provide opportunities for parents and teachers to work together to support student outcomes. Recently, middle school conferences were redesigned to increase outreach to parents of students who receive grades below a “C” to promote academic success. Parents are presented with student assessment data throughout the school year. PUSD recognizes the importance of ongoing communication with families and understands that time constraints can prevent parents and teachers from meeting throughout the year. As a result, the district provides Schoology, an online platform, for parents and school staff to communicate. Schoology also provides a platform where parents can access student achievement data. Parent Vue is another platform for parent information that is currently in the beginning stages of implementation. In addition to the meetings and platforms to share student data, each school holds parent meetings and workshops that support parents as partners in education. Workshops topics are AVID, literacy, math, progress reports, A-G requirements, and the college application process, among others. Topics are determined based on parent interest. Focus Area for Improvement PUSD has identified supporting families to understand and exercise their legal rights and advocate for their own and all students as an area of need. Information on this topic is presented at School Site Council, English Language Advisory Committee, Individualized Education Plan and Multi-Tiered System of Support meetings. Parent rights are disseminated annually through Student/Parent Handbook and annual notification letters. Additionally, some schools offer parent classes/workshops that focus on parents’ legal rights. While information is disseminated annually and at various meetings and workshops, PUSD recognizes the benefit of supporting more families in this area.|Strengths and Progress In the area of “Building Relationships”, engaging in two-way communication between families and educators using language that is understandable and accessible to families was identified as a strength. Two-way communication includes phone calls via a district wide system, written materials, conferences and meetings. PUSD has made progress in two-way communication by purchasing headsets for in-the-moment translation at meetings and presentations. This allows parent participants and presenters to interact during the presentation without the delay of listening to messages twice before responding. Such practices encourage parents to participate and validate their participation. Focus Area for Improvement PUSD has identified learning about each family’s strengths, cultures, languages, and goals for their children as an area for growth. Some schools offer family workshops that address this topic; during annual parent-teacher conferences, parents and teachers discuss student goals. While these are meaningful opportunities, the district recognizes the importance of developing deeper relationships with families to create meaningful goals for students based on the strengths of each child’s language and cultural background.|3|4|2|4|3|3|3|2|3|3|2|2|2019-10-14|Met|2019 10623640000000|Parlier Unified|3|Parlier Unified School District has made significant strides in reaching out to parents and the community by including additional resources to communicate with parents on a timely manner in order to encourage more participation. The district is currently in the implementation stage of this process. Parent involvement in the decision-making is crucial to the relationship that is built between the school and the parent. One of the key areas the district will focus on will be the inclusion of parents, especially SSC and ELAC, in the evaluation of program effectiveness both at the school and district level. At the district level, DELAC would play an important role in the evaluation of districtwide programs. The LCAP process is also another opportunity for parents, administrators, and community stakeholders to work together to plan, design, implement, and evaluate family engagement both at the school and district level. The district has also made sure that all correspondence to parents is written in both English and Spanish. Migrant Liaisons are stationed at all school sites on a rotating schedule to reach out to parents who may not know how to access information about their child's school or services available to them. The parenting classes will continue at school sites with opportunities for parents to learn how to access school resources and learn new skills to help their children at home with school work.|Parlier Unified School District is committed to building strong relationships with parents and community. As such, the district has placed time and effort seeking ways to best connect the needs of our parents to services available to them through the district and partnering agencies. Teachers and administration are encouraged to communicate with parents using multiple media forms and making contact on a regular basis. One of the areas of strength is the parenting workshops available to all parents. The workshops provide opportunities for parents to learn how to access school resources and understand their legal rights as their child’s advocate. Schools in the district also facilitate family literacy nights to help parents with strategies they can use at home to help their child. Parlier Unified also schedules parent conferences twice a year as an opportunity to meet with parents and inform them of their child’s academic progress. All schools in the district share the Family School Compact as a way to share what the teacher, parent, and student are responsible for as a team|Parlier Unified School District has taken significant steps to strengthen and build a relationship between the schools and parents. The district has asked that all schools establish the following in order to nurture and strengthen the communication between parents and their sites: 1. Make positive phone calls home. Typically, parents anticipate negative calls when they receive phone calls from their child’s school. It is imperative that sites also call parents for positive reasons. Positive phone calls is a powerful tool that demonstrates that schools are truly invested in their students’ overall wellbeing. Taking the time to make positive calls goes a long way in establishing strong relationships with parents. The district encourages schools to maximize opportunities to communicate with parents. 2. Use multiple media forms to communicate with parents. Parlier Unified has demonstrated progress towards communicating with parents by utilizing multiple media forms to make school information accessible to all parents. Not all parents are accessible in one specific way, so the use of newsletters, emails, flyers, marquee announcements, and other electronic reminder tools have been critical to the progress of establishing stronger relationships between the school and parents/community. 3. Participation in school events has been instrumental in creating the “open door” feeling we want our parents to feel. School events are a great opportunity for students and their parents to see the school staff in a different atmosphere. In the same manner, school staff has the chance to see their students outside their classrooms. The opportunities to have parents participate in school events has allowed our community to work together more often which has translated into parents feeling connected to their child’s school. 4. The district’s annual parent survey has been very useful in determining the types of parenting workshops we offer and the types of services most needed by our families. We welcome the opportunity for parent input as it has helped us provide better and targeted services for our students. 5. Parlier Unified encourages parents to volunteer in schools. The district makes volunteering opportunities available by paying fingerprinting fees for all parents needing to submit fingerprints in order to volunteer. By eliminating the cost for fingerprinting, we anticipate more parents submitting the volunteer forms for board approval. Parlier Unified School District will focus on community outreach for families that have a high mobility rate due to their migratory status. The district will also focus on increasing the number of parents who participate in school advisory committees such as, School Site Council and English Learner Advisory Committee, including district-level parent advisory committees such as DELAC.|4|4|3|4|3|4|3|2|3|3|3|3|2019-10-22|Met|2019 19648810113894|Pasadena Rosebud Academy|3|Pasadena Rosebud Academy is in the full implementation process of seeking input for decision making. Our governing board provides oversight and has a fiduciary responsibility. The governing board ensures that the school is operating in accordance to its mission and vision. Our parents drive the decision-making that support the school’s programs. The Parent Teacher Organization (PTO) was founded to provide parents with a voice to support student programs. The PTO Board, which consists of a group of parents, staff, and community members, meet once every month to discuss the direction of the school and prepare for the bi-monthly PTO Meetings, open to the parents of the school and the community. Rosebud Academy has been a member of the Western Association of Schools and Colleges (WASC) since 2008. Rosebud Academy has participated in three, 3-day WASC accreditation process. The teachers, staff, administration, and parents do a self-reflection in a variety of areas and categories and the WASC visitation committee visits the school site to observe and evaluate the information reflected in the report. The school site visit consisted of parent, students, teachers, staff, and administration focus groups. The focus groups allowed parents, teachers, staff and students to evaluate the school and provide feedback regarding the school to a third party. Annually, Rosebud Academy provides parents with a satisfaction survey to get their input and suggestion on the overall program of the school. The questions ask parents to rate the school in different areas such as, safety, curriculum, instruction, teachers, communications, school cleanliness, and administration. Parents are given an opportunity to make comments, give feedback and provide suggestion on the survey. The survey gives parents a voice and allows them to evaluate the effectiveness of the school’s overall program. The survey communicates to the administration and staff areas where they are doing well and areas in which they can improve.|Pasadena Rosebud Academy is in the full implementation process of building partnerships for student outcomes. Every year we work towards creating additional partnerships that are going to contribute to student outcomes. Teachers and staff receive professional development on products and services we use to improve student outcomes. We have adopted Achieve3000 an on-line literacy program and IXL math an on-line math program. Teachers are provided with on-going professional development on the implementation and effective use of these programs. Parentsquare is another program we adopted that allows teachers and staff to bridge the homeschool connection. Teachers and parents can communicate easily through a phone app or they can go on-line. Parents learn how their child is doing both academically and socially in real time through ParentSquare. Teachers and staff have been provided with training on how to use the program effectively. The biggest partnership that we have created is with the students’ parents. We have implemented several policies, procedures and programs that are designed to build a strong partnership with parents/guardians to improve student outcomes. Parents and students have an opportunity to meet their child’s teacher for the new school year and see their new classroom. We host a Back-to-School night for parents only. During Back-to-School, teachers discuss with parents’ what students will learn throughout the year and how they can help their child be successful both academically and socially. Parents participate in two formal parent-teacher conferences during the school year and informal conferences as needed. Throughout the year there are family events that support our efforts to build positive relationships with our parents which will in turn support student outcomes. In order to make parents aware of their rights, we distribute an annual parent handbook and for parents with students who have an IEP, we also provide parents with a Notice of Procedural Safeguards handbook. Posted on our website is the Annual Notification of Parent/Guardian which provides parents with a compilation of information about their rights. Another important aspect of improving the engagement and interaction of our families is through community relationships. Friends of Rosebud was designed for community businesses, organizations, and individuals who support the academy and its students. Friends of Rosebud allows us to maximize the resources we can provide to our students and families. Connecting with the community has added value to our efforts to improve student outcomes. Our community partnerships with corporations and organizations have provided our school with monetary and in-kind resources that support student success. Outside organizations, provide our students with enrichment programs after school (i.e. cooking classes, dance, soccer, theater, chess, etc.).|Pasadena Rosebud Academy is in the full implementation process of building relationships with its families. We are a K-8 charter school that serves a population consisting of primarily African American and Hispanic students. We have nine classroom teachers and seven speak Spanish fluently. The Director, Administrative Assistant, and half of the support staff speak Spanish fluently as well. Since our inception we have made continual progress towards building positive relationships with our families through communication, support, programs, etc. We are and have been consistently effective at communicating with all families. In addition to face to face, and in prompt to daily communication, Rosebud Academy uses a tool called ParentSquare to communicate with parents electronically. Through ParentSquare, parents can also communicate with teachers or any other staff regarding any questions or concerns that they might have. ParentSquare translates messages to Spanish to support Spanish speakers. For parents who do not have the means or the capacity to communicate electronically we also provide hard copies of all information being disseminated daily, weekly, and monthly. At Rosebud there is a culture that has been developed and implemented over the past 12 years of family and friends. In their day to day interaction, teachers and staff organically build positive relationships with the families who attend the Academy. The Director has an open-door policy that is understood by all staff, students, and parents. The Director is visible in the mornings, throughout the day, and at dismissal. The Rosebud community is welcome to speak with her at any time. Every year we hold a back-to-school night, two parent-teacher conferences, and an open house. For students with special needs, annual IEP meetings are also held to address student academic and social needs. These meetings are designed to bridge the home-school connection and to learn more about the families being served. The effectiveness of the home-school connection is going to be determined by the relationships built with parents and students. Our programs and events contribute to building positive relationships. We host several events throughout the school year to assist in creating a family environment. Some of the events include our annual Trunk-r-Treat, Latino Heritage month celebration, Black History month celebration, Multicultural Fair, career day, Neon Color Walk/Run, high school fair, Holiday Program, Parent/Grandparents Day, career day, etc. The community is always welcome to attend any and all events hosted by Rosebud Academy.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 19648810000000|Pasadena Unified|3|- The Office of Family and Community Engagement in collaboration with Special Projects, State and Federal Programs, provides workshops and training to build the capacity of and support principals and staff to effectively engage families in advisory groups and with decision-making. - The Office of Family and Community Engagement works closely with district parent groups in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making and to plan, design, and implement family engagement activities and programs at district levels. - The Office of Family and Community Engagement consults frequently with district Parent groups and community representatives to provide input on the Family Involvement Policy and LCAP, and implementing strategies to reach and seek input from any underrepresented groups in the school community. - School sites work closely with their PAC’s, PTA, Annual Fund Committee, FYC, ELAC, AAPC, provide opportunities and plan, design, and implement family engagement activities at school levels.|- The Office of Family Engagement in collaboration with district departments continue to provide professional development options to improve a school’s capacity to partner with families. - The Office of Family Engagement collaborates and coordinates with district and school family engagement staff to provide Parent University workshops, adult education opportunities, and resources for families to support learning and development at home. - School Compacts, Parent-teacher conferences, and Parent Portal provide ways to work together to support improved student outcomes. - Parents are provided with multiple opportunities through School Site Councils and Parent Advisory Councils to understand and exercise their legal rights and advocate for their own students and all students. Additionally, parents receive support and guidance from school staff and the office of Child Welfare Attendance and Safety.|- PUSD Family Engagement Teams participated in training facilitated by San Diego State University to develop the capacity to build trusting and respectful relationships with families. - District Family Liaison continues to provide training and coaching to School Community Assistants in creating welcoming environments for all families in the community. PUSD’s goal is for school sites to have a Community Assistant at each site to work with the Family Engagement Department to implement the Welcoming Schools Model and to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Volunteers are welcomed to help at school and district events. The Office of Family and Community Engagement processes volunteer clearances and orientation for families to volunteer at school sites. - In addition to having parent-teacher conferences, the Office of Family and Community Engagement provides Parent Portal training for families to have access to student information, monitor attendance and grades and communicate with teachers.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 34674210132019|Paseo Grande Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, %77 responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, back to school, student recognition days, IEPs, 504 meetings, SST meetings and parent-teacher-student conferences. Overall, parents who participated in the survey are happy with our program and feel that staff are supportive in their students’ education. Parents feel their students are cared about, one on one help, and like the flexibility of our program. The school will continue to improve to increase parent involvement in the school, by providing high quality translations will continue to improve the engagement of underrepresented families. Inviting parents to participate in ELAC meetings and providing transportation and food could help with their sustained participation.|There were parent-teacher-student conferences last year. One parent reported that, “This school is really good at showing students that they care and want them to go further in life and they can improve in making sure kids turn in work.” Another parent said, “The teachers are really focused on helping any student, even if the student is not assigned to them. They will personally take time out of their busy schedule to help. I can't really think of a place this school needs to improve given the fact that I have not been paying too much attention to their faults.” One focus area for improvement to consider is for staff to communicate strategies for families to help their students at home with their learning. Also they could help parents understand their legal rights. When building relationships with families of underrepresented families the school can ensure that there are adequate translation services for Spanish speaking families.|One key strength was the results from our parent survey showed that 94% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were 20 parents participated in our parent meetings including PAC/ELAC committee on a consistent manner. Parents reported that teachers and staff, “There are really professional, and able to help you step by step.” Additionally, one parent stated, “At this time it appears the school is doing an awesome job in helping students try their best to learn and achieve.” Another parent said, “Communication with the students is absolutely amazing. My daughter loves this school so much because they talk her through everything and she always gets the help she needs from her teachers and office staff.” One focus area is for the school to hold parent conferences twice per year and use a translator when needed. To improve engagement of underrepresented families, the school can utilize multiple communication modes like messaging app, regular phone calls, emails, monthly newsletter to help connect parents to the school events and student progress. The school can ensure that translation services continue to be utilized.|3|3|1|2|2|2|3|1|2|2|2|1|2019-10-22|Met|2019 40754570000000|Paso Robles Joint Unified|3|The greatest strength and progress for engaging PRJUSD staff, families, and the community in the decision making process lies in the variety of opportunities available for stakeholder input and feedback. These opportunities include a Parent Advisory Committee (PAC), School Site Councils, English Language Acquisition Committees (ELAC), District English Language Acquisition Committee (DELAC), Parent Organizations (PTA and PTO), Task Force Committees, Dual Immersion Parent Advisory Committee, LCAP Community Forum Meetings, and LCAP Surveys. To increase and improve the engagement of underrepresented families, PRJUSD is engaging in a series of stakeholder forums at the school sites to bring the opportunity for engagement to the neighborhood schools. In addition, as requested by a variety of stakeholder groups, communication through text and social media have been increased to provide greater access to information.|PRJUSD’s 2018-19 LCAP Parent Survey revealed that 90% of parents agree or strongly agree that their child’s (children) school(s) encourage parental participation and that school[s] encouraged participate in organized events and parent groups. Of the parents completing the survey, 87% agree or strongly agree that their child’s (children) school(s) seeks their input regarding their child’s educational experiences. The survey has been a valuable tool for seeking input from parents and promoting parent participation. PRJUSD is committed to gathering information on the quantity and quality of parent participation in events and programs as well as establish opportunities for parents to participate in the school decision-making process. To increase and improve the engagement of underrepresented families, specific professional development has been provided around equity. In addition, every effort is made to include a wide variety of stakeholders to serve on committees including parents of English learners, socio-economically disadvantaged, minority, foster, and homeless youth. In addition, funds have been allocated to specifically address inequities of resources such as accessibility to technology through one-to-one devices and mobile hot spots.|The greatest strength and progress for building relationships between and among PRJUSD staff and families lies in the variety of opportunities for communication and participation. These opportunities include informational nights, carnivals, Parent/Teacher conferences, awards assemblies, Parent University, Open Houses, Back to School Nights, Family nights, student performances, and volunteer opportunities. To increase and improve the engagement with families, Bilingual Family Advocates have been provided across the District to bridge the communication and information gap often experienced by families of underrepresented youth.|4|4|3|3|4|3|3|4|3|4|3|3|2019-10-08|Met|2019 37754160139451|Pathways Academy Charter - Adult Education|3|The director meets with teachers, students, and their families and engages them in conversation to provide opportunities for participation in providing input. Asking for insight into what works and what isn't and asking for suggestions on how to improve promotes engagement in a collaborative effort to review the school program. Working to build advisory groups where there are planned advisory group meetings are in the initial implementation stage.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging adult student involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our students and their family. We develop a strong school-home partnership through the use of communication tools that provide them with access to their teacher, current information about the school, access to their academic information through a student portal, and opportunities to participate and provide input in teacher-student meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|3|5|5|2019-10-10|Met|2019 19753090134585|Pathways Academy Charter Adult Education|3|The director meets with teachers, students, and their families and engages them in conversation to provide opportunities for participation in providing input. Asking for insight into what works and what isn't and asking for suggestions on how to improve promotes engagement in a collaborative effort to review the school program. Working to build advisory groups where there are planned advisory group meetings are in the initial implementation stage.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|We recognize that our commitment to encouraging adult student involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our students and their family. We develop a strong school-home partnership through the use of communication tools that provide them with access to their teacher, current information about the school, access to their academic information through a student portal, and opportunities to participate and provide input in teacher-student meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|3|5|5|2019-10-10|Met|2019 49707306120588|Pathways Charter|3|We have a parent on the school board and solicit input from the full community through surveys and parent forums, but our attendance is quite low. We should continue to find ways to have families participate in decision making.|Pathways student do a majority of their work at home and our staff offer a range of support services to help students be successful at home, but we should continue to expand in this area. We also offer parent workshops. Teachers already hold individual meetings with students and parents approx. every 2-3 weeks to review progress.|All teachers work one on one with each parent and student to design a learning plan. We have a strong ebulletin program and robust website and offer various in-person events in each region. We are working on translating documents and forms and could continue to improve in this area.|4|3|3|3|2|2|3|2|1|1|1|2|2019-10-16|Met|2019 36750440112441|Pathways to College K8|3|During the 2018/2019 school year, PTC organized a School Site Council and District English Learner Advisory Committee. The Council and the Committee met once a month to discuss various issues and most importantly to address development of the LCAP. The principal provided parents with information concerning the development process, need for parent input, and examples of what could/could not be funded through the LCAP. Parents then made suggestions at meetings and through survey regarding budget expenditures and reviewed the LCAP before being submitted to the PTC Board for approval. Another success story was the development of the Student Uniform Policy. Parents met as part of a schoolwide committee composed of staff and parents to define policy requirements for the school uniform. A policy was drafted and submitted to the Board for Approval. Moving forward, PTC will continue to promote inclusion in all decision making processes. Furthermore, identified areas of need include evaluation of said engagement activities. The school offers a variety of such activities and evaluation thereof will increase effectiveness.|In general, all parents at PTC receive information about their child’s progress through quarterly report cards/progress reports, mailers containing results of state testing, and parent/teacher conferences. Provision of report cards and progress reports for the first and second quarters are aligned with parent/teacher conferences so that teachers can explain markings, identify needs/strengths, outline strategies that the school will use in response to said needs/strengths, and elicit parent involvement through identification of appropriate resources, strategies, and materials. For students with the greatest need, the school regularly provides resources to support learning and development in the home through Student Success Team and IEP meetings. As the needs of students are discussed and addressed, team members will often make suggestions to parents that will help with learning of academic content and increasing positive behaviors of students at home and at school. The school consistently reinforces a collaborative approach in developing programs and strategies to meet the needs of this group of students. Among the many resources offered to parents are the following: instruction strategies and advice, instructional materials that can be taken home, and referrals to community agencies. There are two focus areas for improvement: supporting families to understand their legal rights and power to advocate; and, development of a standards based report card. As for supporting families to understand their legal rights and power to advocate, the school will begin using existing communication protocols to advise parents of these rights and methods by which such may be expressed. Furthermore, agencies such as SELPA will be invited to present to parents topics regarding legal rights and advocacy in a consistent and ongoing fashion. The principal’s open-door policy will continue to encourage parents to be open about the needs of their children. Development of a standards-based report card is another area for improvement. Parents can only make informed decisions regarding a child if they are properly informed as to their child’s progress. A key indicator of a child’s progress should be the report card. Traditionally, and in practice at PTC, the report card grade has been a conglomeration of several factors including not only grade-level academic achievement, but homework completion, classroom participation, extra credit assignments, and attitude to name a few. This conglomerate grading practice meant that students in a particular subject or class could and did receive passing grades even though grade-level academic achievement was below standard. In sum, the grades on the report card were oftentimes not reflective of what the student was actually capable of. To rectify the situation, a standards-based report focuses attention on achievement, or not, of grade level content standards as opposed to homework completion, classroom participation, and attitude.|PTC provides multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. A weekly newsletter communicates information regarding activities and schedules in a reader-friendly style and format. The newsletter is translated into Spanish, which is the language of the overwhelming majority of families who might be considered underrepresented. The newsletter, which is copied front-to-back in both English and Spanish is printed and sent home with students, and is also posted online through the PTC website. Another system for communicating with parents is a phone messaging program that sends relevant information to parents via text in both English and Spanish. The messages are brief and simple, but highlight upcoming activities, school closures, and meeting dates/times. Parent meetings are another way in which the school communicates with parents. Meetings such as the School Site Council meeting and the Coffee and Tea with the Principal are held with translation services available for those who are in need of such. The principal regularly addresses comments and questions to all groups of parents through the use of a translator, whether it be during a formal meeting or during meetings with a single families. Furthermore, results and content of meeting such as the SSC and Coffee and Tea with the Principal are reported through newsletters and memos delivered in both English and Spanish. Parent/teacher conferences are a critical way in which parents receive information about their children. Conferences are scheduled well enough in advance such that translation services can be arranged by the school. Staff proficient in both English and Spanish are assigned to provide these services. An area of improvement would be the development of the capacity to deliver parent training classes using headsets and simultaneous translation. This would allow for more efficient delivery of information critical to our underrepresented families. In addition to a streamlining through the use of simultaneous translation, the provision of classes designed specifically for our Spanish-speaking families would enable the school to tailor content and language to this group of families, thereby providing a more welcoming environment.|2|3|2|4|2|3|3|4|2|3|3|2|2019-10-15|Met|2019 50712170000000|Patterson Joint Unified|3|Since the implementation of LCAP, input for decision making has improved based on the number of meetings, workshops and survey participation from all stakeholders. The challenge is in providing opportunities for the planning and designing of family engagement opportunities. We as educators think we know what our families need but are families do not always participate in the designing. The planning and design component will be adding to stakeholder agendas.|Patterson Unified has a strong network that was developed specifically to support student outcomes. Our United Patterson Network has over 50 partners that range from businesses, non-profits to faith-based organizations. The area of greatest need is to increase the engagement of underrepresented families. One strategy that will be used is to increase the face to face contact with these families in order to build relationships and connect them to the resources we have available as a district.|Patterson Unified continues to work on building relations ships. We hold a variety of events in order to meet the needs of our families. A varied method of communication is needed in order to improve the engagement of underrepresented families, For the 19-20 school year, all sites have established a solid goal on increasing the number of families that are represented at events. Sites are also required to communicate in a variety of methods. Information on how sites are communicating is being collected.|4|4|3|4|4|4|4|3|4|4|4|3|2019-10-07|Met|2019 19647336058267|Paul Revere Charter Middle|3|Revere has long valued the opinions and input of its families and community members. Our school has a well established history of parent involvement and participation. Revere offers a wide variety of options for the community to get involved in the decision making process of the school. Ell Parents can join or attend the schools monthly ELAC meetings, where they can give input on policies and activities which service our EL students. As mentioned above the schools Governance Counsel (Charter Counsel) is an open forum for Revere parents to express their opinion and insights when handling the schools budgets, curriculum, staffing and professional development. Revere parents also participate in the schools hiring process, helping select all school positions from Principal to office technician. This capacity to help chose staff guarantees that parents and the community have a ever present voice in the growth and direction of the school. Finally the use of the Districts parent portal Schoology supplies families with a open line of communication to all staff members on campus. This permits parents an opportunity to express thoughts and concerns in all things school related from grades to social interactions. For Revere to continue to grow in these areas and assure that all families have input into the school and it's curriculum, governance and policies all before mentioned activities must continue to be promoted and made accessible to each and every family.|Over the last 3 years Revere has made an exerted effort to bring more of it's community into the discussion about building student capacity. Utilizing Reveres parent organization PRIDE as a conduit for communication Revere has expanded it's outreach. PRIDE puts out a weekly Eblast which updates them on all things Revere. This Email is read by over 2000 Revere families and community members. PRIDE also sponsors continues parent education seminars covering topics from proper student techniques to reducing stress in your students life. In addition to PRIDE Revere has an active Charter Counsel made up of Teachers, Admin and Parents. The parents are selected by other families at the start of each year. The Counsel helps guide the schools Curriculum, Professional Development and daily programs. The parents on this counsel make up a reflective cross section of students who attend Revere. Their impute is vital to the schools growth and development. Revere's Magnet Socials, Coffees and Family outings give many of our non-residential families an opportunity to interact with staff and other Revere families. Finally Reveres 'Building Community" events, held on weekends, where the Admin Staff, Counselors, Teachers and families meet at an off campus location centrally located in the city. This was started to give our traveling families easier access and promote participation by those who cant arrive on campus during normal business hours.Here parents learn about school paolicies, curriculum, how to support your student and daily opporations. It is also an opportunity for families to ask questions and find support within the community. For Revere to continue to grow in this area it must experiment with other inventive activities which can motivate both staff and teacher to interact and communicate. Revere must continue to build partnerships with our families and community, expanding on what has already been done in strengthening the child's collage and career ready experience.|Paul Revere Charter Middle School draws families from all over Southern California. Each year Revere's student population represents over 100 zip codes in the Los Angeles/Santa Monica/Culver City/Inglewood area. Revere is situated on the Westside of town which makes getting to Revere for many of out families a challenge. To address the distance issue Revere has developed an outreach program where Administration and Staff go out into the outlying communities to meet with families and support their children. Revere's Building Community program invites Revere families to get together on a Saturday and learn about academic supports, after school programs, and all aspects of Revere. Revere provides Professional Developments to all staff members addressing topic such as Special Education, Culturally Relevant Pedagogy and Social Tolerance. These PD's are reinforced through out the year in an attempt to stay up to date on the latest trends. All Revere staff used the Districts Schoology platform for parent communication and grading. Revere parents are given weekly updates each Sunday night or when appropriate to keep families informed about special schedules, parent ed opportunities, testing and so forth. Finally Revere provides families with multiple opportunities each year to visit the campus for evening and daytime activities such as Revere Open House, Buddha Walks, Revere Student Film Festival, Young Authors Night, Cross Country Championships and much much more.|5|5|3|4|5|5|5|4|5|5|5|4|2019-10-31|Met|2019 42767866045918|Peabody Charter|3|The membership of Peabody's School Board is primarily made up of parents at the school. These members are ultimately the ones who make the final decisions with regards to policy and fiscal issues, as well as a host of other topics. Peabody's Parent-Teacher-Staff organization is run by parents and provides a monthly forum to gather input and feedback from the parent-body. Peabody's English Learner advisory council is run by staff, who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school. Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Put together, these groups insure that there is a flow of information between the school and the community.|Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their child at home. Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.|Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits prior to the school year starting to introduce themselves, meet the child and their family, share vital school information, and begin the process of establishing a home-school relationship. These visits are conducted in the primary language of the child's home. These initial efforts are reinforced with a back to school night. This event informs parents of not only aspects of the year-long journey that will take place in the classroom, but also to the workings of the school as a whole. This helps parents to understand how they can be involved, and how they can access the opportunities and resources provided by the school. Throughout the year, there are parent-led committees that deepen the relationship between home and school. Our Parent-Teacher-Staff Organization, our English Language Advisory group called "Podemos," our Foundation, School Board, and Sports Committee are all ways that parents engage with the school, providing support and learning more about how they can be supported.|4|4|3|4|2|4|4|4|4|4|4|2|2019-10-17|Met|2019 56725530139592|Peak Prep Pleasant Valley|3|Strengths: We have a community of active and dedicated stakeholders. We are a new school that has a strong culture and dedicated staff and families. Area of focus: Since we are new, we have not had a lot of opportunities to bring in all stake-holders; however, this is our goal moving forward. We will provide a platform for all stakeholders to provide input and participate in the growth of our school.|We have a collaborative team that supports each other and families. We do our best to empower our students, but we can improve on the area of informing our families on how to understand and exercise their legal right and advocate for their own students and all students. Area of focus: Implement focus groups on student engagement and find ways to engage and support students Have the group revisit our policies and procedures and see if there are areas of needs that need to be addressed, changed, added or eliminated Parent education nights.|Each student is assigned to a mentor. This mentor builds the relationship between the family and school. It opens the door for communication and feedback. We have also began a parent advisory committee. We are a new school so that is an area of improvement along with expanding our parent advisory committee and allowing a platform for families to communicate professionally and efficiently. A survey will go out to all families giving them an opportunity to join the committee and provide needed feedback.|4|4|4|3|4|2|4|1|3|3|3|3|2019-10-29|Met|2019 15636280128504|Peak to Peak Mountain Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 12629840000000|Peninsula Union|3|Our school has a sustainable, annual process for engaging stakeholders.|Being a small school, with approximately 30 families with students attending in our district, having close partnerships to support student outcomes is a core identity attribute for our small school.|We have had a recent increase in family involvement, as measured by attendance at school events and consistency in two way correspondence.|4|4|4|4|4|3|5|4|3|4|5|5|2019-10-08|Met|2019 29768770000000|Penn Valley Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49402466051981|Penngrove Elementary|3|Penngrove School provides many opportunities for family engagement whether it be joining a group such as PTA or Site Council, volunteering in classrooms, on field trips, or during recess or joining other families during evening events such a Math Night, Book Fair and Reading Night, Fiesta Familiar, or Back to School Barbecue and Movie. Additionally during the 2019-2020 school year the elementary schools in PCS are hosting various parent education evenings--Parent University. One was held is early fall and taught parents about ACES. Penngrove is hosting the next one in February, which will be focusing on Social Media. The Penngrove PTA recently received a $1,000 grant for this purpose. Teaching staff will be encouraged to personally invite parents who normally don't attend these events (a very small percentage). Data will be gathered so that the school can respond to improve the engagement of families who are not involved.|Penngrove School encourages parent participation through organizations such as PTA, ELAC, and Site Council. Additionally Penngrove has a large percentage of parents who volunteer on a weekly or twice-weekly basis in classrooms or through other school-wide opportunities such as Recess Renaissance, a program where recess opportunities are expanded with parents leading fun activities such as Lego Building, board games, or arts and crafts. Penngrove has a teacher on staff who is trained to lead SST meetings where families and a teacher can come together to discuss strengths and concerns for a specific student. At these meetings the team works on strategies to help the student be more successful. Parents have an open door to the principal's office by making appointments where they are free to discuss concerns about curriculum, their child's progress, or situations that make them uncomfortable. They are encouraged to advocate for their children and all of the students of the school. At each IEP parents are given information regarding their rights and availability of advocacy groups to help them navigate the Special Education system. All teachers send out a weekly classroom newsletter. Parent-Teacher Conferences are held for each student in the fall and in the spring for students who are not making adequate progress. Site Council will discuss ways to encourage the engagement of underrepresented families to facilitate improvement in that area.|Petaluma City Schools focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration on using each school's Single Plan for Student Achievement (SPSA) is a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed to further increase parent/guardian involvement for the 2018-2019 school year. At Penngrove School the level of parent engagement is extremely high. The Friends of Penngrove PTA i(FOPPTA) is an active organization fully involved in the school and community. In addition to many emails, phone calls and text messages, the principal meets on a monthly basis with the PTA President and Vice President to discuss ways to engage families. Three teachers also serve as teaching representatives to PTA. The Site Council also has two teachers and two classified staff members in addition to the principal. This year a group of Penngrove teachers are receiving a Petaluma Educational Foundation grant entitled "Diverse Classroom Libraries." The moneys received through this grant will allow each teacher at every grade level to purchase books to provide classroom libraries that portray a diversity of experiences and identities through their texts. The goal of the grant is offer literature that depicts representation of marginalized groups and unique life experiences from which all students can find elements to identify and connect. The Panther Press family newsletter is sent out no less than twice monthly. An annual event "Fiesta Familiar" is held each spring and hosted by Penngrove's ELAC. One area for improvement is outreach for new families who enter the school at other times than the beginning of the school year. The principal will reach out to PTA to develop a process for this.|5|5|5|5|5|5|5|5|4|4|4|4|2019-11-12|Met|2019 33671990000000|Perris Elementary|3|Strengths include surveying stakeholders on a regular basis including, LCAP Survey, Title I Surveys, district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision making process. The district will continue to provide opportunities for feedback via surveys. We will provide refresher trainings that include strategies on effectively engaging in advisory groups and decision making.|Strengths include providing scheduled times for teachers and families to meet to discuss student progress in ways to work together to support student outcomes. The district provides families with various workshops, parent nights and resources to support student learning and development in the home. The district will continue to work on improving the capacity of teachers and principals to partner with families to improve student outcomes.|Strengths include all schools schedule parent involvement and engagement opportunities to build relationships such as CABE, FIAT, Coffee with the Principal, Read with me Wednesday, Science/STEAM Nights. Parents also have the opportunity to be meaningfully involved in decision making through SSC, ELAC, DPAC, DELAC and the LCAP development process. The district is focused on developing a DAAPAC at the district level and AAPACs at school sites to build relationships with parents of African American students and provide opportunities to be meaningfully involved in decision making. The district will focus on providing more consistent engagement opportunities for parents of foster youth. While the district offers multiple opportunities for families to be involved in the LCAP development process the district is still seeking ways to increase parent participation.|2|3|1|3|3|3|4|3|3|3|3|3|2019-10-10|Met|2019 33672070000000|Perris Union High|3|Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. -Develop family-friendly board policies; -Provide professional development on family and community engagement for school staff; -Offer training for parents and community stakeholders on effective communications and partnering skills; -Provide better information on school and school district policies and procedures; -Ensure timely access to information, using effective communications tools; -Information that is translated into languages that parents/families understand; -Hire and train school-community liaisons who know the communities’ history, language, and cultural background to -contact parents and coordinate activities; -Develop an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs. -Regularly evaluate the effectiveness of family involvement programs and activities.|Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses. Perris UHSD has Identified and integrated resources and services from the community to strengthen school programs, family practices, and student learning and development that includes: - Forming a partnership with community-based organizations and other public agencies to plan or coordinate parent/ family involvement activities and programs; - Obtaining technical assistance; - Establishing effective channels for communicating with families; - Obtaining training for families; - Disseminating resources and information on an ongoing basis; - Supporting the establishment of a comprehensive, collaborative parent resource center to meet the needs of all families.|Perris UHSD ensures that schools have a system in place with multiple strategies to facilitate two-way communication with staff, parents and community members on a regular basis. A. Conduct input meetings and/or surveys to collect input from parents of children receiving special education services with the required response rate (for Special Education Self-Review). B. Conduct parent surveys or use other local methods to measure school climate for LCAP. C. Utilize regular print outreach and communication, employ Web-based applications to support ongoing communication and interaction between schools and parents/families. D. Provide training and resources to personnel on - effective two-way communication; - interactive meetings and events; - interactive Web sites; - community outreach; - translation for parent/teacher conferences.|2|4|2|4|4|4|3|2|4|4|4|4|2019-10-16|Met|2019 43771150137059|Perseverance Preparatory|3|We were not open for the 2018-2019 school year, however we were able to lay the groundwork with staff and families for open communication and establishing relationships.|We were not open for the 2018-2019 school year, however we were able to lay the groundwork with staff and families for open communication and establishing relationships.|While we were not open in the 2018-2019 school year, we were able to engage a parent base that has helped to launch our school in the 2019-2020 school year.|4|4|4|4|4|3|3|3|3|3|3|3|2019-11-14|Met|2019 49402460131961|Petaluma Accelerated Charter|3|For the school year, we implemented several engagement groups. Intercambio, PACS parents of different cultural and linguistic backgrounds learn together and from each other in a safe space, grounded in our common desire to see our kids thrive. Intercultural cafe. A supplement to our PTA meeting parents get together to talk about information that was shared at the PTA meeting. Along with a parent survey that was sent out on multiple platforms in two different languages. At every meeting we hold on campus we provide daycare and translation.|This year we will continue to send out all communications in two languages, have a bilingual clerk on campus during school hours to field phone calls and support the underrepresented groups.|PACS focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration and the school site council on using each school's Single Plan for Student Achievement (SPSA) is a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed using parent/guardian involvement to create a "Living Vision" for the school year. The implementation of the living vision PACS Inspires: Innovation, Nurturing Spirit, STEM focus, Project-Based Learner, Inclusivity, Responsibility, Engagement, and Student-Centered Learning. For the school year, we implemented two family engagement groups. PACS parents of different cultural and linguistic backgrounds learn together and from each other in a safe space, grounded in our common desire to see our kids thrive.|3|4|3|4|3|3|3|3|4|4|4|4|2019-11-12|Met|2019 49402460000000|Petaluma City Elementary/Joint Union High|3|Petaluma City Schools focused its energies on seeking input from parents/guardians in school and district decision making in the following ways: -district leadership worked with site administration on using each school's School Plan for Student Achievement (SPSA) as a tool to increase parents/guardian input in school decisions focused on student learning; -a concerted outreach to include more parents/guardians in the development of the Local Control Accountability Plan (LCAP); -with input from parent/guardian participants in the development of the LCAP, a plan was developed to further increase parent/guardian involvement for the 2019-2020 school year.|All parents in our district have online access to grades and our communication platform with staff. The district is partnering with the Parent Institute for Quality Education (PIQE) organization to involve and engage underrepresented families--which allows them to learn how to advocate for their own students. We will work on bringing the PIQE curriculum to more schools in the coming school year. The district has a Family Resource Center that works in collaboration with our Adult School to educate underrepresented families on how to exercise their legal rights. We are also partnering with community organizations that promote inclusivity and diversity between the district and underrepresented families.|Each of our schools connect with families in a variety of ways to seek two-way communication opportunities, including parent conferences that are scheduled twice a year for all elementary parents. All parents in our district have online access to grades and our communication platform with staff. Each school regularly communicates with families via social media, scheduled conferences, newsletters, websites, phone calls, and texts. The district is partnering with the Parent Institute for Quality Education (PIQE) organization to involve and engage underrepresented families. We are also partnering with community organizations that promote inclusivity and diversity between the district and underrepresented families.|5|4|3|4|4|5|5|4|5|5|5|5|2019-11-12|Met|2019 21102152130102|Phoenix Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 45701690136440|Phoenix Charter Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 01612750000000|Piedmont City Unified|3|The parent - school partnership is a strength of Piedmont. The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: WASC committees School Site Councils Parent Clubs LCAP Advisory Committee CTE Advisory, Technology Advisory, Special Education Advisory Committees Programmatic Surveys (ie Math) STEAM Committees Teacher Evaluation Surveys Climate Surveys Calendar Surveys Parents work jointly with staff to develop and analyze surveys, develop site goals, and fundraise for school needs. An area of improvement would be in outreach of non-English speaking households.|Piedmont has established many policies and programs which provide families with information and resources to support student learning and development in the home. Newsletters, speaker series, engagement nights, open house, back to school nights, elementary conference days are all well attended and utilized. Areas of improvement would include language support for families of English Learners, and capacity building for staff on how to better engage in two-way communication that supports student learning.|Parent Engagement is a strength for the Piedmont Unified School District. We provide many opportunities for parent participation in both decision making and program participation. We have several very active parent committees and engage our school community in a rich variety of trainings and workshops. Engaging with the parent community is a high priority and we depend upon parents for fundraising and classroom support. Keeping our parent community informed is important to continued shared decision making. In addition, in parent/guardian climate surveys, such as the Challenge Success parent survey delivered in the spring of 2019, the top descriptor parents used for each secondary school was that the school was "caring or supportive". With a shift in the focus of the local indicator Piedmont, through the LCAP process, will draw from the CDE's "Family Engagement Toolkit: Continuous Improvement through an Equity Lens" to identify areas for capacity building at each school.|1|3|3|2|1|4|4|4|4|5|4|4|2019-10-10|Met|2019 06616140000000|Pierce Joint Unified|3|The district offers opportunities for stakeholders to provide input for decision making. The LCAP process for input has strengthened this by design. Site and district English Learner Advisory Committees seek input from parents of English Language Learners. The Agriculture Career Technical Education Advisory group consists of parents and community members that are able to give input. School Site Council member input comes from parents and staff. An LCAP Task Force was formed in the district last year that consists of site and district administrators, teachers, parents, classified staff and a school board member. This task force is about giving input into the LCAP. District Advisory Committee (DAC) meetings are scheduled for three meetings in the 2019/20 school year. This committee is open to the entire school community as an opportunity for input.|Workshops are offered in support of families and their students. Examples of such workshops include: reading strategies at the elementary level and information on vaping at the middle school and high school levels. Parent Conferences are held two times per year at the elementary level. Student Success Team meetings are held continuously throughout the year at all sites which includes 504 meetings as well. Intervention/prevention counselors work with parents and students too. Teachers are available by appointment to meet with parents upon request continuously. Progress reports are sent to parents through the mail for middle and high school students. Families are invited to participate on School Site Councils, English Learner Advisory Committees at both the site and district levels. A district-wide math committee was established during the school year giving parents an opportunity to advocate for students. Workshops will continue during the next school year and include a new Parent Cafe format. Chromebooks have been sent home with all 7-12 grade students. This can serve to increase electronic access for many parents including being able to access student's grade portal.|The district has had a focus on relationship building as part of its LCAP since its inception. District-wide trainings on trauma informed practices for staff is offered on the premise of being able to understand students and their family situations. Bilingual school office staff is available for parents. Parent Institute for Quality Education (PIQE) workshops have been offered for the past 5 years and part of the course content builds parents' confidence to be able to approach the school in a positive manner in order to advocate for their children. School Messenger is the notification system being utilized to get messages to parents about opportunities for involvement and upcoming events.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-17|Met|2019 10623720000000|Pine Ridge Elementary|3|Pine Ridge's strength in "Seeking Input for Decision Making" is in "providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community." In 2018-19, 100% of parents surveyed agreed that Pine Ridge allows input and welcomes parent/guardian contributions. A focus area for improvement is in "building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making." While we are making progress, the staff and administration need to be more deliberate in engaging families to advisory groups and with decision-making. Sometimes the pace of the school day leaves little room for this type of communication. Addressing this area will improve engagement of underrepresented families.|Pine Ridge's strength in "Building Relationships for Student Outcomes" is in "implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes." Each fall, we hold Parent Teacher Conferences for Grades K-8. In 2018-19, 91% of students were represented by a least one parent/guardian at a conference. This is an effective one-on-one conversation between the parent and the teacher(s) to discuss the student's academic progress and to work together to improve student academic growth. A focus area for improvement is in "providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families." While we have a history of high parent participation at student activities/events, attendance at parent-teacher conferences, and in joining decision-making committees (School Site Council, Parent Advisory Committee, Board of Trustees), the staff has not received adequate professional development to improve our capacity to partner with families. While the issue of being aware of this need has been brought up during our Multi-tiered System of Support (MTSS) workshops, staff and administration need to put a greater emphasis on this area of need. We will seek offerings by our County Office of Education. Doing this will support our ability to more effectively engage our underrepresented families.|Pine Ridge's strengths in "Building Relationships" is in a) creating welcoming environments for all families in the community" and 2) communication between families and educators using language that is understandable and accessible to families." On our 2018-19 parent survey, 100% of respondents indicated that "Pine Ridge is a supportive and inviting place for students to learn." On our 2018-19 student survey, 90% of Grade 4-5 students and 88% of Grade 6-8 students agreed that "I feel welcome at Pine Ridge." A focus area for improvement is in "supporting staff to learn about each family's strengths, cultures, languages and goals for their children." Achieving this focus area will enable the LEA to improve engagement of underrepresented families. We tend to understand our families' goals for their children. This is revealed during Parent-Teacher conferences and casual conversations at Back to School Night, sporting events or parent-teacher electronic communications such as Class Dojo posts or emails. However, more needs to be done to deliberately elicit information from parents that shed light on the family's strengths and cultures. (We had no families in 2018-19 whose Home Language was not English.)|3|4|3|4|2|3|5|2|2|3|4|3|2019-10-09|Met|2019 49708706113492|Piner-Olivet Charter|3|POCS is doing very well at seeking input for decision making. We have three items at full implementation and one item at initial implementation. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Community engagement cadre, Support for ELAC committees, Safety subcommittee (SSC) partnership with RESIG for school safety, LCAP input process, Executive Committee & Parent Club We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by LCAP input process, Executive Committee & Parent Club, SSC and ELAC with translator We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, LCAP input process, Executive Committee & Parent Club, SSC and ELAC with translator We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Surveys, LCAP input process, Executive Committee & Parent Club, SSC and ELAC with translator|POCS is doing very well building partnerships for student outcomes. A majority of the items are at the full implementation level, with only one item at initial implementation. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by rebranding cadres, counseling services We are providing families with information and resources to support student learning and development in the home by Teacher/parent conferences and communication, Digital resources used at home (Lexia, Mathia, curriculum based digital resources), laptop loans, Illuminate portal, Planner Checks We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Conferences, Back to School Night to go over ways to communicate, appointments with families, Illuminate portal We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by conferences, Back to School Night to go over ways to communicate, appointments, Info Night, ELAC/Parent Club|POCS is working towards building relationships between school staff and families. The two areas at “beginning development” are areas we plan on working on this year. We are developing the capacity of staff to build trusting and respectful relationships with families by student-led conferences, community building events (Ropes, swim trip, etc.) We are creating welcoming environments for all families by Welcoming and professional office staff (office manager, outreach worker), Back to School Night, Pancake Breakfast, Parent Club, Executive Committee, ELAC & DELAC We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Student-led conferences, translation by outreach worker or Migrant Education, ELAC, translator for Parent Club meetings and minutes, curriculum in all homerooms designed to learn about students’ backgrounds We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent conferences and communications translated (Spanish only), BrightArrow communication system, Newsletters, Back to School Night, Open House|3|2|2|3|4|4|4|3|3|4|4|4|2019-10-02|Met|2019 49708700000000|Piner-Olivet Union Elementary|3|POUSD (Jack London Elementary) is working towards building partnerships for student outcomes. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by trainings, workshops, meetings with principal. We are providing families with information and resources to support student learning and development in the home by Parent Meetings. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by SSC mtgs, conferences. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students Parent Information Night, Parent Conferences, Open House. My Voice parent survey show that 100% of Jack London parents agree or strongly agree that “parent evenings/meetings are worth attending." 100% of parents feel comfortable going to parent-teacher conferences which is an area to review and look at, especially for underrepresented families. Within all the activities above we will seek to improve the engagement of underrepresented families.|POUSD (Jack London Elementary) is working towards building relationships between school staff and families. Engagement statistics increased on social media sites, website, and e-newsletters as follows: 320 Facebook page likes, 2,108 newsletter views, and 100% feel welcome at school. We are developing the capacity of staff to build trusting and respectful relationships with families by providing family events. We are creating welcoming environments for all families by Office Staff Facilities We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Student-led conferences, translation by Parent teacher conferences, Community Liaison, ELAC, translation We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by Parent Information Night, Parent Conferences, Open House. Within all the activities above we will seek to improve the engagement of underrepresented families.|POUSD (Jack London Elementary) is working towards building relationships between school staff and families. Engagement statistics increased on social media sites, website, and e-newsletters as follows: 320 Facebook page likes, 2,108 newsletter views, and 100% feel welcome at school. We are developing the capacity of staff to build trusting and respectful relationships with families by providing family events. We are creating welcoming environments for all families by Office Staff Facilities We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by Student-led conferences, translation by Parent teacher conferences, Community Liaison, ELAC, translation We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by Parent Information Night, Parent Conferences, Open House. Within all the activities above we will seek to improve the engagement of underrepresented families.|3|4|2|3|3|4|2|3|4|4|4|3|2019-10-02|Met|2019 27660680134254|Pinnacle Academy Charter - Independent Study|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 16639906010557|Pioneer Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2018-2019 survey, 258 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 68.6% of parents are aware of the District Parent Advisory Council, 32.6% are aware of the English Language Advisory Committee, 72.1% are aware of the School Site Councils, 40.3% are aware of the Title I meetings, 82.2% are aware of the Parent/Teacher Clubs, and 22.5% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.|On the parent survey, 97.3% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, Illuminate, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. The district provides parent training on the use of technology utilized in the district and by students such as Chromebooks used for the 1:1 student technology program, Illuminate, Google, and Google classroom. During various types of parent meetings information on how to support student learning at home is provided. Meeting such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 98.8% of parents responded positively to the question, "All cultures are treated fairly and with respect at school." Additionally 98.9% of parents responded positively to the question, "I believe there is open communication between myself and my child's teacher." The LEA is working on progress toward supporting its staff on learning about families through its work with MTSS. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.|4|5|3|5|2|4|4|4|5|5|5|4|2019-10-09|Met|2019 16639906110233|Pioneer Middle|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2018-2019 survey, 258 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 68.6% of parents are aware of the District Parent Advisory Council, 32.6% are aware of the English Language Advisory Committee, 72.1% are aware of the School Site Councils, 40.3% are aware of the Title I meetings, 82.2% are aware of the Parent/Teacher Clubs, and 22.5% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.|On the parent survey, 97.3% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, Illuminate, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. The district provides parent training on the use of technology utilized in the district and by students such as Chromebooks used for the 1:1 student technology program, Illuminate, Google, and Google classroom. During various types of parent meetings information on how to support student learning at home is provided. Meeting such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 98.8% of parents responded positively to the question, "All cultures are treated fairly and with respect at school." Additionally 98.9% of parents responded positively to the question, "I believe there is open communication between myself and my child's teacher." The LEA is working on progress toward supporting its staff on learning about families through its work with MTSS. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.|4|5|3|5|2|4|4|4|5|5|5|4|2019-10-09|Met|2019 20102072030229|Pioneer Technical Center|3|Pioneer Technical Center participates in a consolidated School Site Council for multiple school sites that support transiency of students and families through various MCSOS programs. On-going professional development for teachers, academic counselors, and administrators to continuously improve on best practices toward increased student achievement. Administrative Team Meetings with behavioral health, counselors, and administrators serve to ensure a comprehensive approach to educating kids is the continuous focus of our program. PTC holds LCAP stakeholder meetings on different days, times, and sites with translation services provided to increase parent participation in guidance of school program.|PTC staff members enjoy a great working relationship with the Madera Probation Department and public health to facilitate various opportunities for parents. A significant collaborative effort is made with probation, behavioral health, teachers, administrators and academic counselors to support the needs of parents and families. Four PRIDE assemblies are held during the school year; staff, parents, and community members are invited to observe students receiving recognition for academics, attendance, athletics, or PRIDE character efforts. Parents, families, and community stakeholders are all invited to attend graduation ceremonies. Professional development is focused on building relationships with students and best practices for increased student achievement. Academic counselors include parents in transition plan meetings to understand placement and educational rights for incarcerated and expelled youth. Parent input is sought for possibility of students being on modified graduation track by qualifying for AB 2306. Parent input also sought in reclassification of EL students. Survey provided to parents in English and Spanish to gather input on program. Areas of focus moving forward include providing informational support meetings for parents and provide accommodations to facilitate participation for families with transportation, language barriers, or mobility issues.|Since the population of students we serve is transient, the LEA frequently notifies parent/guardian, stakeholder and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared through Blackboard Connect; letters; personal phone calls; and parent meetings and other school activities. In addition, the LEA mails parent notification packets with advisory committee information to student homes on an annual basis, along with regular meeting notifications throughout the school year. Furthermore, a parent survey was distributed to all parents in English and Spanish with the option of completing it online or on paper. Arrangements were made for parents to utilize technology when necessary at the individual school sites. School sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes full translation of English to Spanish of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. School sites provide trainings or workshops for parents/guardians, stakeholders and advocates that are linked to student learning and/or social-emotional development and growth. The Madera County Superintendent of Schools Career and Alternative Education Services Counseling Division provides informational meetings on varied topics related to students’ academic needs and post-secondary plans, while gathering feedback from parents regarding academic needs of support services for students or families. These measures were selected because they demonstrate accurately the LEA input from parents/guardians/stakeholders in decision-making and promotes parental participation in programs in an ongoing basis. The continual nature of the LEA’s measures to promote parent involvement is based upon the transient nature of the student population. The findings relate to LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.|4|4|3|3|3|3|3|3|3|4|3|4|2019-10-08|Met|2019 04733790000000|Pioneer Union Elementary|3|PUESD has worked diligently to engage our families in our School Site Council, Parents Club and all school events. As a small school it usually ends up being the same parents that get involved. Our focus area is to reach out to new parents and to offer incentives to parents and students when they participate in events and volunteer at school or at home.|PUESD adopted new curriculum in ELA,, Science and expanded our Math resources. Teachers were given several days of training before school started and are regularly supported by our county office for trainings. Our area of focus is improving targeted academic support for students at school and at home with intervention and home to school packets of targeted activities. All remediations are data driven by regular academic progress monitoring for all students.|PUESD is always striving to improve our relationship between our school and our parents. This year we expanded our autodialer system, expanded our conference days, added progress reports and added a Parent Liaison position to increase communication and accountability for students and families.|4|4|3|4|4|3|3|3|4|4|4|2|2019-10-23|Met|2019 09619450000000|Pioneer Union Elementary|3|School Site Council meetings are held bi-monthly to review school-wide assessment and survey data and plan strategies to target students' and parents' needs. Student, parent, staff surveys are conducted bi-annually to get feedback from students and parents on school climate and identify areas in which local youth are at risk. Pioneer Union School District engages parents throughout the year to provide input into the development of the LCAP, SPSA and other strategic planning to support student overall well-being and success. STEER Pioneer meetings are held quarterly to update stakeholders on LCAP goals and progress and identify local needs. Monthly PTO meetings provide opportunities for parents and community members to identify needs and strategize actions to address student and community needs.|The Pioneer PTO meets monthly to plan family engagement activities. Pioneer Music coalition meets monthly to plan student enrichment activities. All preK- 5th grade and interested 6-8th grade students receive music or instrumental instruction. Band concerts, music concerts and musicals are performed for the community several times per year both on and off campus. The Health and Safety Committee meets several times each year to identify community needs and plan the Annual PUSD Health & Safety Fair. PUSD coordinates with the El Dorado County Hubs to provide Raising Readers, family literacy events featuring hands-on science exploration, as well as a developmentally appropriate storytime for children ages birth to 5 years old with their parents/caregivers. PUSD provides Love & Logic training to interested parents. All 1st-5th grade teachers employ ClassDojo to communicate with parents on a regular basis. Middle School teachers utilize e-mail and Aeries to communicate with parents on a regular basis. The Instruction and Intervention Teacher meets with English Language Learner parents collectively and individually each year to provide progress to goals and strategies for supporting literacy in the home. PUSD values inclusive practices. When parents and caregivers have special requests or require accommodations to participate in meetings, the District strives to make reasonable accommodations including translation services and documents, childcare and alternating meeting times.|The Pioneer Union School District Governing Board and staff recognize that parents/guardians are their children's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. The parent engagement policy adopted in 2017 is currently being revised to place greater emphasis on new and innovative approaches to integrate family engagement programs into our education systems and shared responsibility in the success of schools and the community. School administrative and teaching staff consult with parents/guardians and family members in the development of meaningful opportunities for them to be involved in district and school activities at all grade levels; advisory, decision-making, and advocacy roles; and activities to support learning at home. To maximize the potential of parent involvement on campus, each school: • Develops programs and activities that enable parents to actively participate in their child’s education. • Helps parents develop skills and home environments that support their child’s growth as responsible members of society. • Provides parents with techniques and strategies to improve their child’s academic success and help learning at home. • Initiates consistent and effective two-way communication between the home and school so parents know when and how to support classroom learning activities. • Provides training to teachers, administrators and other school staff that fosters effective and culturally sensitive communication with the home. The School Site Councils are the primary advisory group for developing parent engagement policies. Parent engagement policies are included in our Student-Parent Handbooks which are updated and reviewed with parents at Back To School Nights (BTSN) in August. New families receive the Parent-Student Handbook when they register. In addition, this year the Parent-Student Handbook will be available on our Aeries Parent Portal. Families of migrant children are provided with opportunities for informed participation. The families are provided with information through the district website, BTSN, and Student-Parent Handbook. Migrant families have the opportunity to participate in STEER Pioneer Advisory meetings and other staff/parent organizations. Teachers and administration participate in PTO, PMC, and STEER Pioneer meetings to gain better understanding of family needs and to promote shared responsibility for student success. In addition, teachers and staff participate in annual professional development to better support home school collaboration including “Love & Logic”, Ruby Payne “Bridges Out of Poverty”, “Trauma Informed Practices” delivered by EDCOE and additional self-selected professional development.|4|4|2|5|3|3|4|3|3|3|3|3|2019-10-10|Met|2019 16639900000000|Pioneer Union Elementary|3|Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2018-2019 survey, 258 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. Survey results show that 68.6% of parents are aware of the District Parent Advisory Council, 32.6% are aware of the English Language Advisory Committee, 72.1% are aware of the School Site Councils, 40.3% are aware of the Title I meetings, 82.2% are aware of the Parent/Teacher Clubs, and 22.5% are aware of the Wellness Committee. 100% of respondents indicated they participated in one or more parent involvement options throughout the school year.|On the parent survey, 97.3% of parents gave a positive response to the question, “I regularly receive information about my child’s progress and know how they are performing academically.” The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication. Additionally, through the student information system, Illuminate, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. The district provides parent training on the use of technology utilized in the district and by students such as Chromebooks used for the 1:1 student technology program, Illuminate, Google, and Google classroom. During various types of parent meetings information on how to support student learning at home is provided. Meeting such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District will work on providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. On the parent survey 98.8% of parents responded positively to the question, "All cultures are treated fairly and with respect at school." Additionally 98.9% of parents responded positively to the question, "I believe there is open communication between myself and my child's teacher." The LEA is working on progress toward supporting its staff on learning about families through its work with MTSS. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.|4|5|3|5|2|4|4|4|5|5|5|4|2019-10-09|Met|2019 39686760111336|Pittman Charter|3|We conduct outreach and provide resources to underserved stakeholders to assist them in supporting their children's success. This year, we are providing “field trips” to get parents background cleared, fingerprinted and TB tested so they volunteer at our school. We provide multiple family engagement opportunities, to accommodate varying work and family schedules. Our focus for this year, provide more convenient, informal and accessible opportunities for parents to provide input.|We provide numerous formal and informal opportunities for all stakeholders to share information on student progress, advocating for student needs, and soliciting parent support at school. Our identified focus: We need to continue to refine how we ask parents for their support and find other ways to work together with parents to better meet their children’s academic needs.|We are meeting with teachers and parents and having conversations around student academics and best ways parents can help us at home. We have adults greeting students every morning. We have peer groupings as well as PLUS advisors working with students during the school day. Parents have various ways to communicate with teachers (Apps., email, phone, one on one meetings, as well as formal meetings.) We’ve scheduled family nights and festivals to get our parents to come out and participate in their children’s school. We need to provide more opportunities for teachers to participate in equity training.|3|4|3|4|3|3|4|4|4|4|4|4|2019-10-22|Met|2019 07617880000000|Pittsburg Unified|3|PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement,” “LCAP,” “Safe Haven,” “Dashboard Local Indicators”) The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. See comments in the first section. We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool are listed in the previous section and include: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; a range of informational and capacity-building multi-week workshops; Board policies around parents' rights and responsibilities and their input into decision-making. We have also used our CA Healthy Kids Survey as a key source of parent voice in this first year. In this third area of the tool our 2017-18/2018-19 Agree or Strongly Agree responses from parents included: on the one hand, "school allows input and welcomes parents' contributions" (80%/82%), and yet also "school actively seeks input of parents before making important decisions" (65%/64%). We consider this latter a relatively low rating. While we have training for ELACs, our DELAC, and SSCs, and hold community meetings for LCAP input that is reviewed in board meetings, we are looking for ways to increase both outreach around and meaningful participation in these efforts, particularly in LCAP Community Meetings, in the coming year. Relevant information for these areas of Parent Engagement are not only shared and discussed in one Board meeting. For the purposes of selecting particularly relevant board meetings, we are highlighting our LCAP Review held on June 5, 2019, as well as our Dashboard Local Indicators meeting on Oct 23, 2019. Starting next year, both of these presentations will be done together in May/June.|PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement,” “LCAP,” “Safe Haven,” “Dashboard Local Indicators”) The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. See comments in prior section. We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool are listed in the previous section and include: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; a range of informational and capacity-building multi-week workshops; Board policies around parents' rights and responsibilities and their input into decision-making. We have also used our CA Healthy Kids Survey as a key source of parent voice in this first year. In this second area of the tool our 2017-18/2018-19 Agree or Strongly Agree responses from parents included: "school encourages me to be an active partner with the school in educating my child" (84%/88%); "school staff treat parents with respect" (86%/89%). Areas in particular need of improvement include: schools "provide information about why your child(ren) is/are in particular groups or classes" (60%/60%); and "providing information on how to help your child plan for college or vocational school" (58%/64%). This latter is covered as a key topic of the 2019-20 Parent Academy, and recent guidance counselor training includes a focus on sharing more information/resources in this area. Our LCAP also has involved increasing access to Career Technical Pathways and AP course and test-taking opportunities.|PUSD’s Family-School Partnership Mission and Programs: https://www.pittsburg.k12.ca.us/domain/1961 Board Meeting minutes online: https://go.boarddocs.com/ca/pittsburg/Board.nsf/Public# (some suggested key word searches: “parent policy,” “parent engagement," "Dashboard Local Indicators") The new Parent Engagement Self-Reflection Tool introduced at the end of the 2018-19 school year by the CA Dept of Education includes questions that are great for stimulating reflection on important issues, while the rating scales may be less helpful. This is primarily because identified parent engagement issues will seldom be addressed by a single “fully implemented” policy, project or program. If we have more than one fully implemented program, but feel there is more we could or should do, do we note that as “fully implemented?” We have opted to use the “Initial Implementation” designation when we feel our existing programs and/or parent/stakeholder feedback suggest areas of focus for additional work and/or continuous improvement, even if we are doing some fully-implemented work in this area. Fully-implemented program examples that speak to all areas of this self-reflection tool: Fully-funded Bilingual Parent Liaisons at every school site; a full-time central Bilingual/Bicultural Coordinator of Parent & Family Engagement; annual training opportunities for our site English Learner Advisory Cttees (ELAC) and our District ELAC; annual joint training of parents and staff for working on School Site Councils (SSCs); our SPED-related informational communications, IEP meetings and 504 Plan communications; site and district translators/interpreters; multiple community input meetings during LCAP development and evaluation; frequent bilingual communications via our website, text, auto-dialer, email and community meetings; an active Aeries SIS Online Parent Portal; Parent-Teacher Conferences; a range of informational and capacity-building multi-week workshop opportunities for parents around topics such as Bullying; Gang Prevention; Digital Citizenship; rights of immigrant families; early literacy; understanding how schools operate and engagement in site decision-making (e.g, Parent Academy); site-based school climate training for students, parents, staff and/or teachers around the 3 Be’s (Be Safe, Be Respectful, Be Responsible), or Soul Shoppe, Social-Emotional Learning (SEL); Board policies around parents’ rights and responsibilities and parent input in decision-making (e.g., Board policies 5020 and 6020, see our Board docs for details, and our Safe Haven policy). We have also used our CA Healthy Kids Survey as a key source of parent voice in this first year. In this first area of the tool our 2017-18/2018-19 Agree or Strongly Agree responses from parents included: "feel welcome to participate" (84%/85%); "school allows input and welcome parents' contributions (80%/82%). An area of focused growth in 2019-20 is the roll-out of a multi-week Parent Academy.|3|4|3|3|3|3|3|4|4|4|4|3|2019-06-05|Met|2019 49708390138065|Pivot Charter School - North Bay|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Additionally, Site Coordinators set up survey stations for all parents and students at the resource center. Pivot has also implemented ParentSquare to build the school community, which is utilized throughout the entire school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liason for homeless children and youths or Pivot’s EL Coordinator, and can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide two-way communication between families and educators that is in the families’ native language. While some Pivot staff speak Spanish and are brought in to support conversations between non-Spanish-speaking educators and Spanish-speaking families, sometimes translators are not available when more immediate conversations need to be had. Pivot staff members have been utilizing professional translation services for documents and important meetings for the past two years, but access to translation for daily communication between educators and families is still somewhat limited. Pivot is continuing to translate more Pivot documents for students and families into languages other than English, as well as provide more tools for translation in school-wide communication.|5|4|4|4|3|4|5|4|3|2|3|2|2019-06-08|Met|2019 37737910138222|Pivot Charter School - San Diego II|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Additionally, Site Coordinators set up survey stations for all parents and students at the resource center. Pivot has also implemented ParentSquare to build the school community, which is utilized throughout the entire school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liason for homeless children and youths or Pivot’s EL Coordinator, and can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide two-way communication between families and educators that is in the families’ native language. While some Pivot staff speak Spanish and are brought in to support conversations between non-Spanish-speaking educators and Spanish-speaking families, sometimes translators are not available when more immediate conversations need to be had. Pivot staff members have been utilizing professional translation services for documents and important meetings for the past two years, but access to translation for daily communication between educators and families is still somewhat limited. Pivot is continuing to translate more Pivot documents for students and families into languages other than English, as well as provide more tools for translation in school-wide communication.|5|4|4|4|3|4|5|4|3|2|3|2|2019-06-08|Met|2019 04614240137828|Pivot Charter School North Valley II|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Additionally, Site Coordinators set up survey stations for all parents and students at the resource center. Pivot has also implemented ParentSquare to build the school community, which is utilized throughout the entire school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liason for homeless children and youths or Pivot’s EL Coordinator, and can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide two-way communication between families and educators that is in the families’ native language. While some Pivot staff speak Spanish and are brought in to support conversations between non-Spanish-speaking educators and Spanish-speaking families, sometimes translators are not available when more immediate conversations need to be had. Pivot staff members have been utilizing professional translation services for documents and important meetings for the past two years, but access to translation for daily communication between educators and families is still somewhat limited. Pivot is continuing to translate more Pivot documents for students and families into languages other than English, as well as provide more tools for translation in school-wide communication.|5|4|4|4|3|4|5|4|3|2|3|2|2019-06-08|Met|2019 33103300137836|Pivot Charter School Riverside|3|Pivot Charter School staff build strong relationships with families and communication at Pivot Charter School is unique (i.e. unlike other, more traditional school settings). Families and students often go directly to their designated Educational Coordinator when they have concerns, questions, suggestions, etc. They also have access to their Site Administrators when they wish to engage in school decision-making. Families also can request to meet with the Executive Director and are encouraged to attend Pivot board meetings. Parent and student surveys are employed every Spring and shared with families directly from the school and additionally from each student’s Educational Coordinator. Additionally, Site Coordinators set up survey stations for all parents and students at the resource center. Pivot has also implemented ParentSquare to build the school community, which is utilized throughout the entire school year. Improving engagement of underrepresented families starts with building relationships but taking it further will take a focused effort. The first step of that is identifying the underrepresented families and targeting them for engagement and feedback.|Pivot Charter School educators utilize a multitude of methods to engage families and students with discussing student progress and ways to work together to support improved student outcomes. In addition to discussing the results of initial assessments regarding the academic gaps of student knowledge, educators utilize Pivot’s MTSS infrastructure to bring everyone together. Supplemental curricula (e.g. i-Ready, Exact Path, and Lexia) is provided to students and families to use not only at school, but at home. Additional resources and tools to support students in using the online curricula are continuing to be researched and supplied to families. Pivot administrators attend training and professional development regarding building these partnerships. They then work with their on-site staff and bring with them what they have learned. Specific examples include trauma-informed care training and professional development. Pivot employs many staff members with knowledge of specific rights and policies for those underrepresented families, like Pivot’s liason for homeless children and youths or Pivot’s EL Coordinator, and can use that expertise to focus on ways to improve the engagement of underrepresented families when building partnerships for student outcomes.|Pivot Charter School prides itself on its consistent and thorough communication with students and their families. Each student has an Educational Coordinator dedicated to supporting not only their students, but their parents as well. The goal of all Pivot staff is to build relationships with families so that we can work together to best support students. Pivot Charter School is continuing to find ways to provide two-way communication between families and educators that is in the families’ native language. While some Pivot staff speak Spanish and are brought in to support conversations between non-Spanish-speaking educators and Spanish-speaking families, sometimes translators are not available when more immediate conversations need to be had. Pivot staff members have been utilizing professional translation services for documents and important meetings for the past two years, but access to translation for daily communication between educators and families is still somewhat limited. Pivot is continuing to translate more Pivot documents for students and families into languages other than English, as well as provide more tools for translation in school-wide communication.|5|4|4|4|3|4|5|4|3|2|3|2|2019-06-08|Met|2019 49708390120584|Pivot Online Charter - North Bay|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 54720410000000|Pixley Union Elementary|3|Pixley Union School District's current strengths in seeking input is including our parents in the decision making process through their involvement with advisory groups. This includes: ELAC, DELAC, School Site Council, PTO, LCAP stakeholder meetings, and Title I parent nights. An additional strength is that our principals and staff are completely involved in this process. An area that we can improve on is providing more opportunities for families, teachers, principals, and district administration to work together at more family engagement activities.|Pixley Union School District's strength in this area is meeting with families to discuss student progress. Parent/Teacher/Student conferences are held 2 to 3 times per year. Our Student Study Team process falls under the umbrella of our Multi-Tiered-Systems of Support which provides additional interventions for our students in the areas of academic, social emotional and behavioral areas. An area of growth for us will be to provide specific training in the area of professional development for teachers and principals to improve the schools capacity to partner with families.|Pixley Union School District's strength is creating a welcome environment for all families in the community. We hold multiple district wide community engagement nights such as: Back to School Nights, Harvest carnival, Trunk or Treat, Thanksgiving Dinner event for the entire community, Santa Gift Giving Event, Families in Action training, Movie Nights & open houses. The area we need to focus on developing is developing the capacity of staff to build trusting and respectful relationships. We see this as an opportunity to look for specific training in the areas of Building Relationships with our parents.|1|4|2|3|1|2|3|2|4|4|3|2|2019-10-08|Met|2019 30666470000000|Placentia-Yorba Linda Unified|3|Placentia-Yorba Linda has always placed a high value on engaging stakeholders. For this reason, there are a plethora of opportunities for families to be part of the decision making process, including: Superintendent’s Community Advisory Council, District and school English Learner Advisory Councils, Special Education Community Advisory Council, Parent Teacher Associations, and School Site Council. In addition, PYLUSD has an extensive plan of action for stakeholder engagement for the Local Control and Accountability Plan. An area of focus for SEEKING INPUT FOR DECISION MAKING is in the area of family engagement activities. Although stakeholders stated that planning and evaluation are strengths for school and district activities, there could be improved collaboration for the design and implementation.|Stakeholders rated the prompts for BUILDING PARTNERSHIPS FOR STUDENT OUTCOMES equally as high as the previous section. All criteria were rated as Fully Implemented. Professional learning to support teachers and principals is a particular focus. This year, Dr. Charles Fay, President of “Love and Logic” provided practical tools and techniques to assist teachers and administrators in achieving respectful and healthy relationships. PYLUSD stakeholders have stated learned practices for improving staff capacity to partner with families is an area for refinement.|Building trusting and respectful relationships is a strength of the Placentia-Yorba Linda Unified School District (PYLUSD) as identified above. All ratings for this section were scored as 5s (Full Implementation and Sustainability). PYLUSD prides itself on creating welcoming environments, working effectively with diverse student populations, and developing effective two-way communication. As such, an area of focus for BUILDING RELATIONSHIPS will be to refine and sustain current practices.|5|5|5|5|4|5|5|4|5|5|5|4|2019-10-08|Met|2019 31750850137927|Placer Academy Charter|3|PAC has made great efforts to seek input from multiple stakeholder groups. Parental involvement in school programs is important to the fluid operation of the school. Participating in the local governing board and/or advisory committees are key for providing critical feedback. Advisory committees change as the needs of PAC change. Currently, PAC has created 3 parental advisory committees related to facility search. Throughout the school year, parents are provided weekly updates on school events, educational programs, student activities, school policies, and important announcements. Additionally, we hold several parent information nights to discuss and solicit input from the community. Parents can participate in multiple avenues including Board of Directors, Parent Teacher Organization, advisory committees, Safety Committee, and other school committees.|PAC administration and staff strive to keep an open line of communication with parents/guardians regarding their student's progress and to support student outcomes. Staff participates in professional learning throughout the year to support communication and collaboration with parents and guardians. Staff works closely through the Student Study Team committee and with the Special Education team to support families with their legal rights and advocating for their own students.|PAC puts great emphasis on building relationships with families and students. In addition to fall and spring teacher/parent/student conferences, teachers send out weekly newsletters to communicate to parents. A weekly all-school newsletter is another vehicle for parental communication. Parents are encouraged to volunteer in classrooms and be committee members where collaboration is fostered and community is built.|4|5|4|4|4|4|5|4|4|4|4|4|2019-10-22|Met|2019 31103140000000|Placer County Office of Education|3|Parents can provide meaningful input and contributions in decision-making when serving on committees such as the School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees: Stakeholders’ Committee and Parent Advisory Committee. PCOE provides a bilingual parent liaison to provide translation and support for families with a primary language other than English. Information and data from the Positive Behavior Interventions and Supports (PBIS) program is also shared with parents regularly. This participation has resulted in multiple additions and revisions to actions in the Local Control Accountability Plan, including counseling services for all students when there is a need, an increased focus on career technical education and workforce readiness and academic counseling during after-school hours.|Various programs tailored to the unique challenges of our students and families have been established to make connections and build relationships with parents including Nurtured Heart Trainings, after-school academic counseling sessions with parents and instructional support for parents who instruct their children utilizing an Independent Study model. These offerings are designed to meet families “where they are” - with one-on-one conversations before and after school, via social media communications, a PCOE App and individualized phone calls from a dedicated, bilingual Parent Liaison. Establishing these connections and developing trusting relationships has led to greater parent involvement related to student outcomes. Survey results indicate that 95% of parents agree or strongly agree that the school encourages parents to be active partners in educating students and 95% of parents believe the school provides high quality instruction. Based on survey data, 29% of parents did not know that the school provides robust social-emotional supports for students such as tiered interventions and counseling when appropriate. In addition to this, only 25% of parents agreed that the school provided adequate information related to college planning or vocational school options. Providing outreach and education to parents related to the variety of supports the school provides will be explored in order to improve outcomes for students.|PCOE is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Changes were made in soliciting feedback from parents during the 2018-2019 school year and participation rates increased significantly. Parent participation completing the California Healthy Kids Parent Survey increased from 4 parents in 2017-2018 to 67 parents in 2018-19. The data collected revealed that 97% of parents agree or strongly agree that their students’ school allow input and welcome parents’ contributions and 97% of parents agree or strongly agree that the school promotes academic success for all students.|4|5|4|4|4|3|3|5|5|4|3|2|2019-06-13|Met|2019 31103140126904|Placer County Pathways Charter|3|Parents can provide meaningful input and contributions in decision-making when serving on committees such as the School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees: Stakeholders’ Committee and Parent Advisory Committee. PCOE provides a bilingual parent liaison to provide translation and support for families with a primary language other than English. Information and data from the Positive Behavior Interventions and Supports (PBIS) program is also shared with parents regularly. This participation has resulted in multiple additions and revisions to actions in the Local Control Accountability Plan, including counseling services for all students when there is a need, an increased focus on career technical education and workforce readiness and academic counseling during after-school hours.|Various programs tailored to the unique challenges of our students and families have been established to make connections and build relationships with parents including Nurtured Heart Trainings, after-school academic counseling sessions with parents and instructional support for parents who instruct their children utilizing an Independent Study model. These offerings are designed to meet families “where they are” - with one-on-one conversations before and after school, via social media communications, a PCOE App and individualized phone calls from a dedicated, bilingual Parent Liaison. Establishing these connections and developing trusting relationships has led to greater parent involvement related to student outcomes. Survey results indicate that 95% of parents agree or strongly agree that the school encourages parents to be active partners in educating students and 95% of parents believe the school provides high quality instruction. Based on survey data, 29% of parents did not know that the school provides robust social-emotional supports for students such as tiered interventions and counseling when appropriate. In addition to this, only 25% of parents agreed that the school provided adequate information related to college planning or vocational school options. Providing outreach and education to parents related to the variety of supports the school provides will be explored in order to improve outcomes for students.|PCOE is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Changes were made in soliciting feedback from parents during the 2018-2019 school year and participation rates increased significantly. Parent participation completing the California Healthy Kids Parent Survey increased from 4 parents in 2017-2018 to 67 parents in 2018-19. The data collected revealed that 97% of parents agree or strongly agree that their students’ school allow input and welcome parents’ contributions and 97% of parents agree or strongly agree that the school promotes academic success for all students.|4|5|4|4|4|3|3|5|5|4|3|2|2019-06-13|Met|2019 31668860000000|Placer Hills Union Elementary|3|Parents are surveyed and asked for their input on programs and activities. Administrators are visible on campus and before and after school in order to seek input from families. We work to further include underrepresented families by directly soliciting their feedback.|The District currently has strong community support and parent involvement. Parent group meetings are well attended and parents attend school functions. We work to provide meetings and events at times when underrepresented families can attend and continually look for their feedback on how we can improve.|The District currently has strong community support and engagement|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 31668940000000|Placer Union High|3|PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our underrepresented groups such as our socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners. The past three years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed. An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.|Student learning and achievement is a key area of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, no-profit entities and other partners that allow us to provide strategic and targeted programs. Many of these agencies and programs have equity as a central focus. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops. An area of focus will continue to be equity and achievement gaps. We realize that our socio economic disadvantaged students and our students with disabilities are behind the rest of the students and we are working to address those through these partnerships. We will continually solicit support, input, and involvement of our parents, partners, and communities.|Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication to parents via School Messenger, social media, and different computer based applications. Furthermore, we have a Public Information Officer that ensures important information is made available to our communities. PUHSD recognizes the need to continually improve our relationships, especially with our underrepresented student body, and is an area of focus. PUHSD reaches out specifically to parents of our underrepresented students. PUHSD also includes different state and county organizations along with community groups to be involved in our site and district meetings.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 09619520000000|Placerville Union Elementary|3|PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 5, 2019. Meetings are held throughout the school year to solicit parent input. Parents are involved in many District wide committees as well as Site level committees in an effort to garner input. Principals attend monthly PTC meetings in an effort to share and solicit information. The Superintends Parent advisory Council is also a very valuable group in communication between the District and parents. The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings. Teachers also utilize electronic means of communication such as email and Class Dojo. All sites have staff that can translate for parents either through phone calls or in person when necessary. PUSD utilizes Parent Link to contact parents with needed and timely information. Parent Link generates calls, emails and text messages to all parents that we have up to date information for. The District also started in the 2019-20 school year the use of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct. All sites also utilize social media to communicate with the community and tell the story of PUSD.|PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 5, 2019. Meetings are held throughout the school year to solicit parent input. Parents are involved in many District wide committees as well as Site level committees in an effort to garner input. Principals attend monthly PTC meetings in an effort to share and solicit information. The Superintends Parent advisory Council is also a very valuable group in communication between the District and parents. The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings. Teachers also utilize electronic means of communication such as email and Class Dojo. All sites have staff that can translate for parents either through phone calls or in person when necessary. PUSD utilizes Parent Link to contact parents with needed and timely information. Parent Link generates calls, emails and text messages to all parents that we have up to date information for. The District also started in the 2019-20 school year the use of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct. All sites also utilize social media to communicate with the community and tell the story of PUSD.|PUSD annually surveys parents in English and Spanish. See PUSD Web page for Parent Survey results as they were reported to the PUSD Governing Board on June 5, 2019. Meetings are held throughout the school year to solicit parent input. Parents are involved in many District wide committees as well as Site level committees in an effort to garner input. Principals attend monthly PTC meetings in an effort to share and solicit information. The Superintends Parent advisory Council is also a very valuable group in communication between the District and parents. The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings. Teachers also utilize electronic means of communication such as email and Class Dojo. All sites have staff that can translate for parents either through phone calls or in person when necessary. PUSD utilizes Parent Link to contact parents with needed and timely information. Parent Link generates calls, emails and text messages to all parents that we have up to date information for. The District also started in the 2019-20 school year the use of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct. All sites also utilize social media to communicate with the community and tell the story of PUSD.|4|4|4|3|3|4|4|4|4|4|3|3|2019-10-16|Met|2019 24658130000000|Plainsburg Union Elementary|3|PUESD provides many opportunities for stakeholders to provide input for decision making through our LCAP development process. We offer school site council, parent club, LCAP Advisory Committee and DELAC as opportunities to provide feedback. PUESD seeks the opinions of parents annually through a survey given at open house. Results from the survey also inform the decision making process at PUESD. We continue to focus on increasing the numbers of parents that sit on our committees as we value the voice of all of our families.|PUESD implements many programs for parent participation in their child's academic success. We have opportunities for parent conferences twice a year and parents can schedule conferences with teachers as needed. We host many events for our parents, including Back to School, Open House and other events. All communication is conducted in English and home language if other than English. An area of focus for improvement is to provide parents and families with more resources that better help them to support student learning and development at home.|Plainsburg Union Elementary School District continuously strives to improve relationships the families that make up our school district. Our strengths in this area include developing the capacity of staff to build trusting relationships and creating welcoming environments for our students and families. Over the last year, we worked on improving communication with families through some LCAP initiatives, which has helped to increase trust between our school and parents. We continue to focus on improving the effectiveness of our communication with parents through our Parent Square System and other means of communication.|4|3|3|3|3|3|4|4|4|4|4|4|2019-10-30|Met|2019 19647336018725|Plainview Academic Charter Academy|3|Plainview Academic Charter Academy has developed in the area of seeking input for decision making. Plainview actively uses the parent/student survey to help understand what we do well and where we can improve. We also use a needs assessment that parents and staff fill out to decide how to spend our budget wisely to improve student achievement. In addition, our Governance and School Site Council is active and contributes to school decisions and all meetings are open to the public.|Plainview Academic Charter Academy has a solid foundation in the area of building partnerships with parents. One of the ways we do this is through our monthly Home and School Connection Newsletter. The Newsletter identifies ways that parents can positively participate in their students’ homework. Another way Plainview creates a strong partnership with parents is through parent and teacher conferences we hold twice a year or more, as needed. This allows the parents to meet with teachers in person to discuss their child’s academics and behavior. One area that we could improve in is families understanding their legal rights to advocate for their child. We will improve this by including a session about legal rights and advocating for foster and homeless children in one of our parent workshops.|Plainview Academic Charter Academy has a strong relationship through language, with its primarily Hispanic and Armenian population. Over the year, the amount of school information is translated, so that all parents can actively participate in our school. The one area that we could improve in is our Armenian translation. There are many variations in this language and it is difficult to connect to the right dialect. In order to address this issue our Parent Center Representative speaks Armenian and assist with informing parents.|5|5|5|5|5|4|5|4|5|5|4|4|2019-10-28|Met|2019 24658210000000|Planada Elementary|3|Decision Making: When parents were presented a series of statements about shared decision making in district programs designed to help them support their students academically like, "The school sponsored workshops that helped me better understand my child's needs" the average response was 3.78 on a sliding scale from 1 to 5 with 5 being strongly agree.|Building Partnerships: When parents were presented a series of statements about building partnerships in district programs designed to help them support their students academically like, "The school sponsored workshops that helped me better understand my child's needs" the average response was 3.78 on a sliding scale from 1 to 5 with 5 being strongly agree.|Building Relationships: The parent survey was administered to a random sample of parents in all grades served by the LEA during the spring of 2019. The sample included 27 responses in an LEA with an estimated family count of 507 for a response rate of 5.3%. The key findings of the survey were: When parents were presented a series of statements about parent input into district decision making, like "The school actively seeks the input of parents before making important decisions." the average response was 3.85 on a sliding scale from 1 to 5 with 5 being strongly agree.|4|4|5|5|4|4|4|4|4|4|4|4|2019-10-03|Met|2019 11626380000000|Plaza Elementary|3|The District utilizes School Site Council (SSC) to engage parents, including underrepresented families, with decision making. The administration has an open door policy and regularly communicates to parents the opportunities available to provide input. The District needs to find better ways t get stakeholder involvement outside of SSC because there is little to no parent input regarding decision making outside of that committee.|Teachers an administrators have a long history of working closely with families, therefore professional development is not applicable. The District now utilizes an online grading system and parent portal for students and parents to have access to grades. The District continually promotes advocating for students.|The District has a very good relationship with parents and community members and communicates regularly through various methods, including Remind App, Simply Circle email, monthly newsletters, and whole school phone messaging. The District could improve engaging English Language learner families|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 51714310000000|Pleasant Grove Joint Union|3|Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email and paper. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have fewer than 5 English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2019 Stakeholder Survey, 76.5% of parents feel that they have been given different options or ways to be involved with the school. This is an area that we need to evaluate and improve upon. We must begin by collecting additional data from stakeholders as well as parent involvement data from staff. Once this data has been collected and reviewed, we can determine next steps.|Engagement Policy: The parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually. The policy is also reviewed by the Governing Board as part of their Title I Plan review process. This policy is distributed annually to all parents as part of our Annual Notice to Parents. At Back to School Night (BTSN) & Parent Conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations & requirements. Conferences are held for every student in the fall & as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade level standards & local assessments. Parents have access to the Parent Portal where they access attendance, grades/class assessments, report cards, & State assessment results. Our website contains resources & links for parents regarding curriculum-based supports as well as State assessments & standards. We provide materials & supports to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year so parents can work with their children. Students moving from kindergarten to first, first to second, and second to third continue to practice their skills over the summer using an on-line program available to all families. For families without access, packets are sent home. Online access to math, science, and social studies supports are available to 6-8 grade students.|We used a spring 2019 parent survey to determine strengths and improvement areas: 80% feel the school is good about staying in touch with parents; 94% feel their involvement is valued; 78% of parents feel that the school is a friendly, welcoming environment for student, parents, and families; and 77% feel their input is valued. We found, via surveys, that parents wanted most school communication to come through email with only emergency information through text and phone calls. We added a new parent communication system to our LCAP Goal 3, Action 3. Although we have less than 5 English learners in the school, we have a staff member who interprets during parent conferences and school events. Every effort is made to send notices home in the home language even though it is not required. We have completed ADA changes to our website, making all information accessible by people with disabilities.|4|5|3|5|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 29663730000000|Pleasant Ridge Union Elementary|3|During the 2018-2019 school year, Pleasant Ridge Union School District developed the Education Advisory Council which mission is to gather information and to assess priorities for the Local Control Accountability Plan (LCAP) in order to increase progress or student achievement. Members of the EAC are classified staff, certificated staff, managers, parents and community members. During the 2018-2019 school year, the EAC met two times and is planned to meet quarterly for the 2019-2020 school year. Members of identified subgroups that are significant according to the definition from the California Department of Education are invited and contributed to the annual update. Parents are very active in school site councils, Parent-Teacher Committee meetings, Pleasant Ridge District Parent Clubs, and Special Education Advisory Council. These groups will provide parents an opportunity to make or give suggestions on schoolwide and districtwide decisions. Each school encourages family participation by offering evening activities as well as volunteer opportunities during the school day.|Pleasant Ridge Union School District is in the beginning phases in developing student contracts, parent expectations and employee expectations for student growth and progress. This will be supported by new board policies, school expectations, and volunteer expectations. These will be developed in the 2019-2020 school year. Students and parents send out the education rights of all students at the beginning of the school year with enrollment information. Parents must read and respond that they received and understand their rights as well as their children's rights. Students with disabilities and special accommodations (504 plans) are given their right annually during their annual updates. These are reviewed during annual meetings. Once developed and approved a professional development plan will be created to address the new policies and to address the expectations.|We continue to see our parents engaged and involved with their child's social, emotional and academic development. The parent engagement survey responses were positive this school year, to a satisfactory percentage of 95.9%. The survey categories addressed parent engagement, school culture, and student achievement. We saw an increase in the number of parents wanting to be involved in school activities and fundraisers. This was reported by school employees and by parents who are part of the school’s Parent-Teacher Committees. Also, the schools have seen a change of parent’s perceptions about the district's attendance policy. Parents are more supportive in getting students to school on time and assisting within classrooms at the elementary level. This can be contributed to the positive messaging from the school's attendance, truancy, and behavior specialist (ATBs) as well as the messaging that is used on each school's website and social media accounts. The ATBs are a resource for families to rely on for support and child advocacy within the schools. Finally, the school district continues to provide Love and Logic parenting training for parents within PRUSD. Three, six-week classes were provided during the 2018-2019 school year where thirty families took advantage of the classes. The exit surveys reported that parents used the strategies in the home to help encourage students to do better in school. The number of families that benefited from Love & Logic was not as many as prior years but families that partook in the class were thankful for having the opportunity to participate in the class. One area of growth for Pleasant Ridge Union School District staff in the area of parent and community engagement is ongoing professional development in how to better engage parent involvement. The parent involvement focus is on how to better support the child's achievement in their home.|5|5|1|4|1|2|4|5|4|4|4|3|2019-09-10|Met|2019 56725530000000|Pleasant Valley|3|PVSD benefits from strong family involvement and provides several avenues for engaging families through advisory groups and providing input for decision-making. The Superintendent’s Advisory has representation from all eleven school sites and members gather feedback from parents to provide at the advisory. The PTA (Parent Teacher Association) Roundtable provides an ongoing opportunity for families to provide feedback and receive district-wide information. Through the LCAP process, families have the opportunity to engage and provide input through regular meetings and surveys. At the school site level, families can participate in school site council, ELAC (English Learner Advisory Committee), and parent group (PTA/PTC/PTSC/PTO) meetings.|PVSD has made strides in providing families with information and resources to support student learning and development in the home. A robust Family Literacy Project provides parents with the opportunity to learn how to support reading in the home through direct modeling of strategies and book talks. The project has also contributed to the building of community between families and school staff. An exciting step for the 2019-2020 school year is that the project has expanded to include a middle school component that provides information about college, including inviting parents to a field trip to a local college campus. This year, PVSD will launch the parent university to provide families with information on various educational and social emotional topics. In grades pre K-5, there are scheduled parent-teacher conferences to support student progress and next steps. At the middle school level, parents and teachers request conferences as needed. An area of focus is to provide principals with information and/or training to improve staff capacity to partner with families. The goal would be for this to cascade to teachers working with families.|PVSD has several practices that foster building strong relationships with families. School sites regularly engage families through various family events (game nights, movie nights, and educational workshops). Principals conduct Coffee with the Principal meetings so that families have an opportunity to provide input and acquire updates regarding school goals, progress, and next steps. Two-way communication is a continued goal for PVSD, and several mechanisms are in place to support communication with families both at the school site and district levels. The school site and district regularly apprise parents of events through weekly phone messages, newsletters, social media, and flyers. Teachers collaborate with families through ongoing face-to-face communication, emails, newsletters, class websites, and parent-teacher conferences. An area in need of focus is supporting staff to learn about each family’s strength, culture, language, and goals for their children. Since office staff are the first contact families often make with the school, it is important to provide support for office staff to better understand family backgrounds, since they regularly interact with families.|3|4|2|3|3|4|2|2|3|3|2|2|2019-10-17|Met|2019 40687910000000|Pleasant Valley Joint Union Elementary|3|Gaining input from parents on the decision-making process of the school is an area that needs to improve. The school needs to get better at getting the word out about these opportunities, and more parents need to be encouraged to become involved in this aspect of the school.|Because of the nature of the school, parents, teachers and the administrators have multiple opportunities to meet in person to discuss student progress, how the school and parents can work together and tools that parents can use to be more involved in their child's education. Every child is picked up in in the front of the school by a parent at the end of the school day. Staff uses this opportunity to speak one-on-one with parents. And parents use this opportunity to speak one-on-one with teachers and staff.|The school has only sixty students. More than a third of the parents of these students are very actively involved in P.A.S.E., the school's PTO. Another handful of parents are not actively involved in P.A.S.E. but still regularly volunteer at the school. Achieving parent engagement in the decision-making process of the school and district has not been as successful. Renewed efforts to involve all parents in the decision making of the school will be put in place with more online-based feedback, which will allow more parents to participate even if they are unavailable for actual meetings.|5|4|4|3|4|3|4|4|2|2|2|2|2019-10-09|Met|2019 54720580000000|Pleasant View Elementary|3|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students to provide input into this process. Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. Pleasant View continues to be future focused on the skills and knowledge, students will need in the future. The challenge is to educate parents and advisory groups as to what those skills and knowledge will be and how that translates into the education of their child. Pleasant View knows that its extremely important that advisory groups and staff engage all stakeholders in the process of making decisions for the school. The school has planned many activities to engage parents and students this school year in order to begin building the capacity of these stakeholders to make the decisions to drive improvement for all learners. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. 92% of parents reported being involved in making decisions that affect their child’s education. That compares to 89% from last year. Our target is 90% or greater. • 93% of parents reported being informed of the goals and objectives of the instructional programs. That compares to 90% from last year. Our target is 90% or greater. • 95% of parents had direct contact with the community liaison. That compares with 90% from the year before. The target was 50% • The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students. The school hosts monthly meetings on a variety of educationally related topics to give stakeholders access to information and provide them with an opportunity to ask questions and provide input. The school also recognizes the need to continue to find ways to meet with parents and discuss ways to improve outcomes for their children. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. 85% of parents participated in their student’s conferences. That compares with 87% from the year before. The target was 85% or greater. 45% of parents had reported helping out at their child’s school. That compares to 49% from last year. Our target was 49% • 45% of parents of children with special needs reported being asked to help in their child’s classroom. The target was 50%, and we are examining ways to connect parents with opportunities to participate at school. The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|Those of us in the education community know that student and family partnerships play a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. The implementation of the (LCFF) has placed a renewed emphasis on students, families and educators working together as partners. Pleasant View has made great strides to make the school a more welcoming environment for parents and students. The school hosted a back to school night followed by a family fun night giving parents and staff a greater opportunity to begin building relationships. The school has scheduled student showcase nights, where parents can come and see student work. Many field trips have been planned to include as many parents as possible to again provide opportunities for parents and staff to begin to build relationships. The school has started a welcoming committee to provide tours to new families and students to explain and answer questions about the education environment at Pleasant View. The school has identified the greater need to partner with parents. To inform them of the progress of their child academically and social emotionally. There is also a need to seek parents’ goals for their children in this process. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. Pleasant View is always looking for ways to reach out and partner with our underrepresented families. We understand that making the school a safe and caring place where parents feel comfortable coming is critical to our success. We continue to plan multiple events throughout the year to try and reach all families. We also utilize our community liaison to reach out to families. The school has multiple measures it uses through a variety of student and parent surveys to measure progress. 95% of parents reported being satisfied with educational programs at our school. That compares to 98% from last year. Our target is 94% or greater. 100% of parents of children with special needs reported being satisfied with educational programs at our school. Our target is 90% or greater. • 51% of parents reported being asked to help in their child’s classroom. That compares to 42% from last year. Our target was 44% and we are examining ways to make sure we are reaching out to parents to invite them into our classrooms. • 99% of parents reported feeling welcome at school. The target was 98%. The metrics have been established in our LCAP in Goal 3 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our parents and students in this process.|3|3|2|2|2|2|2|1|2|2|1|2|2019-11-12|Met|2019 01751010000000|Pleasanton Unified|3|Each year PUSD conducts the School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parental parent engagement. In 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strength. This school respects and values input provided by families 64% In addition, 2018-2019 the Local Control Accountability Council (LCAC) consisted of 15 members, including one student,.8 members of the committee had one or more current students in our District. The committee received information about programs associated with LCAP actions and services and gave feedback. Multiple committees of staff, teachers, parents, students and community members participated in a feedback process regarding LCAP through an online survey. Based on the results of the survey, the LCAC made final adjustments and recommendations to the Local Governing Board. At the District English Learner Advisory Council (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents were given the opportunity to provide input regarding planned activities and data about actions within the LCAP. Areas for Improvement were identified as follows in the TK-12 Stakeholder Survey: This school uses family input to improve instruction 43% The District continues to focus on increasing parent and guardian participation in school governance. Site administrators receive support regarding increased communication and development of the School Plan for Student Achievement. The state recommended template for this process was updated last year to align with the LCAP and site administrators are increasing outreach to families to engage them in deeper conversations about school governance and the role of the School Site Council. In addition, the LCAP development process continues to expand to include diverse parent and community voices in identifying Goals, Actions and Services that will benefit students and contribute to achieving our vision: Our Students Will Make A Better World.|Each year PUSD conducts the School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parental parent engagement. In 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strengths. The district has high learning standards for all students.84% Students receive the support they need to prepare for the future 70% In addition, trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provides support for all qualifying parents. School Smarts, which is a program provided through California PTA, was expanded to include approximately 100 families. In 2017-2018, there were 181 parent graduates at Pleasanton USD 7 Elementary Schools. These families represented 212 children impacted by parent’s participation in School Smarts. Surveys revealed that 85% of parents found School Smarts extremely valuable, while 90% of parents reported that facilitators were extremely effective. Areas for Improvement were identified as follows in the TK-12 Stakeholder Survey: Students in this school receive support that addresses their individual needs.29% Teachers give timely feedback about student work. 27% Teachers give helpful feedback about student work. 27% The District is currently providing extensive professional development for administrators and teachers in developing and expanding Professional Learning Communities which focus on strong communities of practice providing a Multi-Tiered System of Supports (MTSS). The MTSS model looks at increasingly targeted Tiers of academic and social-emotional supports designed to differentiate instruction and engagement for students.|Each year PUSD conducts the School Quality Stakeholder Survey which measures staff, student and parent responses in four areas, including questions regarding parental parent engagement. In 2019 22% of families responded to the survey, an increase of 8% from 2018. In addition, 51% of staff and 18% of students submitted responses to the survey. Based on the survey, parents report the following strengths. Families are encouraged to attend school-sponsored activities, such as back-to-school night. 94% Families are informed about school-sponsored activities, such as tutoring, after-school programs, and student performances 80% Staff members and families treat each other with respect.86% The school encourages families to volunteer 84% In addition, in 2018-2019 eight District Wide Parent Liaisons continued to support parents at fifteen schools in becoming more involved in their child's education and more knowledgeable about the educational system. Parent Liaisons helped parents make connections within the school community by providing support during registration/enrollment, connecting students to the extended day and Mariachi programs, assisting with summer school enrollment, and providing language support for parent education workshops. Trained facilitators implemented Loving Solutions and Parent Project Parent Education Programs that helped parents/guardians to support their children by teaching critical parenting skills. The LCAP funded Spanish speaking Social Worker provides support for all qualifying parents. Areas for Improvement were identified as follows: District leaders have built trust with the community. 30% District leaders are transparent in their communication efforts with the community 26% Improvement is needed in District Leadership building trust within the community, and increasing transparency in communication with families and community members. The TK-12 Stakeholder survey. Based on the District Organizational Goals, each division contributes to the Organizational Work Plan which details actions that will be taken towards meeting these goals. One of the data sources measuring progress towards meeting the goals is identified in the District Stakeholder Survey.|4|4|3|4|3|5|5|4|4|4|3|4|2019-10-22|Met|2019 32669693230083|Plumas Charter|3|Parents are encouraged to be involved with the school in a variety of ways including chaperoning/participating in school events, becoming a member or or attending Board of Director's meetings, attending parent meetings, and enjoying an open door policy with administrators. Parents are also surveyed at the end of each year as to their satisfaction with PCS programs, and the involvement opportunities the school offers. At present, the PCS Board of Directors has three parent members. The goal is to expand parent membership to five.|PCS has an emphasis on regular and open communication and support with parents. Regular meetings are encouraged and welcomed. A premise of PCS is to honor parents as partners in education for their students. Parent/student portals are kept up to date and made regularly available to families in order to have ready access to student progress. Parents are also provided results from regular assessments, encouraged to have meetings with teachers at least quarterly, and are kept informed through a variety of platforms including email, text, FaceBook and the school's website. The focus area here is not necessarily on improvement, but of continuing and expanding on what we are already doing.|Annual Parent Involvement and Satisfaction Survey: Strengths *93% of parents feel welcomed and valued *95% of parents feel respected, listened to and treated fairly *88% of parents are satisfied with the level of communication from the school Growth area: *43% of parents do not attend parent meetings-the need here is to diversify parent meeting times and day in order to accommodate parents who cannot come in the evenings.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-28|Met|2019 32103220000000|Plumas County Office of Education|3|Stakeholders are invited to attend advisory groups (community cafes, Community Advisory Council, English Learner Advisory Council, and Site Council) as well as through feedback surveys. Authentic feedback is an area of focus.|Communication tools have improved including updates to newsletters, an improved website and direct communication with parents. Two way communication is an area of focus.|Professional development has been provided on Above the Line Leadership to focus on relationships. Creating welcoming environments for all stakeholders is an area for focus.|4|2|3|3|4|2|4|2|4|4|3|3|2019-11-13|Met|2019 58727440000000|Plumas Lake Elementary|3|PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations. Our PTO’s are very involved and active. PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.|PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. The counselors have begun a quarterly newsletter focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students. PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.|This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District. PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.|4|4|4|4|4|4|5|5|3|3|4|3|2019-10-17|Met|2019 32669690000000|Plumas Unified|3|Stakeholders are invited to attend advisory groups (community cafes, Community Advisory Council, English Learner Advisory Council, and Site Council) as well as through feedback surveys. Authentic feedback is an area of focus.|Communication tools have improved including updates to newsletters, an improved website and direct communication with parents. Two way communication is an area of focus.|Professional development has been provided on Above the Line Leadership to focus on relationships. Creating welcoming environments for all stakeholders is an area for focus.|4|2|3|3|5|2|4|2|4|4|3|3|2019-11-13|Met|2019 23655990000000|Point Arena Joint Union High|3|The LEA meets with the different community groups on a regular basis ranging from individual group meetings to community meetings focusing around whole school events such as WASC. The LEA needs to focus on employing a full-time Hispanic Liason to do outreach with the Hispanic population.|The LEA hosts numerous community meetings to help connect with all facets of our community. The LEA needs to focus need to be on recruiting and retaining employees so we may build stronger relationships with students.]|The LEA hosts Quartly meetings each year for our two major subgroups. We have our Native American Family meeting and our DELAC meeting every quarter. The LEA also hosts a Bi-Monthly community meeting. The LEA also participated in the California Healthy Kids Survey. The local LEAs joined together with a local community group to conduct a local attendance survey and attendance drive.|4|4|4|4|5|3|4|4|4|4|4|4|2019-10-09|Met|2019 09619600000000|Pollock Pines Elementary|3|Strengths - District surveys families every year with a variety of questions related to student achievement, school safety, etc... Participation in the survey has increased over the past few years. Focus Area - The district will focus on getting more participation from parents for School Site Council and the LCAP advisory committee as well as continuing to improve participation in the annual survey.|Strengths - Both school sites conduct parent teacher conferences in the Fall to report on student progress. Each site has a functioning Student Study Team (SST) process to address student needs. Special education teachers and administrators keep parents up to date with the progress of their students on meeting the goals of their IEP's The district has provided Love and Logic and Postive Behaviorial Interventions and Support (PBIS) trainings for all staff. The district has also offered opportunities for parent trainings. Focus Areas - The district will focus on strategies to increase participation from families in LCAP development as well as other school related activities such as School Site Council.|Strengths - Pinewood has an active Parent Teacher Club and both schools have regular communication with families via news notes, all calls. Administrators are present on campus before during and after school speaking with families. Teachers actively communicate with parents about the progress of their student. Focus Areas - Schools to host more events for families|4|4|3|4|4|3|4|3|3|2|2|3|2019-10-08|Met|2019 19647336018774|Pomelo Community Charter|3|Our school does an excellent job at training school site personnel and parent/guardians in the implementation of district policies for involvement in school site councils and governing bodies. Our stakeholders, including our community rep and our coordinator, regularly attend trainings to familiarize themselves with the historical events that serve as the foundation upon which state and district policies and statutes are founded, as well as to learn procedures and practices for facilitating meetings in a variety of governing structures, including but not limited to school-site committees, Governance Councils, Local School Leadership Councils, and English Learner Advisory Councils. We regularly invite our parents and stakeholders to become members of our school site councils, to run for office, and to participate in all meetings; we post agendas and minutes ahead of schedule on the school website and bulletin boards, but also, increasingly online via Schoology. We encourage the participation and input of all stakeholders, and strive to exemplify a standard of transparency. To improve the engagement of underrepresented families, we will make a concerted effort to hold more parent/teacher/coordinator conferences to seek increased and feedback input regarding impediments to participation, and to share information such as parental rights in the educational setting.|Our school prioritizes community outreach and education through the funding of the programs, workshops and professional developments that our teachers and administrators attend, and subsequently produce, for the benefit of our stakeholders, including teachers and staff, families, parents and guardians, and students. Our Community Rep and our Targeted School Population Coordinator schedule workshops for social-emotional and academic growth in areas as diverse as Attendance (10.7.19) and Restorative Justice (9.17.19; 10.2.19 and 10.7.19), the Three-Tiered approach to intervention, and the implementation of Culturally Responsive Pedagogical practices for English and Standard English Learners. We schedule Back-to-School Orientations for new and returning students to share academic expectations, Parent-Teacher conferences for all students at the conclusion of the first reporting period, and classroom visits, volunteerism, and participation--all of which are encouraged as a way to involve parents in the achievements of all students. In 2018-19, the district processed 20,000 volunteers, of which over 600 worked at our school site. 97% of parents "felt strongly" that teachers at Pomelo treated them with respect. 95% of respondents feel that our school recruits and organizes parents to help and support the school. 99% of respondents concurred that they attend parent conference and special events the school organizes. In our effort to improve, we are offering increasing numbers of workshops and training pertaining to all students' and parents' rights, and are working towards building more capacity for parents of underrepresented students to act as advocates for themselves and others.|Pomelo is well-organized in its efforts to support engagement and involvement of all families. Through our committees, school site councils, and Parent-Teacher organizations, we collaborate closely with parents and guardians to plan for and provide opportunities for involvement in all aspects of our school community. So far this year, we have held a variety of workshops and meetings designed to welcome parents and guardians, and to encourage them to communicate their needs and aspirations in a trusting and safe environment. Workshops, meetings, and presentations have included our New & Returning Student (and Family) Orientations on 8.16.19, our Boo-Hoo Parent/Guardian event on 8.20.19; Monday Morning Greetings on every first Monday of each month, and Coffees with the Principal on 8.26.19 and 10.7.19. All teachers meet individually with each student's parents/guardians in November of each year, and are provided with ample opportunities to engage with families. Since the beginning of 2019.20, we have held restaurant nights on 9.17.19 and 10.17.19, invited parents and guardians into our new EnrichLA Learning Garden, to our Back-to-School Night, Movie Night, and Walk-to-School event, all of which saw a high rate of participation. Lastly, we have increased parent/guardian involvement via social media; Twitter, Instagram, Facebook and our website are platforms that enable us to broadcast school activities, events and invitations to a wide audience. One area for improvement might be in providing additional information/invitations in home languages other than Spanish, as our diverse population, which includes our underrepresented students, includes parents and guardians who may only speak Farsi, French, Hebrew, Tagalog, Russian, Korean, Mandarin, or Hungarian.|5|5|5|5|5|5|5|4|5|5|5|5|2019-10-17|Met|2019 19649070000000|Pomona Unified|3|PUSD has a long history of building the capacity of staff and parents which includes open dialog and collaborating with parents,staff and administration to guide the decisions being made regarding student achievement. We have set up structures to enable parents and community from schools to come together at the district level and share ideas so that we can capitalize on exemplar practices. District level staff provides resources to site staff for parent training including legal requirements for site committees, data at both the district and site level and templates and presentations to facilitate the work of site leadership when working with families. Families are also provided with timely topics to discuss at the sites and key dates when their input is required to shape programs at the school sites. An area of focus in terms of seeking input for decision making would be to expand the consistent participation of parents who traditionally do not get involved in school activities.|PUSD has been able to provide families with a wide variety of resources to be used at home to support student achievement. Some of these resources are in the form of technology such as electronic apps. for tutorials designed to supplement instruction at home, electronic devises and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research, etc. Additionally, lists and links to grade-level appropriate resources have been distributed as hard copies at various monthly presentations and meetings as requested by parents to enable them to support student achievement at home. The area of professional learning and support for Teachers and Principals, as it relates to working with families as partners, is one that will require additional time in the coming years. The past few years have seen an emphasis of PD in the area of Social Emotional Learning (SEL) and changes in the curriculum and assessment being used in the classroom.|PUSD has been able to establish multiple ways to engage staff, community, families and students in two way communication. Coffee with the Superintendent, and Principals; district level advisory meetings with representatives for school sites; Student Advisory groups and various surveys, and apps. such as Remind are just a few of the ways we engage in two way communication. This continuous dialogue and feedback loop makes the communication between families and educators one of our strengths. Additionally, the trust of parents has been increased with the continuous improvement of district staff follow up regarding questions and requests. Examples include the development of the LCAP Service Document which simplifies the 3-yr document and makes the content accessible to parents in both English and Spanish, the use of SLIDO.COM to record questions and provide written answers and resources to parents and community and the increased responsiveness to providing trainings on topics the parents have requested have helped us to strengthen relationships. An area we would like to focus on for next year would be the creation of welcoming environments for a more diverse group of families. Our district includes a large geographical area and many of our parents lack transportation. The location of meetings and trainings can be a challenge for some. Another area of focus that might improve parent engagement would be a balance between having very long meetings in order to cover requested topics in depth or covering many topics at a more informational level.|3|2|1|4|2|4|2|3|4|5|2|1|2019-10-16|Met|2019 15637190000000|Pond Union Elementary|3|The activities listed show examples of how Pond seeks input for decision making. Pond school creates a welcoming environment input and conversations with parents and staff occur during Parent Training classes, conferences, parent teas and informal conversations that occur daily. Transportation and child care are offered at all events to increase participation. Meetings and correspondences and translated and conducted in multiple languages which is primarily Spanish.|The following activities illustrate how Pond school reaches out to involve parents and staff in the educational process. This also include engagement of underrepresented groups and families: Pond USD involved parents at both public meetings, meeting specifically for LCAP input and through surveys. PIQE (Parent Institute for Quality Education) To provide families with the knowledge and skills to partner with schools and communities to ensure their children achieve their full potential. February 28, 2019 – Orientation, Activities include: Literacy development in daily routines, Importance of skills, Stages of Reading, Purposeful reading strategies, Common Core State Standards, Supporting Reading at Home On these Dates: March 7, 2019, March 14, March 21, March 28, April 4, April 11, April 25th May 2 (graduation) – Program “Early K-3 Literacy Program” Pond School Board April 9, May 14, 2019 DAC and Title I Parent Meeting March 2019 Parent Surveys sent home March 2019- April 2019 Students surveys April 2019, one on one focus groups on the week of April 22, 2019 District English Learner Advisory Committee including administrative staff, teachers. other school personnel November 13, 2018, December 11, 2018, February 27, 2019, March 27,2019, April 17, 2019 and May 22, 2019 Staff Survey March 2019-April 2019 Pond Parent Meeting February 27, 2019 and May 23, 2019 Pond School Site Council (SSC) 10/23/2018, 11/13/2018, 1/15/2019, 2/12/2019, 3/12/2019, 4/9/2019, 5/14/2019|In addition to meetings and surveys listed below, Pond school uses technology to assist in communication with parents and students. Phone messages are sent via phone technology to inform on a grand scale including all families. Incentives are used to enhance students return of home school communications. Teachers are trained in listening strategies to increase positive communications between home and school. The following activities illustrate how Pond school reaches out to involve parents and staff in the educational process. This also include engagement of underrepresented groups and families: Pond USD involved parents at both public meetings, meeting specifically for LCAP input and through surveys. PIQE (Parent Institute for Quality Education) To provide families with the knowledge and skills to partner with schools and communities to ensure their children achieve their full potential. February 28, 2019 – Orientation, Activities include: Literacy development in daily routines, Importance of skills, Stages of Reading, Purposeful reading strategies, Common Core State Standards, Supporting Reading at Home On these Dates: March 7, 2019, March 14, March 21, March 28, April 4, April 11, April 25th May 2 (graduation) – Program “Early K-3 Literacy Program” Pond School Board April 9, May 14, 2019 DAC and Title I Parent Meeting March 2019 Parent Surveys sent home March 2019- April 2019 Students surveys April 2019, one on one focus groups on the week of April 22, 2019 District English Learner Advisory Committee including administrative staff, teachers. other school personnel November 13, 2018, December 11, 2018, February 27, 2019, March 27,2019, April 17, 2019 and May 22, 2019 Staff Survey March 2019-April 2019 Pond Parent Meeting February 27, 2019 and May 23, 2019 Pond School Site Council (SSC) 10/23/2018, 11/13/2018, 1/15/2019, 2/12/2019, 3/12/2019, 4/9/2019, 5/14/2019|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 28662820000000|Pope Valley Union Elementary|3|There are several barriers to allow for success in this area. The first is that the school is small and the community does not have a large base to draw on for extensive input. With a limited number of families, there is limited input ability. Another is the time and commitment of staff and parents. As parents work during the day and staff members want to be home with their own families in the evenings, especially with long commutes of several staff members, it is difficult to get consistent and comprehensive engagement.|This is an area of concern and need. This year, the school is focusing on attendance, available community resources, and family-school engagement. The school is working to increase parent engagement with the school and to give parents additional tools to work with their children at home in academic and social/emotional areas.|As a small community school, PVES works to know the needs of every student and family. We work together as a whole staff to know when a child is struggling in an academic, social/emotional, or family dynamic. All instructional staff meet regularly to discuss academic progress of all students and the 7th/8th grade teacher can tell you the strengths of a kindergarten student. As the staff continues to review current student achievement, a focus on math instruction has led to growth in performance and outcomes. Recent scores on internal and external assessment have led the staff to establish a focus on writing and language instruction. This is leading to expanded writing time in all classes, professional development, and additional interim review of performance in this area.|3|3|4|3|2|2|2|2|2|2|2|3|2019-10-17|Met|2019 19647330107755|Port of Los Angeles High|3|Strengths: POLAHS shows great strength in seeking input for decision making through the use of Healthy Kids Surveys, School Site Council Surveys and a Capital Project Survey. All stakeholders are surveyed multiple times in the school year. Starting in 2017-2018, POLAHS began purchasing the CA Healthy Kids Surveys for parents, staff and students. School Site Council Surveys and Capital Project Surveys were created by committees on campus. Stakeholders are part of the process in shaping new policy and activities on campus. POLAHS has also increased the number of committees on campus in order to address all school needs associated with transparency and accountability processes. POLAHS committees include: English Learner Advisory Committee, School Site Council, Curriculum Committee, Finance Committee, Personnel Committee, and the School Safety Committee. POLAHS staff is encouraged to participate in committees that help with decision making on campus. Mild Need: Parents are encouraged to join the school's parent group called POPS (Parents of POLAHS Students). Parents are also invited to join the School Site Council, the English Learner Advisory Committee, and the School Safety Committee. However, POLAHS has identified a need in Parent Engagement, which includes participation in school committees and surveys. POLAHS seeks to improve parent interest in decision making and participation in advisory groups. POLAHS is in the exploration phase of implementing a Parent University, designed to educate underrepresented families on how to actively participate in their child's education.|Strengths: POLAHS's welcoming culture is also noted in the staff's availability to meet with parents at their request. In additional to the traditional parent support events (e.g.; open house, back to school night and parent conferences), POLAHS teachers also schedule appointments with parents before school, on their conference periods and after school. POLAHS uses a "watch list" system where at-risk students (low performance and/or behavior) are assigned to a teacher's list. This teacher is responsible for making a connection with the student and reporting progress to their family as frequently as necessary. POLAHS's policy and programs for teachers to discuss progress and improve outcomes are highly sustainable. LIkewise, POLAHS's parent handbook provides support in the area of supporting families ability to understand and exercise their legal rights. Additionally, staff of students with special needs and Section 504 plans ensure all parents are educated in their rights and are available to assist parents at their request. Mild Need: POLAHS has identified a mild need in the area of professional learning to support staff on partnering with families. Because POLAHS's culture is so unique, professional development in the area of partnering with families is embedded in policy and procedures naturally. Based on survey data, 61% of POLAHS teachers have been employed for 6-15 years. POLAHS teachers have created a culture and and level of expectancy, in regards to relationships with families. Administrators use summer professional development, monthly staff meetings, and evaluation processes to communicate school strengths and needs, and although partnering with families has not been the sole topic of professional development, it is highly promoted and support in this area is provided based on individual need. Another mild need associated with family partnerships is providing information and resources to support learning in the home. As mentioned, POLAHS uses Aeries Software to communicate grades and progress in class. In addition, many POLAHS teachers use Google Classroom, which allows student and parent access to assignments and class materials from home. In 2018-2019, POLAHS was awarded an Option 3 Innovation Grant through LAUSD, in which POLAHS created online tutorial videos in the areas of English and Math. These videos are used by students and their families to preview and review content material at any time. POLAHS has identified that most methods provided to support students in the home require access to technology and support methods for those without technology may need to be addressed.|Strengths: POLAHS has always shown great strength in building trust with families and creating a welcoming environment for both students and their families. The small nature of the campus provides a warm and friendly setting for learning. POLAHS administrative staff is always present and visible to parents and students. They are visible when students are entering and exiting campus and are familiar with all students who attend the school. POLAHS's building is easily accessible, well-marked, and very clean. Often, POLAHS parents report that the cleanliness of the school and the nature of the staff is why they choose to enroll their students in the school. Based on CA Healthy Kids Survey, 100 percent of parents reported that the school is a clean and well-maintained facility. Also, 81 percent of parents reported that the school treats students with respect. POLAHS staff also agrees with the conditions of the learning environment. 100 percent of POLAHS staff reported that the school is a supportive and inviting place for students to learn. More importantly, 86 percent of students reported that they feel respected by their teachers. Mild Need: POLAHS has identified a mild need in the areas of 2 way conversation methods. POLAHS uses Aeries Software for the majority of communication with students and their families; however, this method limits parents ability to respond to messages sent by the school. POLAHS teachers do make phone calls regarding grades, attendance and behavior. All POLAHS teachers and staff have email addresses that are made available to parents. POLAHS does take into consideration those parents who do not have access to technology and is consistently implementing new ways to reach parents and develop new avenues of communication based on parents needs. Focus Area for Improvement: In 2018-2019, POLAHS identified a need in cultural training for staff through the CA Healthy Kids Survey data. When asked about Professional Development Needs, 54 percent of POLAHS teachers stated they would like professional development in culturally relevant pedagogy for the school's population. 41 percent of teachers indicated they would like professional development in working with diverse racial, ethnic or cultural groups. POLAHS will explore and research ways to address this identified need during the 2019-2020 school year.|5|5|1|3|3|3|5|4|4|3|5|4|2019-10-09|Met|2019 54755230137968|Porterville Military Academy|3|The LEA has worked tirelessly to build forums to support our families as well as create opportunities for all the parties involved to communicate openly. For example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district feel that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved.|The LEA has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased tenfold over the last year. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap.|The LEA has worked tirelessly to provide many opportunities to include our families in our policies, goals and vision. The LEA provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and PIQE (parent workshops). Area of improvement would be in the area of having meetings in parent-friendly language. Families need to know how important their input is in these parent meetings and not fear being a participant.|3|3|4|3|3|2|3|3|3|3|4|4|2019-10-24|Met|2019 54755230000000|Porterville Unified|3|PUSD provides routine training of administrators and teachers on parent involvement. PUSD ensures that students and parents are aware of the importance of attendance, through district wide and school site parent informational nights. All school sites have four School SIte Council meetings and four ELAC meetings a year to inform parents about their school site plans and share LCAP district meeting information. PUSD provides opportunities district wide and at school sites to actively advocate for parent volunteers and increase parent engagement so that all parents (consisting of English Learners, GATE, foster students, socio-economically disadvantaged, individuals with exceptional needs and students identified as homeless) understand that their active involvement will increase academic achievement outcomes for their students and given the opportunity to participate in the Local Control Accountability Plan (LCAP) process. PUSD will continue to partner with other agencies and institutions to provide leadership and guidance to parents in their efforts to support their child's education through online and in person workshops, handouts, and other communications.|PUSD continues to provide Parenting Leadership classes throughout the district. Currently, 20 out of 22 school sites have provided parent leadership classes. In 2018-2019, two more school sites will be implementing English as a Second Language classes. Six LCAP Parent meetings were held to share information and parents had the opportunity to provide feedback on the academic student needs of the district. All underrepresented families are contacted via notes, phone calls, text, email, and personal calls are made to encourage parents to attend school/district events and meetings.|This priority ensures that PUSD continues to increase parent engagement by promoting parental participation and involvement in their child's education. PUSD will continue to provide cultural awareness training to all staff and include cultural awareness activities in the classrooms. At PUSD parents are always encouraged to participate in the schools/district-wide events and meetings. Every year, parents are given the opportunity to provide their input in the Healthy Kids Survey. We had 85% of parents "Strongly Agree/Agree" that the schools allow input, welcomes parents' contribution and that they feel welcome at the school sites. Additionally, 86% of parents "Strongly Agree/Agree" that the school encourages them to be an active partner with the school in educating their child.|4|4|3|4|3|3|4|4|3|3|3|3|2019-10-24|Met|2019 41689810000000|Portola Valley Elementary|3|Annual survey results indicate that: 87% of parents agree or strongly agree that the district is transparent in decision making (an increase of 12% over last year) 59% of parents agree or strongly agree that the district uses available information, data and input from parents to make informed decisions (increase of 5% from last year); whereas only 8% disagree (17% last year) Our district affords many opportunities for parents to provide input about decisions. We have very active participation in our Parent Teacher Organization and our Portola Valley Schools Foundation. All five members of our Board of Trustees are current PVSD parents. As previously stated, the district conducts an annual parent survey to determine how satisfied parents are with our programs. Last year, we engaged with the Stanford University Alumni Consulting Team to do a communication audit and develop a plan to improve communication to all of our stakeholders including the local community. As we continue our design development for the signature projects from our recently passed bond measure we are have developed broad based parent committees to help with the final design process. Based on input from parents the scale of the committees at each site has grown to include parents with specific expertise and interest in each of the areas we are attempting to address in our designs. As we begin to work on our Local Control and Accountability Plan our intention is to also broaden the scope of parent participation in stakeholder discussions. This will include concerted efforts to get input from our VTP families and recruitment from parents in targeted groups at all grade levels. One area that we would like to improve in is the ability to provide parent education to all parents. We receive a grant each year from the Sequoia Healthcare District that allows for us to provide parent education. This year, our focus is on student anxiety and the affects of social media. We intend to make a concerted effort to make this information available to all parents.|Annual survey results indicate that 91% of parents agree or strongly agree that they are aware of volunteer opportunities and 66% of these parents agree or strongly agree that they feel that they make a difference when volunteering at school. 84% of parents state they agree or strongly agree that they feel comfortable providing feedback about the schools and their children's experiences. This is an increase of 4% from the previous survey. Each school has regularly scheduled Parent/Teacher Conferences. Attendance at these important meetings is always high. For students who may be struggling in school and are participating in intervention classes or programs both schools have Student Study Team meetings. Again, participation at these meetings is high. Attendance at IEP meetings is also high. We do not find the distance that our Voluntary Transfer Program students' parents have to travel to come to school for these meetings to be a problem. We are lucky that they are committed partners in their children's education. We will continue to host VTP Family Nights in East Palo Alto in order to engage our VTP families. Topics that we may address in these events may include parent education about community resources available to them in their neighborhoods as well as how to help their children at school through use of the Google Classroom (for upper grade students). We have already conducted one session that covered safety on the school bus as well as information about the proposed plans for our bond projects at both school sites. Parents were interested and engaged during this family event.|The Portola Valley School District conducts an annual Parent Survey in order to determine parent satisfaction with the programs and services offered by the district. Overall, our parents are happy with the programs and services that are offered to our students. Communication and building relationships is a high priority for our Superintendent and Cabinet. The District is working with a local equity trainer to provide training for all staff on understanding equity and bias in order to better serve all of our stakeholders. Our district participates in the San Mateo County Office of Education Volunteer Transfer Program (VTP). Students from East Palo Alto who opt in to this program travel a great distance via bus to attend school in our district. It is not always feasible for parents of these students to participate in school activities although a fair number of these parents do volunteer in classrooms or for special events. We offer two to three parent nights in East Palo Alto for our VTP families and they are always well attended. Through the work on our LCAP this year, we hope to increase participation of our VTP families in stakeholder input sessions.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 23738660000000|Potter Valley Community Unified|3|The LEA will continue to do outreach to all families about events at school where parents can be involved.|The LEA will continue to work to improve attendance of underrepresented families at events that support student achievement including orientations, parent nights, and committee meetings.|The LEA has multiple opportunities for parent involvement including the District Advisory Committee, ELAC, Boosters and PTO. The district is working to improve attendance at all parent events.|4|4|4|4|4|4|4|4|4|4|4|4|2019-11-13|Met|2019 37682960000000|Poway Unified|3|Seeking parent input from families is highly valued. The Poway Unified School District on a regular basis seeks input from parents aligned to an overall district perspective as well as from individual school sites. At the district level, one will find parents involved in the CAC (Community Advisory Committee), District Advisory Committee (DELAC), and SEAC (Special Education Advisory Committee). Parents have opportunities to serve on site level advisory committees such as the School Site Council, Safety Committees, and the English Language Learning Advisory. The Poway Unified School District enlists parent input to broaden stakeholder input in the decision making process. On a yearly basis all parents are invited to participate in our LCAP ThoughtExchange to provide thoughts and comments related to our district's LCAP goals. From both the district and site levels, staff continue to explore avenues to increase participation in school endeavors especially in regard to our underrepresented families.|Our district prides itself in partnering with families to yield positive outcomes for our students. Throughout the year we offer a variety of parenting classes. Our teachers and counselors are quite astute in ascertaining resources to support student learning and development at home. Teachers make themselves available to meet with individual parents to offer support for students both in the academic and the social emotional arenas. As an area of focus, we as a district and at our school sites, continually reflect upon and seek efficacious strategies to enhance our family partnerships.|The Poway Unified School District actively employs strategies and programs to build partnerships with our students' families. We pride ourselves in establishing welcoming school environments and positive school climates. Each of our sites encourage parents to be active partners in their child's education. Parent volunteers can be seen on a regular basis at our sites supporting the school in a variety of ways. Our district and individual school sites share specific school related information via a variety of sources including websites, call outs, parent emails, parent teacher conferences, and parent and principal chats. An area of focus for our district is to continue to engage our staff in ways to support each of our families in terms of their strengths, cultures, and languages.|4|4|3|4|3|4|5|5|4|4|4|3|2019-10-10|Met|2019 19647330127936|PREPA TEC - Los Angeles|3|Prepa Tec Los Angees seeks input from parents/guardians with decision making. The English Learner Advisory Committee (ELAC) and School Site Council (SSC) meet to discuss and approve measures that impact teaching and learning. ELAC and SSC met because the Local Control and Accountability Plan (LCAP) was revised to to align goals to state priorities. Another measure that was approved by ELAC and SSC was the new English Learner Master Plan. The purpose of the new plan is to ensure optimal linguistic and academic success to English Learners though a comprehensive developed language program. Parent/guardian participation at Prepa Tec Los Angeles is encouraged. Parents/guardians have access to translated services and documents to allow them to fully participate in PTLAMS' programs. Translation is available for parents who need it during IEP meetings. Parent/guardian workshops are designed to educate, support, and link student learning to home. The entire staff underwent customer service training to ensure that interactions with parents/guardians are supportive, and professional.|PTLAMS provides opportunities for the informed participation of parents and family members with disabilities and parents and family members of migratory children. PTLAMS has found that some parents prefer to meet afterwork, while others prefer meeting during the day. To accommodate parents’, need some meetings are scheduled during school hours and after school hours. Parents are encouraged to join committees like ELAC and SSC to represent their interests. PTLAMS has a parent center where parents are encouraged to take education classes on topics such as Standards, Literacy and Numeracy Strategies. Accommodations are made for parents and family members with disabilities by providing reasonable accommodation to parents and family members. Translation services are provided during IEP meetings, parent conferences, and parent training sessions. All information that is given out to parents is available in Spanish as well. PTLAMS provides special accommodations for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. For example, PTLAMS staff will meet with parents at different times of the day to accommodate their schedule. PTLAMS has made accommodations for families at times and have conducted home visits because of accessibility issues. PTLAMS provides opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption. For example, PTLAMS provides students the opportunity for independent study while they are away from school. Teachers prepare appropriate work for their students and grade it when they return. This opportunity is provided for students so they do not fall behind academically. Communication with parents and families in a language in which such parents understand is made available from multiple sources. Many PTLAMS' staff has the abilities to communicate (orally and written) in Spanish. Staff members provide translations services when needed. Teachers often communicate in Spanish with parents via phone conversations and texts. Parents receive messages in Spanish from an auto-dialer. PTLAMS is ADA compliant and parents and family members have complete access to any part of the campus. In addition, report cards, flyers, calendars, mailers, and signage are all made available in Spanish, for parents and family to access.|Prepa Tec Los Angeles recognizes family engagement as a vital contributor to student academic achievement. Therefore, PTLAMS provides various opportunities for parent and legal guardians to actively get involved their students' education. PTLAMS developed the parent and family engagement policy collaboratively with parents/guardians. The School Site Council reviews the policy at scheduled meeting times. Parents give feedback from Coffee with the Principal Sessions, meetings with the Superintendent, and through the LCAP review/input process. Parent/guardians receive multiple forms of communication from PTLAMS through Parent Square, home notifications, fliers, posted information around campus, direct contact with parents/guardians, workshops, meetings, ELAC and SSC meetings, and Parent Liaison communications are all ways that parents/guardians obtain important information. All information is given in English and in Spanish.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 19769920133900|Prepa Tec Los Angeles High|3|Seeking Input in School/District Decision Making - Measure of parent/guardian participation in meetings of the local governing board and/or advisory committees: Parents are provided information regarding school board meetings via posting of agenda in a prominent location at each school. Parents are encouraged to attend Board Meetings, School Site Council Meetings, English Learner Advisory Council meetings as well as Coffee with the Principal monthly meetings via monthly calendar that is shared with parents; in addition Parent Square electronic communication and Power School robocall format is used to invite parents and make announcements regarding events. Promoting Participation in Programs - Measure of whether school sites have access to interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education: PTLAHS believes strongly that integral to the quality of effective education students receive is the relationship and communication the school and home share. As a result, all communications sent home are translated into Spanish and all meetings, including parent conferences and IEP meetings are provided an interpreter. A great success with parent involvement is evident when we have activities at the school such as Hispanic Heritage Celebration, Cash 4 College, School Dances, Halloween Maze, and Fund raiser activities where our parents take part in setting up, facilitating activities, and tearing down the set up at the end.|PTHS has a well established Professional Development plan that is focused on IB World Schools criteria and effective means of proving highly engaging inquiry based units of study. Through our Coffee with the principal, parents receive pertinent information to support students to be successful. Through the Student Led Conferences, parents are provided information pertaining to their child's progress that is facilitated by their child and supported by the teachers who can answer any questions a parent might have.|Parents receive multiple forms of communication from PTLAHS. ParentSquare, home notifications, fliers, posted information around campus, direct contact with parents/guardians, workshops, meetings, ELAC and SSC meetings, and Parent Liaison communications are all ways that parents/guardians obtain important information. This year we are working towards creating Grade Level Parent Advisory groups|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 37683383731189|Preuss School UCSD|3|Parent Engagement: 82% strongly agree that parents are encouraged to be involved with the school, 17% agree, and 1% strongly disagree. 75% strongly agree that it’s easy for them to participate in PTA meetings because the school provides childcare and interpretation, 23% agree, and 2% disagree or strongly disagree. 73% strongly agree that their participation supports and enriches their student’s academic career, and 27 % agree. Less than 1% strongly disagree. 79% strongly agree that ParentSquare is an important tool for them to remain engaged in participating in their student’s success, 21% agree and less than 1% strongly disagree.|Communication between the school and parents: 70% strongly agree that they know what teachers expect of their student, 28% agree and 2% disagree. 75% strongly agree that the Aeries Parent Portal allows them to easily check attendance and grades, 25% agree and 2% disagree. 66% strongly agree that they refer to the student handbook as a helpful resource for school policies and procedures, 30% agree and 4% disagree. 59% strongly agree that they routinely access the Preuss website for news, events, assignments, and opportunities for their student, 38% agree, and 3% disagree. 77% strongly agree that office staff is helpful in addressing their concerns and needs, 21% agree, and 2% disagree. 73% strongly agree that the school provides parents with information on how to support home learning, 24% agree, and 3% disagree.|133 responses were received for the Preuss Parent Survey in 2018-19, compared with 91 in 2017-18. Primary language of respondents: 76% Spanish, 21% English, followed by Vietnamese. Ethnic background of respondents is 80% Hispanic, 10% African-American, 5% Asian, followed by Other and Caucasian . Parent Participation: 87% of parents surveyed attend the Saturday PTA meetings, 23% volunteer during school hours, and 19% attend the PTA Executive Board meetings. 77% attend the Science Festival, 63% attend the Spring Learning Showcase, and 51% attend the Multicultural Celebration Potluck. Safety and Respect at Preuss: 83% strongly agree that the school is a safe place to learn, 17% agree, and less than 1% disagree. 76% strongly agree that the teachers really care about their student, 23% agree, and less than 1% disagree. 62% strongly agree that students show respect for each other, 34% agree, and 4% disagree. 65% strongly agree that there is someone their child can feel comfortable talking to at Preuss, 33% agree, and 1.6% disagree or strongly disagree. 72% strongly agree that their concerns are taken seriously at Preuss, 25% agree, and 2% disagree or strongly disagree. Student Needs and Basic Needs: 84% strongly agree that the school meets the academic needs of the students, 15% agree, and 1.5% disagree. 76% strongly agree that the school meets the social needs/psycho-social needs of the students, 23% agree, and 1% disagree. 74% strongly agree that they know who to contact when they have non-academic concerns regarding their student, 25% agree, and 2% disagree or strongly disagree. 76% strongly agree that they are aware of the additional services the school provides to students who need them, 22% agree, and 2% disagree.|5|5|5|5|5|5|5|5|5|5|5|5|2019-06-06|Met|2019 43693856046486|Price Charter Middle|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, pour Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Although none of our over 40 language groups meet the 15% threshold required for translation, event fliers for families of English learners are mailed home in several different languages.|CSD LCAP Community survey had 781 respondents, a steady increase of respondents over the last 3 years. The district used the Annual LCAP Community Survey to assess parents’ involvement with their children’s school life. Based on the survey, -86% of parents agree or strongly agree that they are involved in school life at their child’s school. -85% of parents agree or strongly agree that they are informed about what their child is learning at school. -86% of parents feel they receive information about what is happening in school. -Overall survey data confirm parent satisfaction with their level of input in school and district decisions. -Parent education workshops at various times of day (we usually offer morning and evening sessions). -Each school's H&SC and other parent groups welcome and orient new families to the school/district. In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 123 parents responded, an increase of 32 responses from the prior year. Based on the survey, El parents stated the need for -Additional staff and resources to provide more support for EL students -Parent outreach throughout the school year -Community support to build an understanding of CSD’s English Learner Services and processes. -After school programs that give EL students more opportunities to use English. -Provide samples of state tests so parents can work on them with their children at home. -Provide students more opportunities to learn test-taking skills in English. -Understanding homework is difficult for some parents. -Provide more frequent progress reports of children. -Hold meetings in the evening because most parents work during the day|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. This involvement is reflected throughout the information below. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|5|3|5|3|4|5|4|5|4|4|5|2019-10-02|Met|2019 39754990102384|Primary Charter|3|The school has formed a School Improvement Committee that meets monthly. The committee is made up of students, parents, staff and leadership. The goal of the meetings is to assess the success of meeting the action plan goals for the school year. Parents have an opportunity to made suggestions, ask questions and to learn how the school is doing in completing its goals.|Parents are informed of their rights through the publication of information on the school and Tracy Learning Center website. The handbook is published and is on line.parent meetings held for IEPs are clearly explained as to the rights of parents. SST meetings are set up for students in need of additional support.|Communication is a strength of the Primary Charter. Families are informed though the charter newsletter, the website, and the individual classroom newsletters. They are invited to orientation meetings, an evening of excellence at the end of the year and other parent conferences throughout the school year.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-14|Met|2019 11626460000000|Princeton Joint Unified|3|The district size and frequency of meetings has provided ample opportunity for input by stakeholders. The new distributed meeting model, grade level parent nights, and informal meetings will allow us to collect input from a wider group while maintaining what we have previously done.|The size of our school allows us to be proactive in most cases and quickly reactive when necessary. Staff collaboration and parent conferences are frequent and effective. We see ourselves as partners with families and I believe our student’s parents agree.|We are a small district where interaction is common and frequent. Site Council, board meetings and LCAP stakeholder meetings have been the primary, formal channels for stakeholders to get information and to provide input. This year we are introducing two new concepts. One, we will be experimenting with distributed meetings in an attempt to overcome time, distance and language barriers. Two, we are holding parent nights for various grade levels.|4|4|5|4|4|5|4|4|4|4|4|4|2019-10-17|Met|2019 36678763630993|Provisional Accelerated Learning Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330131847|Public Policy Charter|3|In addition to the CA Healthy Kids Survey administered each year, the school’s Executive Director/Principal and teachers/staff, elicit input from parents on an ongoing basis through various modes of communication; written communication, telephone calls and face-to-face meetings and conversations. The information gathered is especially focused on student performance, resources provided to students, campus safety and cleanliness and opportunities provided for parent involvement.|Each year the school administers the CA Healthy Kids Survey in English and in Spanish, Electronically and in paper and pencil format to the entire school community (Students, Staff and Parents). Once the analysis is received by the school it is discussed at the Professional Development meetings, the School Site Council and the Student Council to identify strengths, weaknesses and workable suggestions. This information is incorporated into the school's LCAP and implemented.|The school sends out a letter to the families each month informing them of the events taking place that month and stresses the importance of regular Attendance, and being in uniform. It is known by the school community that the Executive Director and Principal have an Open-Door policy and that they can meet with either of them at any time. Despite this being established the school continues to have the official "Coffee with the Executive Director and/or Principal" each Thursday. Since 2018-19 the school has had an App which parents can access via their telephones. This allows them to see anything that's on the school's website from their phone, including their child's assignments (if they have their Powerschool login information with them). The school also uses a text messaging system to keep families informed of a multitude of things that relate to their child and/or the school. Since we realize that parents may not have the time or the convenience of visiting the school in person, the school has expanded their methods of communication.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 36678760109850|Public Safety Academy|3|Public Safety Academy offers monthly opportunities for stakeholders to participate in decision making. Events such as School Site Council (SSC), Coffee with the Principal, Board Meetings, and sporting events are advertised through ParentSquare, social media, and the school website. It is at these events that parents can participate in the decision making of school policies and programs. Public Safety Academy finds that it could improve on the development of strategies to seek input on decision making from underrepresented families by way of having more diverse meeting times or mediums.|Public Safety Academy provides professional development for all staff each Monday morning during Professional Learning Communities (PLCs) to partner with families. For example, committees have been developed to increase student and family engagement. Families are notified of online programs that students can access at home so that families can continue the learning process. Parents also know that they can make an appointment at any time to meet with their child's learning team to discuss ways to work together to support positive student outcomes. An area of improvement that has been identified is for Public Safety Academy to support families to better understand their legal rights to advocate for their child. This can be accomplished by offering workshops to parents as well as offering information about their legal rights via ParentSquare or on the PSA website. This method of communication is the most likely effective way of communicating to underrepresented families because the system automatically adds families so that they receive all school correspondence.|Public Safety Academy hosts a variety of events throughout the school year to build trusting and respectful relationships with families. The first and possibly most valuable event is the Pre-Orientation that each family must attend before the beginning of the school year. This is where school staff gets the chance to personally explain the mission and values of Public Safety Academy, as well as how the school can best serve each family and their child. These activities allow faculty and staff to learn about each family's strengths, cultures and languages. An area of improvement that Public Safety Academy identifies is the need to increase parent and school communication. The school will continue to use ParentSquare, which is a web-based communication system that allows two way communication with parents and school staff. In an effort to improve the engagement of underrepresented families, Public Safety Academy has used ParentSquare to encourage all stakeholders to participate in their child's learning community.|5|5|4|5|5|5|5|4|5|5|4|5|2019-11-14|Met|2019 19647330133298|PUC CALS Middle School and Early College High|3|Our strength is our "family environment" where parents feel comfortable to give us their input or feedback. An improvement will be in the area of out Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan. One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly SAC meetings to ensure parents are in the know and have received all school information.|We are strong at empowering and assisting families within school and community related topics. A focus area for us will be to strengthen our numbers of families to come to school events to partner up and foster healthy building relationships with school personnel. To improve this engagement with families we will network with outside resources to connect families back to the school.|Our campus is highly relational with our relationship building not only with our students but families. Student are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. One area of improvements is essentially having teachers building community classroom relationships through advisory classes to help foster and building peer to peer and student to teacher relationship. We have an intentional focus on our underrepresented families through our work with our Parent Action Committee group to be the spokesperson and drive to building relationships.|4|5|4|5|4|5|5|5|4|4|5|4|2019-10-23|Met|2019 19647330129619|PUC Community Charter Elementary|3|As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress. As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy.|As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs. We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science. We also have workshops with community partners in trying to help build parent capacity. As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs.|As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy. An area of focus is to provide more opportunities and more community involvement for advocacy to our families through our parent nights and parent conference nights.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-23|Met|2019 19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|3|PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SAC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed after family nights. A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making. While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to using live time date, we also want to make sure we are supporting our subgroup parents by reaching out them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SAC committee.|PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights. One area of focus we would like to do is make our parent events more personable by giving depth vs breath. One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.|PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, and Data Nights that allows teachers, parents, and students to set academic goals. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. An area of focus we would love to continue to grow is in the area of ensuring we getting live feedback from our parents to ensure we are supporting the parents of today and tomorrow. Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.|5|5|5|5|5|4|5|4|4|4|4|5|2019-10-23|Met|2019 19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|3|PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with school regarding ways in which the school can improve. A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities. The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the parent action committee.|PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success. An area for improvement is to increase the frequency of communication of student data to families. To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the info.|PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school hosts a variety of family engagement events throughout the year for families to utilize in learning more about how their scholar is progressing. An area for improvement is to increase the turnout rate of families at these engagement events. To improve the engagement of underrepresented families, the school will improve communication with these families through texts, phone calls, social media posts, and other forms of outreach. The school will also utilize its parent action committee, which is akin to a parent-teachers association, to reach out to these underrepresented families and bring them in to the school.|4|5|4|5|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 19647330112201|PUC Excel Charter Academy|3|PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provide information, training, and the opportunity to actively participate in the school's decision making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes. The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns. The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making. Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans.|PUC Excel believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Preparing families for high school and college success becomes a data driven priority in Middle School. Families are encouraged on developing an intimate relationship between student achievement and student data. Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals. For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes. Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person. Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs. Families are given year round access to their students’ progress report card, including a detailed look into all graded assignments and assessments. Monthly progress reports are sent home with two end of semester report cards. The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement. We want all families to work in partnership and in order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.|Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years. For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student lead conferences, and opportunities to plan and participate in annual school events. The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the schools online communication platform. Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs. We are working to improve reaching families who do not respond or utilize the schools communication systems. Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.|5|5|5|5|5|5|5|5|5|5|4|4|2019-10-23|Met|2019 19647330129593|PUC Inspire Charter Academy|3|As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress. As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy.|As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs. We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science. We also have workshops with community partners in trying to help build parent capacity. As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs.|As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy. An area of focus is to provide more opportunities and more community involvement for advocacy to our families through our parent nights and parent conference nights.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-23|Met|2019 19647330102442|PUC Lakeview Charter Academy|3|PUC LCA has both a SAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/actionable steps are created to ensure that funds are spent appropriately. Parents are also given the opportunity to provide input around how to best target subgroup needs. A growth area would be finding more opportunities for families (especially our immigrant and families with students with special needs) to have greater, input that impacts decision-making.|PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights. During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs. Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement. A growth area would be going beyond an initial conversation around legal rights and providing more support in terms of parents understanding those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.|PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth. PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs. PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English. In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits. An area of growth would be for PUC LCA to provide more opportunities to connect outside of the school campus, especially with our underrepresented populations, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students.|4|4|4|4|3|3|3|4|3|3|3|4|2019-10-23|Met|2019 19647330122606|PUC Lakeview Charter High|3|PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback. Lakeview has a School Advisory Committee that is comprised of parents, teachers, students, and community members. This committee meets quarterly to review and give feedback on several school practices. Additionally, Lakeview has a strong parent group that meets monthly with administration in order review policies and plan various fundraising efforts. Lakeview also has a PBIS committee that focuses around both teachers and student culture. Teachers also have the opportunity to participate in a curriculum committee which focuses on instruction at Lakeview. Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.|PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth. Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input. Lakeview plans to improve underrepresented families by continuing to strengthen its outreach to those who are not able to make the meetings.|PUC Lakeview Charter High School prides itself in building relationships between school staff and families. In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also host a monthly coffee with the Principal so that families are able to have direct communication with administration. While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners. We will improve participation of EL parents through targeted outreach efforts. This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.|5|5|5|5|4|5|5|4|4|4|4|4|2019-10-23|Met|2019 19647330102426|PUC Milagro Charter|3|PUC Milagro recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision making process. The PUC organization also informs and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns. The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making. Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.|PUC Milagro believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Choice Homework is given Wednesday to Wednesday to provide families with the time to support their child at home. To provide support for family members whose primary language is Spanish, homework directions and tasks are provided in both Spanish and English. Teachers are always available to provide support with any homework questions through the school’s Online communication system, emails, and in person. Annual each family engages with their child's teacher during a personalized conference, and these type of meeting continue to occur based on their child's or families needs. Descriptive standards-based report cards are sent home twice a year and include written descriptions of both the child's strengths and goals. The school's area of improvement is to work toward a 100% participation in Choice Homework, family conferences, and have families use the report card as a tool for celebrating and support their child at home. We want all families to work in partnership and in order to achieve this goal teachers are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.|Families are essential partners in their children's education program at PUC Milagro. Family members are provided multiple opportunities to participate and build a relationship with the school. For example, families participate in family reading and sharing Thursday, family meetings and workshops, annual family and student lead conferences, and plan and participate in annual school events. The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the schools Online communication platform. Annual surveys are sent to each family schoolwide and by individual teachers to learn more about each family and their needs. We are working to improve reaching families who do not respond or utilize the schools communication systems. Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 19647330133280|PUC Nueva Esperanza Charter Academy|3|Strength: All stakeholder involvement and support is valued by staff. Improvement: Additional systems need to be put in place in order to ensure an effective feedback loop is created that is able to be proactive and not reactive.|Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises. Improvement: The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.|Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive. Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students.|4|4|3|4|3|3|3|4|3|3|3|3|2019-10-23|Met|2019 19647330119974|PUC Santa Rosa Charter Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|3|PUC Triumph has established procedures for shared decision making. The school has a School Advisory Committee, English Learner Advisory Committee, holds Coffee with the Principal Meetings, and provides an annual parent survey regarding the school environment and each staff member. One area of improvement for decision making that we have planned is to provide a parent survey on monthly family night topics that they would like covered for our community.|PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources. One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings by providing personal invitations and phone calls to families of focus.|PUC Triumph uses multiple ways to communicate with families, such as ClassDojo, PowerSchool, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed. All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language. The school has a long history of monthly family nights which engage parents with the school staff. One area of improvement that we have identified for underrepresented families for this year is to engage in home visits in order to build relationships.|4|5|4|4|5|5|5|5|4|4|4|4|2019-10-23|Met|2019 19647336120471|Puente Charter|3|PUENTE Charter School has an active parent on the Governing Board that contributes a meaningful parent perspective in decision making. Parent Surveys are sent home with the families 3 times a year. For the expansion of our school through 5th grade, PUENTE will rely on Soo Hong’s (2011) model of parent engagement known as the ecology of parent engagement. This framework allows for the different layers of participation specifically defined in three tiers, which include: (1) Induction (introducing parents to the complex world of schools), (2) Integration (development of parent presence in school communities), and (3) Investment (parents as emerging leaders in their continuous journey in the schooling of their children). To ensure the desired goals of our comprehensive parent engagement plan, our Dean of Parent and Community Engagement will intentionally serve to deepen the depth and breadth of our outreach, our components and our continued development. With our slow growth enrollment plan of adding grades 3-5, the PUENTE administrative and instructional team will strengthen our relationships with parents by integrating families into the fabric of the school as we journey with them through our elementary school services. Our full embrace of our families cultural-wealth, is in direct support of deepening the dialogue with families to include learning from their perspectives, histories, and values to inform our teachers’ pedagogical practices. Parent knowledge will help create and complete school projects and facilitate the merging of the socio-cognitive learning world of the student. Currently parents participate in: Parent mentor and volunteer program to welcome new families and co-host school events; Parent workshops on grade-level specific topics including preparing for state-standardized testing; Charter School advisory committee; Parent participation in the governing board; Quarterly meetings regarding LCAP development; Parent participation in PUENTE center classes including ESL and workforce development. Our goal is that students leave PUENTE more than prepared for the rigorous academic work in middle school. For parents, our goal is that they continue their journey as central stakeholders in their child’s education. In addition, our hope is that our work with parents during their tenure at PUENTE also leads to their civic participation in other schooling and community events. Our broader goal is that as parents transition from PUENTE, they are rightfully recognized for their valuable asset, skill and resiliency to enrich school and community. Examples of this include: Full participation in their next school of choice; Community ambassadors for the PUENTE mission and available resources; Community asset mapping with parents and school staff; PUENTE alumni events, including our annual Back to School Bash.|PUENTE's culturally-relevant learning environment respects and celebrates our diverse representation of students and is a key component of the strengths perspective of our school culture. Our predominately Latino population affords us the opportunity to ensure family communications are accessible in English and Spanish. Our students and families’ bilingual capacities are affirmed as assets to the school community. Our inclusive embracing of our families’ rich identities is a guiding principle of our school operations and is expressed through our available parent education supports. Our intentional emphasis on quality parent/caregiver engagement in support of a strong home- to-school connection serves to honor parents’ role as “first teacher” and to responsibly initiate parents into the school system. With the extension of tools, resources and an “open” school environment, the promotion of parent advocacy for the rights of their child and themselves is encouraged and supported with the standards-based, Common Core-aligned curriculum focusing on the core skills and content area knowledge, and the building of critical-thinking skills that students need to excel in their transition to the next grade and beyond. PUENTE Charter School personalizes the learning for each student and family in recognition of their existing strengths, and is the full expression of our belief that every child can succeed regardless of perceived obstacles. PUENTE continues to include professional development opportunities for the principal, dean and instructional staff to further build capacity with the home-to-school connection facilitated by the Los Angeles County Office of Education and other entities.|PUENTE has also been intentionally building relationships with parents in different capacities since our inception. PUENTE staff has excelled in introducing parents to school culture, expectations of teachers, regular interactions among students and school staff, school curriculum, and the overall complexity of social interactions that take place in schools. This is particularly important to immigrant families and parents of English Learners who may have a limited understanding of U.S. schools and are surprised of the expectations schools have of them, compared to those from their country of origin. At PUENTE, we have worked to make the schooling environment welcoming to all parents in an effort of building and investing in authentic relationships with them, all towards the success of their children in school. We will continue to offer our family induction components of: Parent orientation sessions; Monthly Family Engagement Nights facilitated by the PUENTE administrative and instructional team and include grade-level interactive literacy-based activities for the entire family; All parent meetings in August to begin the school year; Distribution of a Parent Handbook; Weekly grade-level bi-lingual newsletters; Parent-teacher conferences offered at minimum two times in the academic year; Student Success Team meetings with parents of diverse learners; Updates and guidance regarding student EL status and the necessary steps towards reclassification; Coffee with the Principal every other month for school operation updates and LCAP development; Parent workshops on topics including parenting, child safety, immigration, financial literacy and health matters; Quarterly parent meetings on LCAP-specific development; and parent representation on the PUENTE governing board.|4|5|4|4|4|5|5|4|3|3|3|3|2019-06-13|Met|2019 10624146117865|Quail Lake Environmental Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. This is an area according to our stakeholders that is in Initial Implementation and has the opportunity for continued growth. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of current practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships, we had two areas in initial implementation and two areas in full implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established two years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we have gathered input from families through large and small group forums, individual interviews and surveys. We have had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children, in which we were rated a 3, initial implementation. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated two years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community.|4|4|3|4|3|4|4|3|3|3|4|4|2019-10-22|Met|2019 10622406108328|Rafer Johnson Junior High|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 10623800000000|Raisin City Elementary|3|The District has used the LCAP meetings as the driving force, to emphasize to parents their critical role in improvement of student progress in a school setting that is secure and safe. The District also informs parents of their legal rights and education opportunities through adult classes offered in Computer Literacy, ESL, and GED classes. The district is always looking for more opportunities to get more parents involved. The District and the Parent Teacher Organization have teamed together to provide activities to promote more parent involvement|The District has used the LCAP meetings as the driving force, to emphasize to parents their critical role in improvement of student progress in a school setting that is secure and safe. The District also informs parents of their legal rights and education opportunities through adult classes offered in Computer Literacy, ESL, and GED classes. The district is always looking for more opportunities to get more parents involved. The District and the Parent Teacher Organization have teamed together to provide activities to promote more parent involvement.|Raisin City Elementary School conducts its business in three languages: English, Spanish, and Mixteco, to make sure all families feel comfortable and welcomed on the school site. Raisin City Elementary School is concentrating its efforts in attracting Mixteco families, to meetings and functions, by providing two mixteco employees that speak their language.|4|4|4|5|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 37683040000000|Ramona City Unified|3|An area of strength comes from our ability to build strong relationships with families and welcome them to provide feedback on decisions made within our district. An area of focus is to increase input on decisions being made throughout our district, especially by under-represented groups.|Building partnerships with parents was rated consistently by stakeholders. No clear area of strength or focus emerged. However, supporting families to understand and exercise their legal rights and advocate for their own students is being addressed specifically by building families’ capacity to support and advocate for their student and all students through small group districtwide and school led workshops.|Overall, Building Relationships is an area of strength for Ramona Unified School District, particularly creating a welcoming environment for families and our community. An area needing increased focus is supporting staff to understand families' strengths, cultures, languages and goals. This will require increasing input and engagement by our under-represented families and building family capacities to engage with schools.|3|4|3|4|3|3|3|3|3|3|3|3|2019-10-10|Met|2019 37683120000000|Rancho Santa Fe Elementary|3|The District encourages parents to come to Board meetings to give input. We have a schedule of presentations on curriculum areas, budget, Special Education, etc. Parents may give input on any of these topics at the meetings. We also have principal coffees, superintendent coffees, and Board member coffees where parents can give input on decisions. Parents make up our Board of Education, they are on our Safety Advisory Committee, and they have been on other ad hoc District committees involved in District decision making. We use the results of the parent survey to inform LCAP and other District decisions. Parents also give input during the February and June LCAP meetings.|The Superintendent works with assistant principals and teachers to improve the school's capacity to partner with parents. We set guidelines for communication vehicles, parent conferences, and presentations. We have parent conference guidelines for teacher/parent conferences and guidelines for student led conferences in grades 4-8. We have an SST process for parents and teachers to come together to support students who are struggling with academic and/or social/emotional issues. We have our Board policy manual easily accessible to parents on our website, as well as ensuring parents know their rights concerning IEPs and 504s.|Our District is comprised of two small schools. Both schools create and maintain warm and welcoming environments for our families. We have a beginning Back to School Night attended by almost all families wherein they get to know their teachers and administrators. We have many communication tools to inform families and highlight the wonderful work being done in classrooms. We have a weekly District newsletter, and teacher newsletters for the classrooms to keep families informed. We also publish a Family Guide. We have two mandatory parent conferences in the year to develop relationships with parents; the first one is in October to begin the partnership with parents to ensure the academic and social/emotional growth of their children. We have principal coffees, superintendent coffees and Board member coffees to gain input from parents in a 2-way communication. We do an annual parent survey to gain input.|4|4|3|4|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 18641620000000|Ravendale-Termo Elementary|3|With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.|The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.|The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.|2|3|2|2|2|3|3|2|2|2|2|2|2019-02-20|Met|2019 41689990000000|Ravenswood City Elementary|3|Broadly speaking, all of our families are underrepresented (over 90% Federal Lunch Program and over 90% unduplicated). We work to engage all of our families. Our space for improvement includes better communicating to families how they can participate in local decision making bodies - especially SSCs - and how they can better understand how federal and state/local funds are used and how they can participate in the decision making for allocating those funds.|Ravenswood's strongest progress in supporting student learning and development in the home is extending our ability to provide access to online curriculum to students at home through district devices. We have structured family events, such as conferences, to accommodate the busy schedules of our families. Having conferences later into the evening has increased our ability to collaborate with those parents. Our Board Meetings and parent meetings regularly have interpreters.|Ravenswood's current strength is in creating welcoming environments for all families in the community. Our first next step is balancing the composition of SSC/ELAC - DAC/DELAC and ensuring that we are able to identify parent feedback that specifically relates to homeless and EL students. We're also planning and working toward a system to more effectively communicate to SSCs and parent/community groups what federal monies are available to sites and how they are able to decide how to allocate funds and monitor program effectiveness.|2|3|3|2|2|2|2|2|2|2|2|2|2019-10-24|Met|2019 20652760000000|Raymond-Knowles Union Elementary|3|The LEA's strengths in the area of seeking input for decision making is in our surveys, school site council, and availability for public to attend school board meeting. The LEA can grow in the area of providing the opportunity for community members to engage in dialogue and decisions regarding underrepresented families and youth in the district.|The LEA's strengths in the area of building partnerships for student outcomes are holding two parent/teacher conferences each year, sending home progress reports every five weeks, teachers and staff are often sent to professional development in their designated growth areas. The LEA can grow in the area of building partnerships for student outcomes by working to provide more resources to families to support student learning at home.|The LEA's strengths in the area of building relationships are many. The LEA provided many opportunities for teachers, staff, parents, students, and community members to build trusting and respectful relationships wit families. The LEA hosts student showcases once a month as well as other events throughout the year. The LEA can grow in the area of building relationships by attending professional development on social issues that our students and families face.|5|5|4|5|4|3|5|4|4|4|4|4|2019-01-19|Met|2019 49709380120121|REACH|3|The administration and board of directors regularly seeks parental involvement in a variety of school improvement planning events. These include: A facilities committee that works with the parents, architects, contractors and maintenance staff in planning and implementing campus improvements; the LCAP planning and execution processes involves parental input and feedback opportunities; parents sponsor and execute a variety of fundraising activities each year and contribute a voice in terms of how fundraising dollars are spent. Parent Survey – family members answered survey questions that were focused on a number of satisfaction points including the questions that specifically addressed the 2018-2019 LCAP and family engagement. Parent Community Meetings – meetings are periodically held for the purpose of explaining the school’s priorities as well as providing feedback activity and discussions addressing, from a parent perspective, areas where the school is performing well and areas that could use some improvement. Monthly meetings of the Reach Parent Foundation Board of Directors – Reach Parent Foundation (RPF) board members frequently engage in activities at the site level taking regular feedback from the director, teachers, parents and students. The board has numerous opportunities for input from community members at all Board meetings. Project Presentations – the school displays student work and encourages community feedback on student performance at least four times per year at student project presentation days. Community Education – REACH provides various workshops to parents on subjects related school priorities student outcomes such a project-based or socio-emotional learning. There is a need to expand the number of events or activities each year for community involvement in school planning and decision making in order to encourage and expand community participation.|REACH staff engages in 8 professional development days per year on topics including project-based learning, socio-emotional learning, universal design for leaning, and student academic interventions. Staff dedicates two staff meetings per quarter to discussing and planning interventions for struggling students, and coordinate with the school resource specialist, instructional aide, and RTI teacher to provide those interventions. Parents are included in a multi-tier system of support process the student support team process. The school also engages a resource specialist to provide regular observations and feedback to classroom teachers on instruction and curriculum, as well as provide training to further teacher capacity with instructional and intervention practices. REACH requests that each parent contribute five hours per student of volunteer time monthly. Many parents contribute hours in service of school maintenance and organization needs, classroom activities and support, and fund-raising events to help the school meet goals related to student engagement and achievement. Parents also participate in bi-annual parent and teacher conference days with their teacher to discuss student goals and progress. The school provides the following so that parents can stay informed and participate in the events and activities: An online communication platform for each class so that parents can log in and check homework and communicate with their child’s teachers. A fully functional website (www.reach-program.com) A school-wide parent communication system (ParentSquare) that is used for a variety of school related communications, including urgent communications, and can reach families through their choice of text message, email, or a smartphone application. Parent volunteer committees ensure a strong connection between parent voice and various decisions making processes regarding several operational aspects of the school, as well as aligning the school’s mission and vision with student outcomes. The school also holds numerous community events throughout the year focused on strengthening family connection to the school and other parents, as well as informing parents of school progress and opportunities to become more involved. REACH seeks to improve engagement of all families by continuing to build capacity and consistency in communications between stakeholders at all levels, as well as by expanding a volunteer coordinating committee, and reinstating a parent council to advise the school Board and administration.|REACH staff engages in regular professional development focused on creating and sustaining an inclusive and welcoming school environment for students and their families. In addition to bi-annual trainings with Gender Spectrum, which includes an anti-bias perspective in working with families and individuals, REACH is in its first year of a three year implementation with Welcoming Schools to provide professional development training and resources to the school for family diversity, creating LGBTQ and gender inclusivity, prevent bias-based bullying, and support transgender and non-binary students. REACH has also entered its third year of professional development with Positive Discipline, and has implemented significant processes for sustaining student support for disciplinary issues which includes collaborating with parents in the development of plans for students as well as on going training opportunities and resources for parents in extending Positive Discipline to the home environment. REACH continues to find ways of reaching out and engaging with families that may be in need of additional support in sustaining school involvement and regular attendance as part of its ongoing LCAP goals.|4|5|4|5|5|5|5|4|3|3|3|3|2019-10-17|Met|2019 33672150126128|REACH Leadership STEAM Academy|3|The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home. When event series are scheduled, such as, Coffee with the Director or LCAP, the LEA selects different times of the day to give our stakeholders flexibility. Parent input in decision making: The LEA currently has parents on our governing board which adds knowledge and perspective.|The LEA currently offers school-wide activities that promote family engagement: parents meet the teaching teams, support staff, and learn about program and extracurriculars the week before school starts in our annual Meet and Greet and again during Back to School Night; and during Parent Teacher conferences in the fall. The school provides several trainings and activities for parents throughout the year to ensure that parents/guardians are linked to student learning. Programs are as follows: (1) SBAC Parent Night, (2) Singapore Math Night, (3) STEAM Family, (4) STEAM Expo, etc. Our African American student population is currently orange on the CA Dashboard for performance levels in mathematics and English language arts. To increase participation and awareness from this parent group, the LEA has started an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicts. The AAPAC is currently in stage 3, Initial Implementation, for the 2019-20 school year. The LEA is currently between stage 2 and 3, Beginning Development and Initial Implementation, for the School Site Council. Our goal this year is to hold at least two meetings and elect officers to carry out an agenda of meetings the following year. When it comes to partnerships for individual student outcomes, the LEA has programs in place for child find: (1) Student Success Team (SST) in areas of student strengths and weaknesses in academic skills, classroom behavior, social interactions and/ or attendance, the specific concerns that are the reason for the referral, and/or a specific plan for helping the student in the areas of concern; (2) Individualized Education Plan (IEP); (3) 504 Plans; and (4) other social-emotional programs monitored by the Special Education Department.|The LEA addresses all parent grievances, which can be detrimental to building relationships if left unattended, as a high priority topic. We want all parents, regardless of their background to feel heard and supported, especially from our front office staff. A review of customer service techniques has been part of the front office’s team building meetings. The LEA currently has a homeless liaison that provides identified families with community resources and sends families home with nonperishable food items. An identifiable area of growth would be for staff to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia and the Middle East, which make up a small number of our minority demographics.|5|5|3|4|3|4|4|4|4|3|4|3|2019-10-28|Met|2019 01611430138552|REALM Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 52716390000000|Red Bluff Joint Union High|3|Red Bluff High School has a school site council and english learner advisory committee in which parents are representatives. The district also started a leadership team that will expand to involve parents. The leadership team is designed to provide an inclusive approach to governing decisions at the schools in the district. Through a self evaluation tool, the team has noticed great improvement in the shared decision making process. Recommendations were made to remove barriers at the LEA level for equity and access for students. The district is in the process of creating an LCAP stakeholder calendar to ensure all stakeholders are in involved in the process.|The district routinely holds Student Success Team (SST) meetings which includes parents and guardians. Input from these meetings is used to develop a plan for students.|The district is participating in Parent Engagement Meetings. These are evening events that center on topics such as social media, homework, college readiness, as well as other topics. These meetings include dinner.|3|3|3|3|3|2|2|1|3|3|2|2|2019-10-17|Met|2019 52716210000000|Red Bluff Union Elementary|3|The district revised the District Advisory Committee last year to include school teams comprised of the site administrator, teachers, classified staff, and parents. This work included opportunities to review and provide input on the district (LCAP) and site improvement plans (SPSA) and engage families in an advisor group. Additional parent opportunities for advisory and decision making include participation on site school councils and English Language Advisory committees. According to parent surveys, district-wide almost 60% of parents felt empowered to play a meaningful role in decision-making at their school and almost 70% felt represented by their school’s parent groups. The district will continue to improve ways to for families to provide input and actively engage parents in advisory groups and decision-making. Actions will include the use of the two-way communication platform and continued refinement of our District Advisory Committee teams to ensure parents are involved and representative of our underrepresented families.|Communicating expectations and student progress are areas of strength with a positive average parent response of at 80% district-wide on the parent survey. Annually, the district provides parents with their rights and key school policies in written format at the onset of the year. Over the past few years, trauma informed practices has been a training focus for all staff to better prepare staff with resources to support student learning. Each site provides at least three parent/family nights to provide families with information and resources to support student learning at home. Raising A Reader, an early literacy and parent engagement program, has been implemented district-wide in TK-1st grades over the past five years. Areas for improvement, as shown on the parent survey and dashboard academic ratings include setting high expectations for student learning and preparing students to succeed and achieve learning goals. As a result, our district is focusing on first best instruction and fidelity to our core curriculum in English Language Arts, English Language Development, math and social emotional learning.|Creating welcoming school and respectful environments for our families is a strength for our district as indicated by parent surveys. At least 74% of families responded positive to the statement “My school creates a friendly environment” and 81% of families responded positive to the statement “My school is respectful of different races, ethnicities, genders, and backgrounds. The district provided professional development over the past several years on building positive relationships and this year provided diversity training as part of our district-wide required training sessions. Each site with over 10% English Learners has a bilingual paraprofessional to support students and families. Additionally, as a district, PBIS (Positive Behavior Intervention Supports) have been a framework implemented over the last 4 year to improve the climate for students, families, and staff. A focus area for improvement is increasing the 2-way communication with families and better informing parents about important school decisions. The district is working in this area currently through an improved website and platform to be launched with parents to gather input on key issues.|4|4|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 45699710135848|Redding Collegiate Academy|3|RCA has a high level of connection and involvement with families. The school site council involves families in decision-making. The nature of the school program means all families' interests are represented; however, the school continues to seek input from parents to provide additional methods of parent support as teachers of their children at home.|RCA provides workshops for families and students to support continued academic progress. Parents are invited to participate in student workshops alongside their students. Workshops provide additional support to parents in areas where they may need help in delivering instruction.|RCA has strengths in family involvement due to the high level of partnership with regard to student learning due to the nature of the homeschooling format. RCA will continue to engage in weekly conferencing with families, including underrepresented families.|4|4|4|4|4|4|4|3|4|4|4|4|2019-11-06|Met|2019 45701100000000|Redding Elementary|3|The LEA will continue to hold seven Parent Advisory Committee meetings a year, continue to hold parent University to increase equity and access, continue to hold District Advisory Committee meetings, continue to hold District English Learner Advisory Committee meetings, and English Learner Advisory Committee meetings at qualifying sites. The focus will be working on sustaining these best practices. The focus will also be on improving participation of underrepresented families through the personal communication of school staff, such as a Family Advocate or a Bilingual Assistant (who will reach out in the parent's primary language), in order to connect and build relationships which will increase equity and access.|The LEA conducts Parent Conferences, Student Study Teams, Individualized Education Plan meetings, 504 meetings, Back to School night, Open House night, and Family Engagement nights, along with having active School Site Councils and Parent Clubs. The focus will be on maintaining the engaging opportunities for families, while increasing participation of underrepresented families. This will be done by personally connecting with underrepresented families in order to engage in school activities in order to increase equity and access.|The LEA's strength is the focus in relationship building through the implementation of Capturing Kids Hearts, which results on positive relationships with all stakeholders. In addition, the LEA has a functioning District Advisory Committee, as well as a Parent Advisory Committee that meets seven times a year. In addition, the LEA conducts two Parent Universities a year in which numerous school related topics are discussed and parents are engaged from each site to increase equity and access for all. An area of improvement for the LEA is boistering the LEA's DELAC and ELAC participation rates. A bilingual assistant has been hired and one of the roles will be connecting with families in the primary language of Spanish (due to highest percentage of a secondary language in the LEA) in order to connect the families with the schools and to encourage participation in these two committees.|4|4|4|5|4|5|5|5|4|4|4|5|2019-06-25|Met|2019 45699480134122|Redding School of the Arts|3|As indicated by our Spring Parent Survey RSA has very strong family engagement. RSA’s communicates with families regularly through multiple stakeholder meetings held at different days and times during the month. Parents are provided opportunities for feedback into policies and programs, and implementation strategies. RSA’s Administrators report quarterly to these stakeholder groups on LCAP progress, policies, programs and education strategies being considered or implemented at the school. The Monthly Newsletters communicates LCAP goals and progress towards goals with copies being available for families who do not e have access to the internet. All parent groups have access to information and multiple venues that they can participate in engaging at the school and in the decision making process.|RSA maintains a consistent system of supportive Professional Development opportunities for all staff to increase their capacity to positively interact with families. Key highlights include: Teacher Staff training on Universal Design for Learning that incorporates the identifying of student needs, collecting of supporting documentation and communication practices that support the sharing of results with families. Teachers and Instructional Leadership teams met regularly to discuss student concerns or progress, planned for interventions as well as how to effectively communicate important information with families. RSA provides parents with access to Aeries Gradebooks to monitor student class assignments and progress. The school utilities a variety of internet available programs that allow for families to support their students in the home. Prominent programs include: Google Classroom, MobyMax, Lexia, and Common Core Textbooks available online. In addition, families are also provided with homework packets and NWEA assessment results with family support information for areas of strengths and areas for student growth. RSA provides teachers a full week of minimum days in October to schedule and meet with families in Student or Teacher Led conferences to discuss student progress. Based on sign in sheets and responses to the 2019 Parent survey- 81% of families attended conferences. 10% of families reported that they felt it unnecessary to attend a conference and 10% of families felt they had no time to meet that was convenient for their schedules. RSA also, incorporates a Multi Tiered System of Supports program where meetings take place with Administration, applicable student support staff, family or teachers to discuss and address student outcome concerns. It is documented that 100% of our families sign off that they have received, read and understand two documents that extensively outlines families rights and how to advocate for their students. The documents include "RSA's Family Handbook" and "Rights of Parents, Legal Guardians & Students." During all SST, 504, or IEP meetings, parents work with the school as a team to address student needs and again families are provided information regarding their rights and ability to advocate for their child.|Embedded in the culture of our school is family engagement through volunteerism. Most families on average volunteer 40 hours a year in a variety of capacities including: working in the classrooms or school library, chaperoning for fieldtrips, participating in parent groups such as Parent Teacher Council (PTC) or Theater Booster Club, helping out on school wide theme day activities, etc. In 2019- 2020 our PTC publicly recognized 10 families who contributed more than 100 hours of volunteer support to the school. Our School's culture of volunteerism effectively and inherently contributes to an open and welcoming environment that develops authentic relationships between staff and families, as well as acknowledgement & appreciation for the contributions of support from all families. RSA's Volunteerism culture will continue to engage all stakeholders in developing and maintaining positive relationships that contributes to student growth and success.|5|5|5|5|4|4|4|4|5|5|5|5|2019-06-25|Met|2019 45104540132944|Redding STEM Academy|3|Parents are invited to participate in Governing Board Meetings, LCAP Meetings, Parent Conferences, Student Study Team Meetings, IEP meetings, and school social gatherings like ice-cream social, etc. Parents are also encouraged to volunteer in the classroom to see what happens on a daily basis. Via these opportunities parents get to learn about all aspects of their child's education, which we believe will empower parents to make better choices for their children. The school tries to encourage all families to participate in all school functions. This is done by advertising all school events in the weekly newsletter, as well as sending out message via text messages and voicemails.|Redding STEM Academy believes it is critical to build partnerships with parents to generate better student outcomes. This is done primarily via relationship building. Parents are invited to participate in Governing Board Meetings, LCAP Meetings, Parent Conferences, Student Study Team Meetings, IEP meetings, and school social gatherings like ice-cream social, etc. Parents are also encouraged to volunteer in the classroom to see what happens on a daily basis. Via these opportunities parents get to learn about all aspects of their child's education, which we believe will empower parents to make better choices for their children. The school tries to encourage all families to participate in all school functions. This is done by advertising all school events in the weekly newsletter, as well as sending out message via text messages and voicemails.|Parents and students (grades 3-8) took a 44 question survey in 2018 and again in 2019. A report was provided to the governing board. The results of the surveys were also shared with a parent group during an LCAP meeting. Overall, results were positive. The school has many opportunities for parent involvement, which include: Being on the school board - when vacancies arise Parent Club meetings - multiple times per year LCAP Parent Meetings - multiple times per year Volunteer activities include many evening activities, classroom volunteering, and field trips. The number of volunteer hours in our volunteer log book increased between 2018 and 2019.|4|4|3|3|3|2|2|2|3|3|3|3|2019-10-09|Met|2019 36678430000000|Redlands Unified|3|The survey revealed that 53% of the respondents agree that the school provides opportunities for parents to be involved in important decisions. Another 54% of the respondents agree that, the school provides opportunities for families to develop relationships and raise concerns with school leaders, public officials, and business and community leaders. 59% of the respondents agreed that the school connects students, families, and staff to expanded learning opportunities, community services, and community improvement initiatives.|Parents responded to questions regarding Supporting Student Success and Speaking up for Every Child. Areas of strength were teachers keeping parents well informed about how their child is doing in school, schools challenging students to do their best, and sites providing parents with their parental rights. 16% of the respondents felt sites could do a better job of providing them with useful information about how to improve their child’s progress at home. Many also felt that sites could provide more information about academic standards that their child is supposed to meet and how the curriculum is linked to those standards.|Parents responded to questions regarding Welcoming All Families into the School Community and Communicating Effectively. Areas of strength were students at the school being treated fairly no matter what their race or cultural background, schools are an inviting place where parents feel welcome, and the school programs and policies reflect, respect, and value the diversity of the families in the community. Areas of growth were being able to talk to the school principal when needed and the ability to get a translator.|5|5|5|4|3|4|5|5|4|5|4|5|2019-10-22|Met|2019 19753410000000|Redondo Beach Unified|3|The strengths realized by RBUSD that provide families the opportunity to give input on school procedures and policy is evident by their involvement in School Wellness Council, English Language Advisory (ELAC), and District English Language Advisory (DELAC) as committee members. Through our partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in school wellness programs. Title I parent meetings are held to inform families of Title I students of opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. The continued area of focus for RBUSD is to make progress in providing School Site Council (SSC) training for parents. RBUSD recognizes the importance of parental input on the development of each school' Single Plan for Student Achievement (SPSA).|In addition to RBUSD administering the California School Parent Survey (CSPS), the California School Staff Survey (CSSS) is administered to all staff in grades 5 and above. The CSPS allows the District to reflect on areas of strengths, identify a focus area of improvement and to establish baseline targets for those areas as measured by the staff survey results. The strengths realized by RBUSD in relation to providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is evident in District-wide structures and policies for parent teacher conferencing to discuss student progress. Through Student Study Teams, Individualized Education Plan (IEP), and 504 teams meetings, schools and teachers work together to support improved student outcomes. Through our strong partnership with Beach Cities Health District (BCHD) and South Bay Families Connected (SBFC) parent education and engagement workshops are offered monthly to help improve the schools’ as well as District’s relationship with families in the community. The continued area of focus for RBUSD is to make progress in supporting our second language learner and low socio-economic status (SES) families by providing school and District information and resources in their home language to assist the academic, social-emotional, and physical development in the home. RBUSD will continue to work with the Los Angeles County Office of Education (LACOE) on supporting foster and homeless youth by eliminating barriers to enrollment, providing transportation, if necessary, and access to FAFSA workshops. RBUSD will continue to inform parents of their educational rights by updating the parent-student handbook on an annual basis and provide annual notice of Universal Complaint Procedures (UCP) to our students, employees, parents, and guardians.|On an annual basis, the RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS also allows the District to reflect on areas of strengths, identify a focus area for improvement and to establish baseline targets for those areas as measured by the parent survey results. RBUSD also utilizes qualitative data through parent engagement meetings and committees to gather feedback on progress towards building relationships. The strengths realized by RBUSD in terms of building and fostering relationships with families are evident through strong partnerships with parent and community groups. RBUSD maintains a collaborative relationship with the Redondo Beach Parent/Teacher Association as well as the Redondo Beach Educational Foundation. Both groups provide ongoing support in strengthening relationships. The RBUSD has also developed strong partnerships with the Beach Cities Health District and the Redondo Beach Police Department. Those community partnerships allow additional resources for building capacity around relationship building. One continued area for focus for RBUSD is to make progress in supporting all staff in learning about each family’s strengths, cultures, languages, and goals for their children. Increased cultural awareness training is a continued goal for the district as well as increased awareness and sensitivity in working with alternative family structures. RBUSD will continue to work with our parent community and local parent groups in order to continue to improve the engagement of our underrepresented families by offering alternative meeting times and locations, alternative feedback opportunities, and continuing to communicate in home languages as needed.|4|4|3|4|3|4|4|4|4|3|4|4|2019-10-25|Met|2019 23656152330413|Redwood Academy of Ukiah|3|A primary strategy for soliciting parent input is the parent satisfaction survey, which is administered to parents every year in February or April along with quarter grade reports. The results are shared and reviewed by the School Site Council (which is comprised of parents, staff, and students) and Redwood Academy staff. The School Site Council then reviews, revises, and approves Title I Parent Involvement Policy annually as well as helps with the development of all plans pertaining to federal and state funds. The Title I Parent Involvement Policy is distributed to student families at the first Parent Advisory meeting of the school year and parents in attendance are encouraged to provide feedback which is then taken to the School Site Council. For families that are not in attendance, a copy of the policy is mailed home, to the extent practicable, in the family's home language. Parent Advisory meetings also serve as a forum for parent trainings and discussions on topics such as how to use the school's information system (PowerSchool) to support student progress, state standards and assessments, safety, academic resources, and LCAP needs, goals, and activities. Redwood Academy's LCAP process solicits stakeholder input in a variety of ways. Aside from seeking parent input at Parent Advisory meetings, the School Site Council also reviews LCAP goals, actions, and expenditures and provides input, along with the rest of the school staff and the Board of Directors (which is comprised entirely of parents and former parents). The Board of Directors oversees and approves all school-wide plans, including the LCAP, providing input. An area of focus would be to improve Parent Advisory attendance and input and parent satisfaction survey input from unrepresented groups in the school community.|Events intended to facilitate parent involvement are the school-hosted Back to School BBQ, New Student Bonus Day, Open House, Parent Advisory, Family Fun Night, Demonstration Nights, and Promotion and Graduation Ceremony. These are all family-oriented activities at Redwood Academy whereby staff, students, and families are able to discuss student progress and get to know one another. The Back to School BBQ gives new and returning families the opportunity to meet their child’s teacher and other staff before school begins in an informal and fun way. New Student Bonus Day gives all new students the opportunity to meet their teachers, tour the campus and be familiarized with the lunch routines before the first day of school. In early fall, the Open House provides parents an opportunity to meet with their student's teachers and discuss student progress. Demonstration Night, held twice a year, gives students the opportunity to demonstrate what they have learned in class for their parents. It also gives parents the opportunity to informally check in with the teacher about their child’s progress at the end of the program. Family Fun Night is organized by the Academic Services Coordinator with the help of the senior class in an effort to bring families together for fun, safe activities. Family and friends of students are invited to attend. Redwood Academy, working with its sister school, holds two Family Fun Nights a year. Parent Advisory meetings are held three times a year with a fourth meeting dedicated specifically to helping the parents of seniors with the college financial aid process. Parents are informed of their legal rights and ways to advocate for their student by way of the Student-Family Handbook and other school informational mailings, such as the Title I Parent Policy. All parents receive a calendar prior to the beginning of school with all of the above school events on it. They also receive a reminder of all school events in the quarterly mailer. Mailings are sent, to the extent practicable, in the family's home language. Additionally, the staff posts the events on the website calendar and school Facebook page. One area of focus would be to provide more professional training on how to effectively and efficiently partner with families to ensure students' academic success, which would include improving the engagement of underrepresented families. According to the 2018-19 parent survey, 100% of parents feel they can talk to school staff about their needs and concerns, 100% feel that the school is a safe place, 100% are satisfied with how the school is managed, and 91% feel their child is successful and adequately preparing for college. Anecdotal data suggests that parents appreciate the close relationships with staff and opportunities such as the College Program.|All school staff receive two weeks of in-service training prior to the start of each school year. As part of that training time, the staff spends time assessing the school's needs and offerings, which includes assessing the ways in which staff can partner with our parents to provide students needed academic support as well as enrichment activities such as field trips. All staff are provided administrative support with parent/family communications. One area of focus is expanding our school communications whereby information reaches more parents in a format that is easily understandable and in the family's home language. In doing so, Redwood Academy aims to improve the engagement of underrepresented families.|5|4|5|4|4|5|5|5|5|5|4|4|2019-10-15|Met|2019 41690050000000|Redwood City Elementary|3|The LEA administers an annual LCAP survey that includes feedback on parent perceptions on their role in leadership opportunities at the district or site level. An area for growth is to continue to increase the percentage of parents completing the survey through the use of our district's communication tools and site based parent meetings.|The RCSD oversees SSC, ELAC, DELAC, PTA, PTO, LCAP committee, Superintendent Advisory Committee with efforts to recruit and engage families from our underrepresented population. One area for improvement is in working with our merged schools to unite families across two schools. The LEA is providing mediated sessions for parents to get to know each other.|The Climate Survey is facilitated by an independent 3rd party, Panorama Education and administered to students in grades 3-8. The questions were drawn from an archive of research-based questions developed by Panorama in broad theme areas that include: • School Belonging • School Climate • School Engagement • School Rigorous Expectations • School Teacher Relationships In addition RCSD administers the California Healthy Kids survey to students in grades 5 and 7. The survey results are shared with all stake holders and guide actions and services at school and district level. We use the results to identify school sites that need additional support. We will continue to provide guidance on how to engage our underrepresented families through the use of our district's communication tools and parent workshops. For example, Familias Unidas, LGBTQ+ classes, etc.. with all presentations in English and Spanish.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 12626790137653|Redwood Coast Montessori|3|RCM seeks input from parents/guardians in many ways. RCM has a school board of directors, a Parent Staff Organization, a leadership committee, and an “open door” approach to providing parents/guardians the opportunity to provide regular feedback. RCM has involved parent/guardian involvement in the site surveys, visioning meetings, and LCAP development.|All RCM staff, including administrative staff, are easily accessible by the parent/guardian community. Contact information are posted on the school website and are delivered to families each week through the school’s newsletter. RCM holds regular parent conference meetings with parents/guardians throughout the school year. RCM also provides educational information for parents/guardians about Montessori and Project Based Learning strategies used by the school. RCM is currently planning a informational presentation of Montessori education and how to support parents who currently have children in a Montessori school or who are considering this option for their child.|RCM encourages parent/guardian participation in a variety of ways including: volunteering in the classroom, field trip chaperone and driving, parent/teacher conferences twice per year, participation in school-wide educational events, use of weekly newsletter for communication with stakeholders. Through the school resource center, RCM also offers parenting classes. To accomplish this goal, RCM relies on several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. The area RCM is planning on increasing engagement is through including more Montessori specific parent education classes.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 12768020124164|Redwood Preparatory Charter|3|Redwood Preparatory Charter School’s LCAP includes goal 3: Training for parents about CCSS to improve their understanding and ability to support their children with CCSS. Improved communication by faculty and staff about curriculum, projects and class activities to parents and the Board of Directors. Orientation and training for new families about school programs, philosophies, and core values. Clear and comprehensive school handbooks - Student, Athletics, Family and Staff.|RPC has seen an increase in parent participation. We will continue to promote parental participation in a variety of ways. RPC will encourage parent classroom volunteers and Parent participation at school events Continue to achieve a 100% parent attendance at parent teacher conferences. We offer articles and information about our programs and core beliefs each month in our school newsletter. RPC continues to contribute to a portion of the parents livescan fee that is required for parents to participate in activities. RPC staff holds workshops for parents to help them better understand the State Standards Maker Nights for hands-on family fun learning. The director met with all the families of incoming TK and Kindergarten students to orient them to our school. Prior to the school year, teachers in several grades met with the families of incoming students to develop rapport and to invite invite parent input. RPC provides babysitting at parent council and board meetings. Though RPC has a small number of English Learners, we continue to offer translation services so parents/guardians may participate in educational programs and individual meetings with school staff related to their child’s education.|Through our efforts, Redwood Preparatory Charter School (RPC) has seen an increase in participation in the following: the annual parent survey, parent council advisory group, the facilities committee and at family events put on regularly by the Family Events Committee.|5|4|4|4|4|4|4|4|5|5|5|5|2019-10-08|Met|2019 21654250000000|Reed Union Elementary|3|Seven stakeholder engagement meetings across the district provided staff, parents, students and community members the opportunity to engage in a process to set strategic goals and actions for the districts new multi-year plan. RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 28 - 35 of the Reed Union School District LCAP document which can be accessed at this link: https://docs.google.com/viewerng/viewer?url=https://www.reedschools.org//cms/lib/CA01001640/Centricity/Domain/453/2019+LCAP+Update+9.10.19.pdf. Parent, student and staff surveys inform our practices and curricular decisions. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. Our Director of Pupil Services engages with families who live in a subsidized housing community to ensure families have the resources necessary to fully participate in school and discuss ways the district can support them more fully. An identified area of need was to provide internet access to low socio-economic families to more fully engage in school activities and homework assignments. These families will also begin to receive newsletters and communications through the US mail with an option to opt out if they are able to access this information electronically.|RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 28 - 35 of the Reed Union School District LCAP document which can be accessed at this link: https://docs.google.com/viewerng/viewer?url=https://www.reedschools.org//cms/lib/CA01001640/Centricity/Domain/453/2019+LCAP+Update+9.10.19.pdf. Parent, student and staff surveys inform our practices and curricular decisions. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. Our Director of Pupil Services engages with families who live in a subsidized housing community to ensure families have the resources necessary to fully participate in school and discuss ways the district can support them more fully.|RUSD provides many opportunities for meaningful parent engagement and input into school programs and services. These have been fully outlined on pages 28 - 35 of the Reed Union School District LCAP document which can be accessed at this link: https://docs.google.com/viewerng/viewer?url=https://www.reedschools.org//cms/lib/CA01001640/Centricity/Domain/453/2019+LCAP+Update+9.10.19.pdf. Parent, student and staff surveys inform our practices and curricular decisions. Each year a letter is sent to families to solicit parent representatives to serve on our school site Strategic Planning Collaborative teams that represent children with a language other than English, diversity in ethnic and racial backgrounds, socio-economic status, and students with learning differences. Strategic Planning Collaborative teams made up of parents and staff at each school provide feedback and suggestions that inform the LCAP, policies and practices at schools. Student Council and Student Leadership take an active part in impacting the culture and climate of their school. Our Director of Pupil Services engages with families who live in a subsidized housing community to ensure families have the resources necessary to fully participate in school and discuss ways the district can support them more fully.|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 10622650126292|Reedley Middle College High|3|RMCHS staff and administration make every effort to collect as much input as possible from stakeholders, including parents. According to the 18-19 parent survey, 87% of parents rely on receiving school to home communication via phone calls or text messages. According to the data, these means of communication meet the needs of our parents. Other opportunities for parents to receive information and provide input include quarterly School Site Council meetings, individual student/parent meetings, and district input meetings such as the District Advisory Council, LCAP Stakeholder Meetings, and Culture and Climate Committee Meetings. Despite providing parents with multiple opportunities to provide input, 40% of parents reported that the school did not seek their input last year. While these opportunities were provided, we did not communicate them clearly, as there were many parents who felt they did not have those opportunities. As a result, a growth goal this year is to ensure that we are connecting with all parents regarding input opportunities using an increased number of communication methods and actively seeking more input from our parents.|95% of parents reported that the teachers at RMCHS meet the needs of their children. 98% of parents rate the RMCHS program as satisfactory or higher, with 61% of those rating the program as excellent. RMCHS staff and administration work hard to ensure that we build and maintain partnerships with parents to keep them informed of their child’s progress with our program. Every student that enrolls with RMCHS has an orientation meeting with site leadership to review expectations, academic benchmarks, and course sequences. It is from this first orientation meeting that parent and student relationships begin. RMCHS builds and maintains relationships with parents to ensure honest feedback about the program we are providing for our students. Input pipelines are made available through quarterly school site council meetings, district advisory committee meetings, district culture and climate committee meetings, LCAP stakeholder meetings, parent education workshops, and student/parent and counselor meetings. In addition, parents receive an annual parent survey to provide us with feedback around our effectiveness in meeting student’s socio-emotional and academic needs. As referenced under Building Relationships, an area of growth for RMCHS is to continue to improve our communication frequency and methods in which we communicate information about upcoming educational opportunities, school activities, and other parent events.|Every year, RMCHS gives a parent survey to all parents. Consistently, over the past three years, RMCHS parents have shared that the staff at RMCHS are very welcoming. Parents and students are greeted when they walk onto campus or into the front office. Parents and students have shared they feel welcome and comfortable. In addition, RMCHS is a small enough program that staff can be very personable with both students and parents, building connections and creating a positive culture. Per parent survey results from the 2018-2019 school year, 98% of parents reported that they are treated with respect and made to feel welcome on campus. 90% of parents reported that the school provides information to families about how to help students at home with homework and other curriculum related activities. In addition, 87% of parents shared that the school provides a broad range of services to meet the needs of their children. Parents feel supported by the RMCHS staff. RMCHS offers parents with many involvement and educational opportunities. Every year, RMCHS partners with PIQE (Parent Institute for Quality Education) to provide parents with a series of workshops to educate and empower them to be involved in their child’s education. Parents are also invited to participate in multiple workshops about graduation requirements, AG requirements, college applications and financial aid. In addition, parents are also encouraged to attend parent input meetings such as School Site Council, District Advisory Committee, and LCAP Stakeholder meetings. Annually, parents have opportunities to share input with the school through the annual parent survey and individual student/parent meetings. Through these workshops and input opportunities, staff and parents build and strengthen relationships throughout the year. One area of growth for RMCHS is to continue to improve our communication frequency and methods in which we communicate information about upcoming educational opportunities and school activities. We aim to increase participation in school activities designed for parents.|4|4|3|4|4|4|5|3|4|4|4|4|2019-10-22|Met|2019 52716470000000|Reeds Creek Elementary|3|We are communicating in many different ways this school year to try to get more parent participation, input, and engagement when making decisions.|Reeds Creek School is a small, tight knit community and parent/school partnerships are strong with frequent and adequate communication about academic, behavioral, and social matters regarding students.|Parent survey was given in spring of 2019 Over 50% of families took surveys online, responses were mostly positive Opportunity for input at Back To School Night, Open House “Open Door” philosophy of Superintendent/Principal Site Council input of parents and community Parent Club involvement and events has increased parent engagement opportunities Frequent volunteers in classrooms High attendance of Parents at sporting events|4|5|5|5|4|3|4|3|3|2|2|2|2019-10-17|Met|2019 16739320000000|Reef-Sunset Unified|3|Strength: LEA’s decision to provide a Community Engagement Coordinator worked to bridge the gap between parent/family input and district implementation of policies and decision-making. The goal of the district is to empower families in making their voice heard and valued. Focus Area: Our focus is to increase parent participation in the more tedious areas of policy making. This may not be an area parents are comfortable with and/or understand why their voice is important, which is why we believe this would be our focus.|Strength: 1)Staff members are open to and are provided opportunities to connect with families. Staff is available before school, after school and are always available to speak with parents regarding any academic needs. 2)The LEA has created a culture of parent empowerment by giving families the tools and support to become involved and exercise their rights regardless of barriers they may be facing. Focus Areas: Our focus area would be providing ongoing resources that would help families to work with their students in regards to academics. We would like to provide more resources to help with literacy and math at home to increase their comfort level within these and other academic areas.|Strength: 1)Building welcoming environments for our families. Our district sites are a pivotal resource for our families in need. 2)Cognisant of language and cultural barriers that may deter families from engaging with the school system. We adjust to meet the needs of all cultures and languages to include our Hispanic families and/or Middle Eastern Families. This is seen as we bring in the various cultures into school events in the form of food or other items that have been requested by the families. Focus Areas: Create a culturally sensitive, family inclusive environment at the classroom level by building capacity within our classified and certificated staff members. This can be done by offering professional development in equity, trauma informed practices and by providing the tools to make staff successful.|3|4|3|4|4|3|4|4|4|4|4|4|2019-10-17|Met|2019 19647330101683|Renaissance Arts Academy|3|RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.|RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance. d. 100% of 12th grade students had conferences aimed at college preparation. e. Parents, on average, attended 1.4 student-led conferences with their child to discuss their work and academic progress. f. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.|RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Parents, on average, attended 2.6 student-led performances throughout the year, including Winter and Year End shows. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 09619780000000|Rescue Union Elementary|3|The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) Parent Advisory Committee (PAC) that meets regularly to review the academic and social needs of the district and suggest strategies to address these needs. In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this committee. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring. The District has identified a focus area in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. To address this need, facilitators of the LCAP-PAC, School Site Councils, and other committees will lead discussions on the various ways that parents and caregivers can help improve engagement activities at all levels.|The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from how to support your student with homework, to parenting in a digital age, to the dangers of vaping. New English learner families are invited to a dinner each year where information about their children’s school is shared. These meetings are designed to provide parents with the understanding necessary to best navigate the school system and ensure that their children receive the supports needed to thrive. The District has identified a focus area as supporting special education families in understanding and exercising their legal rights. We value our parent’s input, and understand that they are their child’s strongest advocate. As such, our special education staff is taking additional time in IEP meetings to ensure that parents truly understand what rights they have and how they can be a more active part of the IEP process.|The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. In 2015, the District began a focused initiative to improve customer service and strengthen family connections. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve. The district has identified kinship care providers and the families of non-English speaking students are areas for additional improvement. To address this need, the District has employed a bilingual community liaison and an English Language Program Coordinator. These two employees, along with principals, teachers, and support staff provide outreach to families and help ensure effective two-way communication between the home and the school.|5|5|4|4|3|3|4|2|5|5|5|4|2019-10-08|Met|2019 19647331937226|Reseda Charter High|3|Reseda CHS stakeholders reported that the school was successful overall in supporting the principal and staff to engage families in decision making and that the school is making good progress in family engagement. Additionally, the school is successfully creating opportunities for family input in policies and programs and outreaching to underrepresented families and students. Stakeholders report some success, but that there is room for improvement in giving families opportunities to partner with teachers and administration to evaluate and plan family engagement policies. In order to engage families, we will be focusing on input on family engagement activities at our parent meetings including coffee with the principal, SSC, and ELAC to create more opportunities for parent input.|All stakeholders report that RCHS is successfully supporting staff to improve partnerships with families and getting teachers, families and students together to discuss student progress. Parents and families feel the school is supporting them in advocating for their children and their legal rights and that principal and staff engage families in decision making. One area that RCHS could improve on is supporting student learning at home. To meet that need, parent workshops on literacy and math strategies will be held to give families guidance in supporting their students at home.|Our Spanish-speaking families overwhelming rated RCHS as being in full implementation or full implementation and sustainability in building relationships with families, while our English-speaking parents rated RCHS at a slightly lower rate in full implementation or full implementation and sustainability in building relationships with families. Our staff reports that we have been successful in building relationships with our Spanish speaking families we need to provide more accessible opportunities for our non-Spanish speaking families. In response to parents and students, and in order to increase relationship building with all of our families, we have contracted with the Parent Institute for Quality Education (PIQE) in 2019-20 to provide separate workshops in Spanish and English on Understanding the High School System, A-G requirements, the importance of the GPA, Higher Education Options, and Financial Aid. Additionally, we are providing ongoing parent workshops.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-29|Met|2019 19647330131870|Resolute Academy Charter|3|Resolute Academy hosts a school site council bi-monthly. While the council is open for families to attend, they have expressed interest in engaging with the school in a different capacity. We continue to work to improve our SSC and make it a meaningful experience for all families.|Resolute Academy hosts a school site council bi-monthly. While the council is open for families to attend, they have expressed interest in engaging with the school in a different capacity. We continue to work to improve our SSC and make it a meaningful experience for all families.|Resolute Academy prides itself on being a safe, warm and welcoming environment for all families and community members. Resolute's Office Staff members are bilingual ensuring that families who walk through the door are greeted in their native language. Additionally, all of Resolute's communication is sent home in the primary languages of our students: Spanish and English. This ensures that parents are able to access important information regarding their scholar and the school community.|4|4|3|4|3|3|3|3|4|4|3|4|2019-10-09|Met|2019 36678500000000|Rialto Unified|3|This area - to develop parents leadership abilities and to plan, design, implement, and evaluate family engagement activities - is in the initial implementation stage. Many advisory committees exist at the district and site levels but more communication is still needed to increase participation. Of the 4100 parents who responded to the Title I survey, only 53% of parents reported that they knew how they could participate in such groups. In addition, many systems at the site and district levels exist for planning family engagement activities. However, more work and support is needed to increase these opportunities.|As previously mentioned, the District has worked to increase family engagement between parents and community with the school and district. To improve communication, technology applications such as PeachJar (which provides virtual newsletters) and Blackboard (which allows for voice and text messages) have become vital tools. In addition, on the Title I Parent Survey, 78% of parents reported that they knew what students goals were in Language Arts and math. Continuous work will follow to provide timely information to all stakeholders and ensure all parents know of the policies and procedures that exist to improve student outcomes.|Through the District's Strategic Plan, an emphasis has been placed on increasing family engagement and improving communication. Specifically, Strategy 5 states that the school district will fully engage with parents and students. To accomplish this goal, school sites have received training in Family Leadership Institute (FLI), incorporated the PIQE program, and other family engagement initiatives. In addition, approximately 4,100 parents completed a Title I survey and of those parents, 97% percent reported feeling welcome in their child's school.|3|4|3|4|4|4|3|3|3|3|3|3|2019-10-23|Met|2019 52716540000000|Richfield Elementary|3|RESD has strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue. RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education.|RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation. RESD would like to increase the participation rate at our DELAC meetings.|RESD has strong family engagement as evidenced by the high participation rates in community engagement activities. The activities that consistently draw large percentages of family & community engagement include but are not limited to the Bact to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation.|4|4|3|3|3|3|4|4|3|3|3|3|2019-11-13|Met|2019 54720820000000|Richgrove Elementary|3|Richgrove affords many opportunities for various stakeholders to have input on school decision making and direction. Stakeholders can give input on two different surveys we send out each year, parent meeting feedback and via our social pages. We have a town hall meeting once a year for budgeting purposes, LCAP, and always allow time during school information meetings for feedback and suggestions. Advisory groups are also available for our stakeholders to become a part of so that they can give insight and documented feedback on how to improve our school. These groups are: ELAC, SSC, Migrant PAC, LCAP Planning Team and as policy review members. Where Richgrove needs to improve is how to get more parents to participate in the above events and advisory groups. Some years the number of participants is high and others not.|Richgrove communicates with parents about the progress of their children via Parent-Teacher Conferences, phones calls home and monthly progress reports. Parents are encouraged to come in to see staff about any concerns they may have about their children and their education. Our staff is encouraged to participate in parent-teacher activities and trainings. When any concerns arise and our Student Study Team is triggered for a student parents are informed all all options available to them and what outside resources can be used to assist parents with their concerns. Our monthly parents meetings and periodic Parent Education Nights are geared towards what our parents can do to assist their children at home with their studies. We have also offered guest speakers for parents along with on campus college courses and small workshops. Where Richgrove still needs to improve is having staff attend more professional development in the area of Teacher-Parent relationships.|Richgrove School provides many opportunities for staff and parents/community to interact. Some examples are: Parent Teacher Conference, Back to School Night, Monthly Parent Meetings with Counselors, Breakfast Meetings, ELAC, SSC, PAC, Parent Education Nights, Parent Visitation Days, Testing Meetings, School Information Meetings, Surveys and Social Media pages. Our teachers also communicate with messaging apps and calls home along with school phone mass messages in text and audio form. Where we feel we still need to improve communication is with our staff that is reluctant to call home due to language barrier. We need to build confidence in their ability to still communicate to parents via translator or simple phrases in parents home language. Being that our school is 100% free and reduced lunch all of our families we feel fall as an underrepresented group and therefore are all treated equally.|4||4|4|3|4|4|3|3|4|4|3|2019-10-10|Met|2019 15635780000000|Richland Union Elementary|3|Each school is required to have the School Site Council and English Language Advisory Committee. The District facilitates the DELAC (District English Language Advisory Committee). The parent has also been given opportunities to attend the LCAP meetings. Parents receive notification of their rights and can contact the administrator from each site to volunteer or be placed on a committee.|Annually school sites and Richland School District finds methods to support parent and student outcomes. Support for sites is done through events during the day and in the evening. To encourage parent participation in student growth, we continue to implement back to school, where the teacher explains school and classroom expectations. We also encourage parents to attend site-level events to promote parent engagement but also understand the school culture and build positive relations between home and school. Richland School District partnered with Parent Educator Flora Quitoriano and has provided the following. Workshop Health and Cleanliness Cooking With Your Child Zumba With Your Child Pampering The Family Operation School Bell DACA Educational Night Healthy, Happy Families Mother Daughter Self Defense Class Strengthening Families Rocio M. Teen Dating CPR Certification Classes / Spanish Childcare for CPR classes Car Seat Classes CPR Certification Classes / English Childcare for CPR classes Foster Youth Christmas Party Operation School Bell Car Seat Classes Empowering Parent Workshop Series (Rocio) Empowering Parent Workshop Series (Rocio) Empowering Parent Workshop Series (Rocio) Empowering Parent Workshop Series (Rocio) Childcare for Rocio M. Empowering Parent Workshop Series (Rocio) Car Seat Classes Empowering Parent Workshop Series (Rocio) Childcare Classes Empowering Parent Workshop Series (Rocio) Empowering Parent Workshop Series (Rocio) Rocio Magallanes Childcare Early Literacy Workshop Community Resource Fair Parent Portal Workshop Child Awareness Prevention Workshop RJH Welcome to Junior High Car Seat Classes Parent Portal Workshop Dignity Health Workshop My Mental Health Parent Portal Workshop Nutrition Class EFNEP/CalFresh / SRI orientation Parent Portal Workshop Parent Workshop/ Information on Kinder Car Seat Classes Early Literacy Workshop Nurturing Parenting Class Nurturing Parenting Class|Family engagement has a life-long impact on the lives of children and comes in many forms. We need to actively build strong engagement with families when they can come to the school or program. We survey parents yearling so we can have collaboration among administration on how to engage parents and families. 42% of parents reported having a sense of safety some of the time or most of the time as determined by the California Healthy Kids Survey results. 46.75% of parents reported having a sense of connectedness some of the time or most of the time as determined by the California Healthy Kids Survey results. 47% of teachers reported having a sense of safety some of the time or most of the time as determined by the California Healthy Kids Survey results. 41% of teachers reported having a sense of connectedness some of the time or most of the time as determined by the California Healthy Kids Survey results At Richland, we strive in providing students with a support system where both parents and staff work together to ensure students receive a quality education. Because we believe in fostering a partnership, we provide many opportunities for parents and families to actively participate in their child’s education. Some opportunities offered include: welcoming parents to assist teachers in the classroom, meet the teacher night for our Kindergarten students, Back to School Night, Open House, Parent Teacher Organization (PTO) events, assemblies, and parent/teacher committees. Parents and families have the opportunity to participate in PTO events such as: attending meetings, serving as a member of the board, PTO pledge drive, carnival, Winter Craft Event, Penguin Patch Shop, Book Fairs, Father-Daughter Dance, Dr. Seuss Night, Family Reading Night, Movie Night, Bingo Night, and Color Run, Spring Fair, Father and Donuts, Paint Night, . The attendance of parents is very high at assemblies that include holiday performances, student awards, and recognitions. The advisory committees such as the School Site Council and English Learner Advisory Committee also benefit from parent involvement. All documents, newsletters, or flyers are sent in parent primary language. Our Richland Schools' educational programs are supported by parents and the community. Numerous programs and activities are enriched by the generous contributions made by the following organizations/volunteers: City of Shafter Shafter Healthy Start School Site Council ELAC Advisory College Community Services Community Volunteers Rotary Club of Shafter Kiwanis Club Paramount Farms Parent-Teacher Organization Staff|1|3|1|4|2|4|4|4|4|4|4|4|2019-10-14|Met|2019 07617960126805|Richmond Charter Academy|3|Although we have an established protocol for our Family Support Team, an increase in parent participation is required to hear all voices our parent voices. Also, our traffic situation at RCA requires the school, parents, and community to work together. Currently, with the growth of surrounding schools, the traffic loop and regulations need to be communicated, understood, and followed by school personnel and families to ensure the safest possible conditions for students at all times.|Helping parents and students better understand grading and testing reports is of high priority for our families. We need to increase involvement with our FST, which will allow the school to work with families on not only understanding the scores and grades of various tests and assessments such as CAASPP and ELPAC, or our internal assessments but to also provide them with information that will add support at home.|With our Community Outreach Coordinator, we work on communicating with our community and parent stakeholders on a regular basis. Through school messager and our website, we are able to keep our families and community informed about upcoming events, changes to the calendar, and any information that is important for our community. We provide Spanish translation, both written and speaking, for our families as well. We have a Family Support Team that works with site administration to provide input on matters pertaining to school events, school improvement goals, and budgetary concerns, which move to build stronger relationships with families and other community stakeholders.|4|5|3|4|3|4|4|3|4|4|3|2|2019-10-23|Met|2019 07617960129643|Richmond Charter Elementary-Benito Juarez|3|Although we have an established protocol for our Family Support Team, an increase in parent participation is required to hear all voices our parent voices. Also, our traffic situation at RCA requires the school, parents, and community to work together. Currently, with the growth of surrounding schools, the traffic loop and regulations need to be communicated, understood, and followed by school personnel and families to ensure the safest possible conditions for students at all times.|Helping parents and students better understand grading and testing reports is of high priority for our families. We need to increase involvement with our FST, which will allow the school to work with families on not only understanding the scores and grades of various tests and assessments such as CAASPP and ELPAC, or our benchmark and interim assessments but to also provide them with information that will add support at home.|With our Community Outreach Coordinator, we work on communicating with our community and parent stakeholders on a regular basis. Through school messager and our website, we are able to keep our families and community informed about upcoming events, changes to the calendar, and any information that is important for our community. We provide Spanish translation, both written and speaking, for our families as well. We have a Family Support Team that works with site administration to provide input on matters pertaining to school events, school improvement goals, and budgetary concerns, which move to build stronger relationships with families and other community stakeholders.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-23|Met|2019 07617960110973|Richmond College Preparatory|3|The Family and Community Engagement Coordinator participates in monthly District training on family engagement and also in a nine-month parent/community organizing training by Innovate Public Schools. Other staff and parents attended a weekend parent/community engagement training. Parent/teacher conferences are held twice throughout the school year (November and March). Families are able to meet with classroom teachers to discuss the academic, behavioral, and social progress of their students. Families are also encouraged to participate in the monthly meetings of RCP’s School Site Council and English Learner Advisory Committee. Students and families are given opportunities to provide input on policy and programs through the parent survey, at the School Site Council meetings, and on the Local Control and Accountability Plan (LCAP) committee. In response to declining participation of our African American parents, we also do direct, targeted outreach to African American parents to attend meetings and/or serve on the School Site Council. Families, teachers, and the Directors, work together to plan, design, implement and evaluate family engagement activities at school and district levels at the School Site Council meetings, on the Local Control and Accountability Plan (LCAP) committee, and at the Coffee Club. See Priority 6 for planned areas of improvement.|Teachers receive training in how to communicate with parents at parent/teacher conferences and also how to work with parents to address behavior issues with their children. RCP provides multi-agency referrals to families when a student is displaying problematic behavior. The Director of Lower Elementary received training in communicating with families about their children’s English language status. RCP uses Measures of Academic Progress (MAP) data to present progress reports to parents in a user-friendly format. Teachers provide online resources so parents can access online learning apps from home. RCP holds a weekly Parent Coffee Club where parents have the opportunity to attend workshops, classes, and training on subjects such as family literacy, CPR, computer literacy, and more. Also for parents, the Family and Community Engagement Coordinator provides family literacy, science and math nights, anti-bullying workshops, and training in technology and social media. Parent/teacher conferences are held twice throughout the school year (November and March). Families are able to meet with classroom teachers to discuss the academic, behavioral, and social progress of their students. Families are also encouraged to participate in the monthly meetings of RCP’s School Site Council and English Learner Advisory Committee. At School Site Council (SSC) meetings, the Family and Community Engagement Coordinator provides training on legal rights advocacy, leadership, data analysis, and the Local Control and Accountability Plan (LCAP). Parents are also encouraged to be part of the Nystrom Catchment Family Engagement Project. This project supports parents to work with the City of Richmond, the Nystrom Urban Revitalization Effort Committee, and other Richmond community organizations to increase safety measures, obtain a playground structure upgrade at our neighborhood park, and implement other community enrichment projects.|In order to increase parent/guardian input and participation, Richmond College Preparatory hired a full time, bilingual Family and Community Engagement Coordinator. This was identified as a need in the development of the LCAP. She participates in monthly District training on family engagement and also in a nine-month parent/community organizing training by Innovate Public Schools. Parent/guardian participation in Friday Parent Meetings was used as a measurement. Since hiring the Coordinator, the participation has increased 60%. By having a full time Coordinator, we increased the meetings from monthly to weekly. During professional development at the start of the school year, administrators, teachers, and classified staff receive training in building trusting and respectful relationships with families. For RCP, parent participation is a top priority. Before the first day of school, RCP holds a parent orientation in which relevant school policies are explained and the Parent Handbook is given out. During the first month of school, RCP has a Back to School Night in which families can visit their student's classroom. Staff members receive training and coordinate with each other in ways to get to know each family in order to evaluate each family’s cultural and linguistic needs and its goals for its children. For example, teachers learn how to do home visits, and all staff receive training in racial sensitivity. Also, the Family and Community Engagement Coordinator provides professional development for staff on effective parent/teacher conferences and how to engage parents/guardians throughout the year. Parent/teacher conferences are held twice throughout the school year (November and March). Families are able to meet with classroom teachers to discuss the academic, behavioral, and social progress of their students. Families are also encouraged to participate in the monthly meetings of RCP’s School Site Council and English Learner Advisory Committee. RCP provides translation at all parent meetings including and especially the SSC meetings and the parent orientation night. RCP translates documents sent home to parents and provides interpreting at parent/teacher conferences as well as parent meetings and other parent/teacher or staff meetings as needed. A few years ago, RCP purchased interpretation/translation equipment. Many of the RCP staff are bilingual in Spanish, including the Executive Director, the Director of Lower Elementary, three office administrators, three teachers, and eight Instructional Assistants. The comprehensive approach to parent/guardian engagement at RCP has proven effective. Annual parent surveys confirm high levels of satisfaction with the school.|4|4|4|4|3|4|4|4|3|4|4|4|2019-10-29|Met|2019 18641700000000|Richmond Elementary|3|During Back-to-School night, each teacher invites parents to become a part of our decision-making groups which are Richmond Community Association, Site Council, and LCAP Committee. Each group has it's own focus. The Richmond Community Association has a Halloween Carnival,etc. to raise money for school improvements. The Site Council and LCAP Committees look at data and provide recommendations for the LCAP, school safety plan, and the school site plan. It is always a struggle to find parents that are willing to give up their time to become involved in these active committees. We will continue to recruit parents to join these committees.|At Richmond, parents are free to meet with teachers/administration at any time. They are constantly updated with school information through the use of automated phone and email messages. Teachers communicate with parents through Remind, emails, texts, and phone calls. Also, upper grade parents can view their child's grades 24/7 with the use of Schoolwise. An area to improve would be to increase parent participation in trainings/workshops for parents based on a needs assessment. These trainings, generally centered around technology, are poorly attended.|Richmond is a single-school district. Many of our parents and grandparents grew up in this area and feel comfortable at this school. Since this is a K-8th grade school, most of our students and parents are here together for nine years. We know 95% of our parents on a first name basis. An area to improve would be to provide support for our new families that move into this area. Also, every year we have new kindergarten parents.|4|5|4|4|3|3|5|2|4|3|3|4|2019-11-14|Met|2019 15756301530500|Ridgecrest Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 36678680000000|Rim of the World Unified|3|The district has made progress in forming several parent and community forums for encouraging parents to be a part of the decision making process. Although we have created and scheduled these forums we have been struggling with participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community our weather plays a large role in attendance of both parents and students. Attendance is an area of focus for the current year.|Rim of the World is currently evaluating and implementing new programs focused on building partnerships with families in order to improve student outcomes. The high school provides a serious of parent workshops focused on post high school opportunities for students both college and career. College application and financial aide resources are available to parents with personnel available to answer questions. Back to School Nights have been reorganized, based on feedback from parents, to make these events more meaningful and relevant to parent needs. Elementary schools are offering a series of parent nights called "Loving Solutions" to give parents ideas and tools for supporting their students learning. Parent teacher conferences throughout the year provide parents information about learning expectations and ways they can support their student.|Rim of the World Unified believes in building strong relationships with families and the community and has identified this as one of our top three district priorities. District Priority # 3 states: Engage our families and community. An ABC team "Always Be Communicating" has been formed and meets regularly to brainstorm ideas and plan implementation of programs, policies and practices which builds relationships with our families. This is also achieved on our campuses as a part of our Positive Behavior Interventions and Supports (PBIS) initiatives on all campuses. Although this is a priority, we rated in the initial and beginning stages on the rubric indicating the need for continuous improvement in this area. Data from this parent engagement tool will be shared with stakeholder groups in order to engage in conversations about ideas for reaching more of our underrepresented families.|3|3|2|3|2|3|2|3|3|2|3|2|2019-10-17|Met|2019 49708960102525|Rincon Valley Charter|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 49708960000000|Rincon Valley Union Elementary|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 15735440000000|Rio Bravo-Greeley Union Elementary|3|RBGUSD continues to diligently strive to provide all families and representations multiple opportunities to participate within our district. Opportunity and invitations include advisory groups and decision-making. The district trains families in their participation within the various groups. The district strives to sustain opportunities for families, teachers, principals. and district administrators to work together to plan, design, implement and evaluate family engagement. The district continues to invite for all participation. Through survey data the district has found that the community prefers their input primarily through survey data and collection throughout the year.|RBGUSD continues to fully implement information and resources for families to support student learning and development in the home. Parent education nights are held approx. 6 times throughout the school year. Opportunity for families and students to discuss student progress happen formally in Fall and Spring of each year. Parent and staff have the opportunity to schedule additional conferences as well. An identified focus area for improvement of the the district could be continuing to support professional learning and support to teachers and principals to improve capacity to partner with families. The district continues to do a great job but we can always strive for more. The district can focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students. This topic can be incorporated into parent education nights as well.|RBGUSD continues to hold true to respectful family community values with full implementation and sustainability resulting in trusted relationships between our staff members and families as well as creating welcoming environment for all families in the community. RBGUSD can focus an area of improvement in supporting staff the time and opportunity to learn about each family's strengths, cultures, languages, and goals for all their children.|5|5|4|5|4|5|5|4|5|5|5|5|2019-10-14|Met|2019 12630080000000|Rio Dell Elementary|3|The district has had challenges getting families to commit to being on our ELAC committee as well as our school site council. Many people start out being interested and then are not able to keep the commitment of the meetings. This year we are working on some creative ways to allow families to participate and provide input without having to be on a committee. We will also be developing a budget advisory team made up of administration, teachers, instructional aides, board members and family members. The goal of this committee will be to make suggestions in regards to budget stabilization in the future years.|The district holds parent/teacher conferences two times during the school year to educate each parent on their child's strengths and areas of needed improvement. The school also has an RTI teacher who is service tier 2 students and holding student study team meetings with parents of students who are struggling academically or social/emotional. This year we will be holding a family literacy night to build awareness on how to build literacy in the home and give parents strategies for helping kids learn how to read. The majority of our families are socioeconomically disadvantaged so the supports and services that we can give to the families are beneficial to all families.|The District has worked hard over the last year to develop relationships. Each month we have a "Panther Picnic" where families are invited to come and have lunch with their children as well as interact with teachers, staff, and their child's friends. TK-3 grade students have an assembly every Friday where one class performs what they have learned in class and parents are invited to come. This year we are focusing on building communication through "Class Dojo" Many of our families are connected to the internet and by using this platform we can post onto the site to keep families more informed and current events. We also partner with the local family resource center in order to support the underrepresented families.|5|4|4|4|4|4|4|3|3|3|4|4|2019-11-13|Met|2019 56725610000000|Rio Elementary|3|Rio School District developed and continues to improve a series of surveys to engage all stakeholders in seeking input and decision making. The Rio School District will continue to work with district and site administrators to engage all families with a laser like focus on families who are disengaged in the school community. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey since Mixteco has no written language.Rio School District will seek out more parents of families who are disengaged by providing nights in which parent surveys can be completed and these will include Mixteco families. Additionally, Mixteco Family monthly meetings will continue through the support of the district's Mixteco personnel and working together with the new parent liaison outreach representative. Rio School district will continue to improve the school-parent series of workshops it offers at each school by developing a survey to ask parents on specific items they may be interested in learning more.|Rio School District strengths and continuous improvements are as follow, Rio School District created a new parent-liaison position the district has provided its school community. The parent Liaison works with all sites to provide a series of parent-school workshops at each site in order for our school community to have a deeper understanding of the educational process as well as how to improve and increase communication between parents and and school/district personnel. Rio School District will improve parent engagement through working with all sites and district personnel in creating and strengthening the parent series of workshops each school provides to their school community with a clean focus on families who are disengaged and/or whose children are at risk of not graduating. Rio School District developed and continues to improve a series of surveys to engage all stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey since Mixteco has no written language.Rio School District will seek out more parents of families who are disengaged by providing nights in which parent surveys can be completed and these will include Mixteco families.|Rio School District has made great progress in engaging parents and community members in decision making, promoting parental participation in school programming and establishing parent engagement as a priority in Rio’s Local Control Funding Formula. An example of the engagement is the annual parent-community conference. The 2019-2020 will be the second year Rio School District holds this parent empowerment conference. During the conference, parents are provided with the opportunity to attend topics ranging from pre-school, elementary and the early years to how to work successfully with children in middle school and high school. Parents are also provided the opportunity to attend workshops through various college presentation and how their children can be successful in getting into a college. A second example of the progress Rio School District making is the new parent-liaison position the district has provided its school community. The parent Liaison works with all sites to provide a series of parent-school workshops at each site in order for our school community to have a deeper understanding of the educational process as well as how to improve and increase communication between parents and and school/district personnel. Rio School District has developed and continues to improve a series of surveys for stakeholders each year. Surveys are available online in both English and Spanish. In addition, Rio School District has a series of parent workshops for our Mixteco Community. These workshops are in multiple languages and the Rio School District continues to provide two Mixteco personnel in order to provide direct services to our Mixteco families. RSD Mixteco personnel also provide extended services and referrals to outside agencies to support the well being of our students/families. Rio School District developed and continues to improve a series of surveys to engage all stakeholders each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey since Mixteco has no written language. Computers are available at each school site to complete the survey for all students, parents, district personnel and the overall community. Paper copies are also available as needed at sites in English and Spanish. Results from the surveys continue to be show very positive trends with, - Over 85% of parents reported that Rio School District sets high expectations for their children. - More than 80% of parents shared that District and Schools encourage parent involvement. - More than 80% report the fact that they understand what the expectations towards their children are. - Finally, more than 80% of parents reported their child "likes going to school" Furthermore, Rio School District has various advisory committees in which parents are engaged in decision making such as school site councils, ELAC, PAC, Migrant and the LCAP Committee.|4|4|3|3|3|4|2|4|4|4|3|3|2019-06-26|Met|2019 39685850122580|Rio Valley Charter|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions. An RVCS goal for this year is to implement a formal parent engagement group, to improve the engagement of underrepresented families.|Teachers and administrator at Rio Valley Charter School work to provide support and partnerships for all families, in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. Twice annually, all students in grades 3-11 are assessed using norm-referenced tools such as NWEA/MAP. Additionally, three times annually, DIBELS benchmark data are collected on all K-2 students to identify early literacy indicators. Results from both assessment methods are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|Rio Valley Charter School considers the feedback of all shareholders as opportunities to improve. Teachers meet weekly, bi-monthly, or monthly with families establishing trusting, respectful relationships beginning the first day of school. Families are invited and encouraged to attend Back to School events, and STEM showcase events. During individual student and family meetings, teachers engage with families learning about the unique culture as well as academic and social/emotional goals for every student. Notes are kept by each teacher in a family communication log for reference and review. Rio Valley maintains an engaging website, Facebook Pages, and blogs that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone. Regardless whether families choose the direct instruction, independent study or home-school models of education practiced by RVCS, all student/family meetings occur face to face in an equal and fair manner. Student computers are issued, and internet access provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 39686500000000|Ripon Unified|3|Boxes marked represent the highest percentage of parent responses. 257 parents responded on this part of the LCAP survey. Parents feel we are building the capacity of family members to effectively engage in advisory groups. Retraining will occur for principals to effectively engage families to assist in decision-making.|Boxes marked represent the highest percentage of parent responses. 253 parents responded to this section of the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength. Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and to be able to discuss student strengths and areas for growth with parents.|Boxes marked represent the highest percentage of parent responses. 262 parents responded on the LCAP survey. Ripon USD provides multiple ways for parents and schools to communicate. Bilingual staff provide communication assistance on a daily basis. A current focus is to increase multi-cultural activities at school sites providing more opportunities for families and students to share their backgrounds and cultures.|4|4|3|4|4|4|4|4|3|3|3|3|2019-10-07|Met|2019 19647330136994|Rise Kohyang Elementary|3|Rise Kohyang Elementary School opened in August 2019 with about 48 students. Every year Rise Kohyang Elementary School administrators and the School Support Team at Bright Star Schools will cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Furthermore, program changes will be communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals and Counselors.|Rise Kohyang Elementary School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang Elementary School community understands that the success of our students depends on the trust and communication between staff, families and students. Rise Kohyang Elementary School opened in August 2019 with about 48 students. Based on the success that Rise Kohyang Middle School and Rise Kohyang High School have had in the area, we are confident that Rise Kohyang Elementary School will be model school in the community. We also successfully conducted home visits over the summer to strengthen school-family relationships. One of the school’s biggest strengths is the welcoming environment we’ve built with families. In the first two months of school, we’ve had 70% of families attend at least one school event which included Coffee with the Principal or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|4|3|3|5|4|4|3|4|3|3|3|3|2019-10-28|Met|2019 19647330133868|Rise Kohyang High|3|Every year Rise Kohyang High School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Triton Family. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our Parent Empowerment Committee or the Family Engagement Coordinator.|Rise Kohyang High School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 54%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 25%. Nevertheless, our families feel supported as evident by survey respondents saying that 78% of families feel “confident in their ability to support their child’s learning at home” and 82% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang High School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 83% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 87% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 65% of families attend at least one school event which included Coffee with the Triton Family, Student Led Conferences or Family Workshops. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 91% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19647330124222|Rise Kohyang Middle|3|Every year Rise Kohyang Middle School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Rise Kohyang Middle School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 42%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 30%. Nevertheless, our families feel supported as evident by survey respondents saying that 79% of families feel “confident in their ability to support their child’s learning at home” and 83% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Rise Kohyang Middle School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 96% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 81% of respondents believe the administrators do well in creating “a school environment that helps children learn” and 89% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 91% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 86% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 09618380129965|Rising Sun Montessori|3|Annually, RSMS takes active steps toward self-reflection and self-improvement. RSMS reports to and solicits feedback from their authorizer, Buckeye Union School District. RSMS also actively incorporates our parent community through the Parent Committee, regularly scheduled board meetings, and the annual parent survey, which solicits feedback on the progress the school is making on the eight state priorities.|Over the past year, RSMS Administration has been working with teachers to further support student learning and development at home in several ways. Strategy meetings are held twice per month to discuss ongoing student progress, and teachers are provided with information on how better to engage parents and students in the learning process outside of the learning environment of the school. Some of these include: 1. Online spelling programs sponsored by the school, which parents and students can engage with at home (spelling city) 2. Access to a reading library for emerging readers 3. Online reading programs 4. After school meetings between parents and teachers 5. Online math programs which students can access at home 6. Optional weekly homework packets for grades K-3|Rising Sun has a strong and consistent parent committee which has been a valuable asset to our school and our students. At each regularly scheduled Board Meeting, our PC president submits a report to our board of directors. Annually, the PC raises funds through various community involvement events and these funds are then used to fund either further activities or to fund special projects and "wish lists" put out by our teachers. Additionally, all parents and students are included in school-wide events and fundraisers even if they do not have the capacity to contribute financially toward the event/fundraiser. Our area of improvement for the 19/20 school year is add a "parent liaison" from our faculty who will serve to further the school-PC communication as well as to provide for additional means of inclusion of all student and parent groups.|4|4|5|5|4|4|5|5|5|5|5|5|2019-05-14|Met|2019 09100900930131|Rite of Passage|3|Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. Along with our focus on relationships and partnerships, we plan to focus on involving families in some of the decision-making about our programs. Parents will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.|While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. Rite of Passage has a relationship with families and our school could benefit from being more interactive with ROP in this area. Most of the focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning. This is a goal of ROPCHS for 2019-20 in combination with building relationships with families. Nearly one hundred percent of our families would be considered to be underrepresented due to the make up of our student population.|Currently staff at all three sites includes parents when holding Exhibition Days each trimester. Over the past three years we have seen an increase in the number of families that attend. Staff also notify families when their child receives some type of recognition and weekly and monthly events. Surveys of staff indicate that, although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 2019-20 year, staff will be exploring additional means of conducting two-way conversations with families. This will include the exploration of electronic means to accomplish the goal.|3|4|2|3|2|2|2|3|2|2|2|2|2019-10-01|Met|2019 57726940131706|River Charter Schools Lighthouse Charter|3|Consistent with prior years, parent evaluations of LCS school culture remain overwhelmingly positive. • 95+% of parents: 1. School communicates its mission. 2. Main office is responsive. 3. My child enjoys going to school. 4. Overall, rate the culture as positive. • 90+% of parents: 1. School works hard to communicate and fulfill the mission according to the school’s charter. 2. School creates environment where children can succeed. 3. School asks parents for input. 4. School has established partnerships with surrounding community that improve my child’s school experiences. • 80+% of parents: 1. My family is a part of a school community. Parent’s satisfaction with the administration remained unchanged. • 90+% of parents: 1. Highly visible. 2. Communicates about important school policies and events. 3. Respectful and professional. 4. Overall, Dean of Instruction is very effective. • 80+% of parents (20% “did not apply”): 1. Is approachable when I have concerns. • Below 80% of parents: 1. (68%; 32% “did not apply”) Consistently enforces school rules and policies. 2. (50% “yes”; 17% “no”; 33% “did not apply”) Provides information about how school is performing compared to other schools. (This is an area of focus for the 2019-20 school year.) Parents were once again overwhelmingly satisfied with teacher effectiveness at DECS. • 100% of parents: 1. Communicate with me about my child’s academic progress. 2. Respond to my emails, phone calls, or notes in a timely manner. 3. Plan creative and engaging activities. 4. Are respectful and professional. • 90+% of parents: 1. Understand my child’s strengths and weaknesses. 2. Overall, would rate my child’s teacher as effective. Improve Engagement: Increase public PTC meeting frequency to one time/month and provide childcare. ELAC meeting to include dinner, childcare, and translation services. Translate all invitations to all events (Spanish and Russian). Encourage families from underrepresented families to participate on the Site Council and LCAP round-table discussions.|Parents are very satisfied with the academic program at LCS. • 95%+ of parents: 1. Believe LCS prepares their child academically for his/her next phase of schooling 2. Sets high standards for academic success 3. Feel the school meets the individual needs of their child 4. Overall, would rate the academic program at LCS as very effective • 90+% of Parents: 1. Feel that the school provides them with information about grade-level standards that their child is responsible for mastering. Parent’s evaluations of LCS school support services were also positive. • 90+% of parents (7% “did not know”): 1. Fell that the support services are effective overall. • 80+% of parents: 1. Report that the parent organization (PTC)at this school is organized and welcoming. • Below 80% (75%) of parents (20% “did not know”): 1. Students have regular access to technology. Improve Engagement: Increase public PTC meeting frequency to one time/month and provide childcare. ELAC meeting to include dinner, childcare, and translation services. Translate all invitations to all events (Spanish and Russian). Encourage families from underrepresented families to participate on the Site Council and LCAP round-table discussions.|1. Annual Parent Survey Indicators Overall rating on an “A” from parents 5 years in a row. (An increase of 16% from 2018-19) • 95%+ of Parents: 1. Feel that LCS takes actions to ensure their child’s safety 2. Would rate LCS environment as very positive 3. Feel LCS is clean and in good condition • 90% of Parents: 1. Feel welcome in their child’s classroom. Focus for Improvement: Increase public PTC meeting frequency to one time/month and provide childcare. ELAC meeting to include dinner, childcare, and translation services. Translate all invitations to all events (Spanish and Russian). Encourage families from underrepresented families to participate on the Site Council and LCAP round-table discussions.|4|4|3|4|4|4|4|3|4|4|4|4|2019-10-07|Met|2019 34674130000000|River Delta Joint Unified|3|River Delta Unified School District (RDUSD) partnered with the CORE Collaborative, which is a group of professional from various school districts who assist one another with strategies and implementation plans to improve the services in their districts. Being a part of this progressive group made RDUSD eligible to contract with Panorama Education. Panorama Education designed non-bias surveys on school culture and climate, teaching and learning, and school facilities and safety. The stakeholders who were asked to complete these carefully designed surveys were our students, teachers and parents. RDUSD chose to partner with Panorama Education because they were fully invested in understanding RDUSD needs and goals and were dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.|River Delta Unified School District (RDUSD) partnered with the CORE Collaborative, which is a group of professional from various school districts who assist one another with strategies and implementation plans to improve the services in their districts. Being a part of this progressive group made RDUSD eligible to contract with Panorama Education. Panorama Education designed non-bias surveys on school culture and climate, teaching and learning, and school facilities and safety. The stakeholders who were asked to complete these carefully designed surveys were our students, teachers and parents. RDUSD chose to partner with Panorama Education because they were fully invested in understanding RDUSD needs and goals and were dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.|River Delta Unified School District (RDUSD) partnered with the CORE Collaborative, which is a group of professional from various school districts who assist one another with strategies and implementation plans to improve the services in their districts. Being a part of this progressive group made RDUSD eligible to contract with Panorama Education. Panorama Education designed non-bias surveys on school culture and climate, teaching and learning, and school facilities and safety. The stakeholders who were asked to complete these carefully designed surveys were our students, teachers and parents. RDUSD chose to partner with Panorama Education because they were fully invested in understanding RDUSD needs and goals and were dedicated to designing a survey that would best meet the needs of our stakeholders. The key findings from the parent surveys related to seeking input for school and district decision making and increasing parent participation were: (1) combine the feedback gathering sessions for both school-related and district-related plans at a common meeting as opposed to holding multiple different meetings (2) involve parents in collaborative work study groups when seeking input and making decisions about improvement efforts, and (3) make a concerted effort to communicate the parents' hopes, dreams and aspirations for their children to all of our teachers and school support staff.|5|5|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 39103970127134|River Islands Technology Academy II|3|River Islands Technology Academy works to engage parents in the decision making process whenever possible. We have monthly open Coffee & Chat meetings where parents come and meet with site Administration to voice concerns, support, or offer input on areas the administration puts forth. We annually survey all families as part of our planning process to gain input and insight as to the needs of our School Community. We have School Site Council, a Parent Club and a Governing Board where parents serve as members in an official capacity. These groups hold regular meetings where the community is able to attend to provide feedback when they see fit. We have a large parent presence on our campus on a daily bases, which doesn’t always translate to large participation at input sessions that are held annually as part of the planning reflection process. Due to this, we have included seeking input at other regularly scheduled events (Coffee & Chat, Volunteer Appreciation and sporting events) in order to get a larger number of people who are providing feedback and offering suggestions of things that we can do better. We will continue to try a variety of ways to solicit input to maximize the voices of our community.|River Islands Technology Academy’s staff knows that having strong partnerships between the home and school will lead to greater student success in the classroom. We work hard to provide information to parents on an on-going basis to assist with this process. This happens through our newsletters (weekly and monthly), website, School App, Student Information System, Parent Information Nights, Parent Teacher Conferences, Student Study Team meetings and IEP meetings. School policies and procedures encourage on-going conversations with parents to ensure that parents are up to date on student progress and present levels. We will continue to search for ways to enhance these conversations and implement new programs, technology or practices as determined to be needed.|Building and sustaining strong family relationships is an important goal of River Islands Technology Academy. We have many ways to facilitate 2-way communication between the site and our families. We have weekly grade level newsletters that are sent each week to our families to inform them of what is happening in their child’s(ren) classrooms, ways that they can participate in those happenings, and ways that they can support their students at home. The weekly grade level newsletters are also posted on our school APP so that all of our community can see what is happening throughout the school. Volunteering is a big part of the culture of our school, and we have over 100 regular parent volunteers in our classrooms on a weekly basis. We encourage parents to be on campus to be both aware of what is going on with their child, but also to better create partnerships between school and home. We do provide translators for our population that needs the service, and will continue to expand ways that we can do this, and to try and determine if our EL population feels like this is a barrier to their involvement. Based on our self-reflection results we will look at providing professional development for our staff to learn about family’s strengths, cultures, languages, and goals for students.|5|5|3|5|4|5|5|5|5|4|4|5|2019-10-22|Met|2019 28662666113302|River Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49708470119750|River Montessori Elementary Charter|3|RMCS supports administrators, staff, and faculty to receive professional development to support the effective engagement of families in their child's learning and growth including but not limited to: written and verbal communication skills, equity understanding, and Spanish. The River Montessori Foundation serves as a parent-teacher-student leadership group, providing a feedback loop through regular meetings and frequent events. School communications are translated and interpreters are offered and provided for interactions and meetings when necessary and supportive for families. Translated surveys are administered at least annually to solicit feedback and ideas on current and potential policies, programs, and interests. Forums and meetings are held by the board and administration to ensure that there is understanding of family perspective and an opportunity to advise and contribute to the school community.|Current strengths and progress in this area include Individual Learning Plans (ILP) for each student, a working document for students, teachers, and families to coordinate and communicate regarding developmental areas of strengths and growth for students, Student-led conferences (Partnership Meetings) with teachers and parents, invitations to observe often with specific opportunities to observe student work and the school experience through "Watch Me Work!" and "Bring Your Parent to Work Day!" events, a new on-line teacher-parent communication program, "Transparent Classroom", reflecting lessons and student progress, analysis of assessments for all students as individuals and in levels and subgroups, Professional Development in academic, personal, and social emotional approaches for diverse learners, and support for families regarding, attendance, how to best support students developmentally and academically. Frequent communications for families regarding child development, health, legal rights, and opportunities for support within the school as well as the greater community.|Strengths and progress in the area of building relationships include an open door policy for students and parents with faculty and administration, frequent written and verbal communication regarding participation, observing student learning and classroom environments, Parent Events such as Parent Orientation, Bridge for Parents, International Family Festiival, Student Heritage research and presentations, promotion and support of equity and diversity in our school, as well as in the local and greater community. Additionally. to ensure and improve the engagement of underrepresented families, Hispanic Family Gatherings were held at a schedule set by the families to learn more about and address the unique needs of the community and increase participation and partnership. An Equity Focus group has been established to seek better understanding and to improve the school experience for all students and families as well as for the greater good. A feedback loop is in place for Special Education processes in order to ensure understanding and improvements where necessary. Other parent events such as Parent University, Community Conversation meetings, and Coffee with the Executive Director provide opportunities for families to gather and share best practices and hopes for education, parenting, how to engage at school, and support children in their growth and support the two-way communication needed for student success.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 23656150115055|River Oak Charter|3|River Oak has a strong parent continency with their Charter Council, Parent Council and Site Council. They work well to educate and communicate with the families.|Having parent input is a vital part of River Oak's community. Parents have a very active role in the governance of the school. Policies are written when needed and are in the best interest of the families, students and staff.|River Oak Charter School has an amazing connection with the families. They have numerous parent meetings throughout the year, the parent council is very active and strong. They are reaching out to the Hispanic families at local events, advertising in Spanish and holding various informational nights for prospective parents. Communication is strong.|4|4|5|4|4|4|5|4|4|4|4|4|2019-10-21|Met|2019 56105610122713|River Oaks Academy|3|Our families have the opportunity for monthly input at their meeting with their teacher. We also send out 2-3 annual surveys, which our families can use for additional input. Furthermore, we have an open door policy, where students and parents are encouraged to visit with the Director at any time to make suggestions and give input or ask for support, if needed. Our website is translated as are many of our documents. We continuously work on making sure that all families have equal opportunities in all areas of our program.|Due to the nature of our personalized learning program, every time our staff meetings with their students and families, student progress is discussed. Working together is the key element to making our students successful. We always support our families and discuss their needs with them. Since our students work at home, it is imperative to make sure that their home environment is conducive to learning. We accommodate those families whose students need more supervision by offering them more structure at the resource center for additional supports.|Due to the nature of our program, our staff and especially our teachers have very close relationships with their students and their families. During their regular turn-in meetings, they address areas of strength, weakness and other areas of needs. In addition, we always work towards supporting our students in all areas of need, not just academic. We are in the process at this time to implement a full training for all staff to learn about cultural differences. We have many multi-lingual staff members and so far have been able to accommodate any languages within our program.|5|5|3|4|5|4|5|5|4|4|4|4|2019-10-03|Met|2019 33103300110833|River Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2019-12-12|Met|2019 37681893731072|River Valley Charter|3|As an independent study school, RVCS relies on communication and stakeholder engagement with the parents and families of students. Parent not only complete surveys and comprise of one third of our governing board, but also engage in both formal and informal meetings with the Principal/CEO. These meetings are often the catalyst for future goals and improvements. Being such a small school, parents often engage in conversation with teachers on campus, sharing ideas that percolate and grow into goals and actions. Stakeholder involvement has proven to be a critical component as River Valley looks to the future. As a school and LEA in the same, RVCS rests on the involvement of the school board. The board, and in turn, the parent representatives, are a direct part of the decision making for LCAP, WASC, and long-term strategic planning goals. Parent representatives on the RVCS board, as well as the RVCS Educational Foundation and Family Association, have a direct impact on the decision making for both short and long term goals. As the RVCS has grown, the involvement of parents/guardians has remained a focus of the school, as the mission of the school is built on such strong family and community ties. RVCS continually strives to reach out to all parents and families in order to seek their involvement in school governance.|The Naviance College and Career Readiness Platform is used by the School Counselor with all grade levels (7-­12th) for individual post-secondary planning, conferencing, parent and student information nights, grade specific classroom lessons, and scholarship research. All 8th­12th grade students are provided a classroom lesson on Family Connection in the fall and in the spring. Topics include: individual assessments on personality type, strengths exploring, and career interest are given, resume building, Supermatch and college searches, scholarships, and budget reality checks. The School Counselor provided individual low income students one-on-one assistance to sign up for the ACT and SAT using the website act.org and collegeboard.org. All 8th-­12th grade students were showed how to use Naviance/Family Connection to complete scholarship research. The School Counselor worked specifically with Low Income Students assisting with ACT, Mock ACT, PSAT, and College Board fee waivers, scholarship applications, and writing specific letters of recommendation for scholarship purposes. The Grossmont College financial aid department provides a hands-on financial aid workshop where students and parents fill out the FAFSA on-site and were able to ask specific personal questions. Junior conferences are offered for all 11th grade students with their parents at a convenient time for their individual schedules where a complete review of their current transcript, senior course selections, and Family Connection Account complete with list of colleges they plan to apply to and requirement/deadlines are discussed in depth. Information about upcoming college fairs, required standardized testing, and college essay requirements are also discussed. RVCS' goal to "Enhance the college going culture through student activities, student self-­exploration, and school-wide programs and practices" will remain as a focus, but more quantifiable outcomes that align with the scope of River Valley's mission in fostering a college going atmosphere will be targeted in the coming years as socio-economic and unduplicated student data is evaluated.|RVCS’s mission and vision clearly state that we are a school built on strong family and community ties. Over the years, as the school has grown, RVCS staff and other stakeholders have taken care to stay true to the original mission and vision, while also striving to meet the needs of all learners as our community grows. All stakeholders are regularly involved in drafting and revising the school’s mission, vision, ESLR’s and action plan. These documents are created and edited based on student needs, college entrance requirements, and career readiness. All documents are consistent and supported by board policies. In light of the above information, RVCS feels that significant progress towards the mission of maintaining strong family and community ties has continually been made since the school’s inception. Parental involvement is promoted and encouraged at RVCS. Parents are involved in classroom/campus volunteer work, sports, guest lectures, social events, governance of the school, and the parent association organization at River Valley. One focus area for improvement is to engage underrepresented families in the short and long term planning of the school. RVCS finds that while parental involvement is strong, it may not be representative of the population as a whole. Moving forward, RVCS hopes to implement programs that will encourage a higher percentage of stakeholder involvement--such as informal strategic planning workshops and more opportunities for weekend and evening involvement in governance projects.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 50755560113852|Riverbank Language Academy|3|Riverbank Language Academy offers different opportunities for parents to become involved at school. There are two parent seats in the RLA Board that is responsible for all of the decision-making at the school. RLA has made a commitment to bring parent education at RLA, the Parent Institute of Quality Education, parent workshops and different parent trainings are available to all underrepresented families.|A goal under parental involvement is to increase participation for our EL families in our ELAC committee and overall school involvement. A designated committee recruits parents to attend quarterly meetings and parent trainings offered for English Learners, bilingual education and parental involvement.|RLA has multiple opportunities for parental involvement and has a very involved Parent Teacher Organization (PTO). Parents are part of the regular decision-making process at RLA. There are different parent committees including two seats in the RLA Board, PTO, ELAC, LCAP, and other special committees. RLA's Parent Teacher Organization hosts and sponsors multiple community events; for example, our annual Jog-a-Thon, Movie Night, RLA Fun Day, Cultural Festival and other parent workshops. In addition to the school’s regular committees, RLA has created additional opportunities for parent education programs, these include the following: Family Literacy Night, Family Math Night, English Language Development, health education, behavior and parenting, and immigration workshops. Included as part of RLA’s parent education program, is the PIQE (Parent Institute for a Quality Education) Program, training on bilingual education through CABE and behavioral trainings like Nurtured Heart for social-emotional development. Family and Community events are well attended and every event has a parent participation rate of approximately 35-50%. The school provides access to all materials in English and Spanish and approximately 97% of our teachers, administrators, and support staff communicate in Spanish.|4|5|4|4|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 50755560000000|Riverbank Unified|3|The district holds Joint LCAP Stakeholder/Parent Advisory meetings in which ELAC and School Site Councils along with students, teachers, classified employees and community members gather to discuss the needs including family activities. Additionally, last year the district began working with a group of parents on a Family Engagement Team to discuss and explore ways to further increase participation, attendance at events, and partnerships with schools.|While the district has not formally provided professional learning on capacity to partner with familes, it has been a focus of numerous discussions throughout the district. Parents and families are provided information on their legal rights and ability to advocate for their students on an individual basis, at the parent summit and through classes at the Parent Networking Center. Outreach again is an issue for the district as attendance at some parent events is lacking. One way the district seeks to promote active family partnerships is through school site activities as it has been noted that they are more likely to attend an event at their home school and one in which students perform or are recognized.|Administrators and staff are fully aware of the need to develop trusting and respectful relationships with families. The district holds an annual parent summit to provide families with a number of sessions related to school and students becoming college and career ready. There is also a full-time staffed Parent Networking Center on the campus of our middle school. This location provides a number of learning opportunities primarily for the parents of middle school student along with all parents in the district. All sites hold parent coffee meetings along with ELAC and Site Council in which they partner with parents in decision making as well as gathering parental input. While these things are all being implemented, we continually need to reach out to all families, especially the underrepresented families. We find that when meetings are scheduled and held, even at varying times, the turnout is low. The district has invested in customer service training for our school office staff in the past yet parent surveys indicate that we need to provide training on a regular basis to ensure all school offices are welcoming.|4|3|3|4|2|4|4|3|4|4|4|4|2019-11-05|Met|2019 10754080000000|Riverdale Joint Unified|3|Riverdale Joint Unified School District’s teachers, support staff and administration take part in continuous conversations and collaboration opportunities on improving the value and utility of contributions of parents in providing input into the decision making process. RJUSD feels that they provide a range of opportunities but only find mild success with attendance and participation of the events scheduled. RJUSD will be sending out a parent survey in the fall of 2019. This survey will ask and inquire with parents what topics and items they are interested in to help shape the course of offerings for families from the district.|Riverdale Joint Unified School District every year reviews and educates teachers, support personnel, administration and other school leaders the value and utility of contributions of parents in building partnerships for student outcomes. Numerous opportunities, workshops and publications are provided for parents to give them the information and resources to support student learning and development in the home setting. These numerous events such as parent conferences, IEP meetings, email, phone messaging, meetings such as School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) along with parent forum opportunities create and allow for situations for families to discuss student progress and ways to work together to support improved student outcomes. While RJUSD has always provided opportunities for families to understand and exercise their legal rights and advocate for their own students and all students, this is an area the district would like to continue to grow.|Riverdale Joint Unified School District Takes pride in the establishment and continual growth of building relationships with families and community stakeholders. RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs. Parents are a vital connection and serve as equal partners in building relationships with the district. Bilingual support can be found through school site/district mailings, publications, and verbal interactions. Bilingual support can be found at the district level along with at each school site. Translators are used for various meetings such as: parent conferences, Back-to-School Night, social interaction events, community events and Special Education meetings. Through various conversations with parents, the parents of Riverdale are appreciative for the ability to communicate with school officials and staff concerning the educational process of their children. RJUSD continues to seek methods and approaches to greater understand each families strengths, cultures, languages and goals for their children. It is the continued goal of Riverdale Joint Unified School District to continue to grow and expand the building of relationships with families.|4|4|3|3|2|4|3|2|4|3|3|2|2019-10-09|Met|2019 33103300000000|Riverside County Office of Education|3|Alternative Education continued to emphasize the importance of parent decision making as demonstrated in parent input in the LCAP through monthly LCAP stakeholder meetings at all regional learning centers from October to March each year along with parent input at meetings that included the School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and Parent Advisory Committee.|Parent engagement improved this year through (Action 10 and 11) the Parent Engagement Leadership Initiative (PELI) workshops and college success events. Edulink/InTouch is the automated telephone calling system used to further communication along with the Aeries parent and student portal.|Alternative Education uses this self-reflection tool to review its progress, successes, and areas of growth in family engagement policies, programs, and practices. Alternative Education's strengths in building relationships included creating welcoming environments for all families in the community. An area of growth will be supporting staff to learn about the unique backgrounds and cultures of the families in the community. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified.|4|4|3|4|3|4|3|4|4|3|4|4|2019-10-02|Met|2019 19647336018923|Riverside Drive Charter|3|In order to determine whether Riverside Drive Charter has met the performance standards regarding seeking input for decision making, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. I feel welcome to participate at this school. 88% 2. This school informs me about volunteer opportunities. 87% 3. My child's school recruits and organizes parents to help and support the school. 86% There are eight Charter Governance committees in place where parents are encouraged to attend and participate in the decision making process. These committees help guide and they advise the governance council on issues that arise in the following areas: * Arts * Strategic Planning & Curriculum * ELAC * Grant Writing * Positive Behavior Support & Attendance * Safety * Science and Technology * Campus Beautification Parents are reminded via email, phone calls, and flyers when there are meetings and events where they have the opportunity to give input on decisions being made.|In order to determine whether Riverside Drive Charter has met the performance standards regarding building partnerships for student outcomes, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. This school includes me in important decisions about my child's education. 72% 2. I actively participate in my child's education with this school. 94% 3. I have visited my child's school to get information and/or access resources. 79% 4. I regularly communicate with my child's teacher and/or other school personnel. 85% Parents at Riverside Drive Charter feel that they actively participate in their child's education with the school and that they have regular communication with teachers and other staff members. There is a need for improvement in the area of parents feeling like they are a part of decision making process in terms of their child's education. Riverside's Governance Council is made up of 50% of parents. Riverside parents and families are our partners to help inform, influence, and create practices and programs that support pupil success, and promote civic participation during the participation in the council. All stakeholder groups have a voice as voting or non-voting members in the following functions and responsibilities: * Developing and implementing schedules of school activities, events, special schedules, policies and procedures * Establishing and maintaining fiscally-sound budget practices * Facilitating communications and collaboration among members of the school community and between the school and the community at large * Interviewing and selecting personnel; per District policies and procedures and affiliated charter policy bulletin * Developing school curriculum, programs and appropriate assessments * Evaluating the effectiveness of school curriculum, programs and assessments * Establishing a discipline policy with a code of student conduct * Establishing and maintaining the effectiveness of school committees * Developing and implementing site safety procedures * Amending and revising the Charter and its bylaws All Riverside Drive Charter members will monitor, support, and assist in the execution of Riverside Drive Charter policies and plans. While parents have had the opportunity to be involved in many aspects of their child's education, they may not have been aware of the many ways to do so. Consistent communication about the different ways parents can be involved in the decision making process is critical.|Riverside Drive Charter had a 28% parent completion rate in 2019. In order to determine whether Riverside Drive Charter has met the performance standards regarding building relationships, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1.I feel welcome to participate in this school. 88% 2. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 83% 3. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 95% 4. This school provides instructional resources to help me support my child’s education. 83% The focus area in need of improvement is that of encouraging parents to participate in organized parent groups. Riverside Drive Charter has new administrative leadership as well as new parental leadership on Governance and in the PTA. There has been a concerted effort to recruit and engage with parents and keep them informed about opportunities to be involved and participate in school events. Multiple modes of communication are used to ensure that parents receive information about school events and different ways to get involved. Riverside Drive Charter holds events on evenings and weekends to allow for maximum levels of participation.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 36678270113928|Riverside Preparatory|3|There are many opportunities for parents and the community to plan, give feedback and advocate for their student's education. LCAP planning meetings occur at least two times a year. At these meetings parents look at data, view instructional materials, and analyze budget. These same planning meetings occur at DELAC and information is also shared with the Parent Advisory Committee. All meetings have translation services and mileage reimbursement are offered for meetings and parent trainings.|Riverside Preparatory has provided many professional development opportunities for staff to learn strategies to connect with parents and families. These trainings include family engagement meeting held by the local county office of education and translation services. The district provides all teachers with laptops and cell phones to allow for communication with families. There are two district wide parent conference weeks for parents to come talk with teachers regarding their student's progress.|Riverside Preparatory is committed to building a strong and engaging relationship with families and the community. In the past few years the district has increased the amount of translation services available to ensure that all parents can engage and inquire about their student's education (in primary language). District staff has participated in professional development regarding customer service and meeting the needs of parents with a warm and empathetic attitude.|3|3|3|3|3|3|3|3|3|3|3|3|2019-11-06|Met|2019 33672150000000|Riverside Unified|3|RUSD values parents and other stakeholders as a vital part of the decision-making process. District parent committees such as Riverside Council Parent Teacher Association (RCPTA), African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), District English Language Advisory Council (DELAC), English Language Advisory Council (ELAC), LCAP Community Advisory Committee, site level Parent Advisory Committees (PAC), and site level School Site Councils (SSC) provide ongoing input and feedback toward site and district decisions. In addition, an annual parent survey is administered. However, participation in this parent survey is limited. In the Spring of 2019, 5% of RUSD parents participated in this survey. Increasing the voice of parents of underrepresented students through enhanced, targeted communication about the survey and multiple opportunities for parents to attend Community Forums will be a focus for the coming year. The Family Resource Center holds a quarterly School, Family and Community Partnerships Collaborative that provides opportunities for parents, staff and community partners to develop, implement, and assess family engagement activities. Annual meetings to evaluate family engagement workshops and academies are held with school principals, family engagement site contacts, and parents. Twenty-three parent leaders from district advisory groups lead the work as FRC Parent Ambassadors. Ambassadors support family engagement activities at both the district and site level and are key stakeholders in evaluating family engagement practices.|The RUSD Coordinator of State and Federal Programs provides site level teams with guidance and training for increasing family engagement. As part of our RUSD Equity Plan, an expanded focus will be placed on providing sites with training to increase the participation of families of underrepresented students. Sites and the District offer numerous family events, such as the Parent Engagement Summit, Back to School Night, Open House, and site level parent education nights to open our doors to families and build relationships, leading to increased parent involvement. In addition, our Family Resource Center (FRC), housed at multiple locations across the district, develops meaningful partnerships with parents and caregivers to support student well-being, student learning, and pathways to college and career. With a mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community”, the FRC coordinates comprehensive services for students and families to address and remove barriers to learning. A whole child approach ensures that schools, families and communities work in partnership to support the health, safety, and engagement of students. Parent workshops and family engagement academies are intended to empower families in accessing community resources and navigating the school system are scheduled regionally throughout the district. Through the district’s equity plan, schools will develop goals that will create welcoming school climates, build respectful and inclusive school communities, share information between schools and families, and support student success by sharing information about student progress and supporting learning by engaging families. Through these actions, schools will increase their capacity to partner with families to support student learning and development, increase communication to discuss student progress and support families in understanding their rights and becoming advocates for their student(s) and schools. The FRC works closely with school administrators to offer award winning and research-based family engagement programs that foster parent engagement in schools. Offering include programs that: support parents as their child’s first teacher, promote effective communication and collaboration, empower parents in understanding the California public school system and structures of the district and schools, including decision making, funding, academic standards, and testing.|Riverside Unified School District (RUSD) values parents and other stakeholders as partners in the educational process. Strong, respectful relationships between the sites, district, and families are crucial in cultivating effective partnerships. Providing leaders across the organization with opportunities to advance their abilities in developing relationships occurs at monthly district leadership meetings and the annual Leadership Symposium. Site and division leaders are provided with tools to build relationships with stakeholders and are directed to share these tools with their teams at site/division level staff meetings. This format allows for all employees to learn relationship building skills to use with their students, families, and employees. The PTA National Standards for Family-School Partnerships offers a framework for how families, schools, and communities should work together to support student success. As a component of our district Equity Initiative, we are working to establish a baseline for family engagement practices using the PTA National Standards for Family-School Partnerships. RUSD has initially appraised family engagement site level activities to ensure that each school site has the resources required to provide equitable family engagement practices. The goal is to norm family engagement practices to ensure equitable treatment and access to resources for families. Schools will develop at minimum one site goal to create school climates that welcome all families into the school community, communicate effectively, and support student success. RUSD has partnered with the Riverside County Office of Education to coordinate professional development opportunities for administrators, teachers, and classified staff to create welcoming school climates for families and community, build relationships with students and families, and communicate effectively with families. These professional development opportunities will be offered through in person trainings and online.|2|2|2|2|2|2|2|2|2|2|2|2|2019-10-15|Met|2019 19647336058150|Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle|3|Parents fully participate in the shared decision making process at Millikan Middle School. Our Affiliated Governing Council, English Learners Advisory Council and School Site Council are fully constituted and have parent representation. Additionally, Millikan parents participate in Local District parent advisory committees. Millikan has an active PTSA which collaborates with the administrators and teachers to plan family engagement activities. Attention needs to be given to increasing the use of tools that allow parents to engage in two-way communication about school initiatives and activities and to ensuring that translation and interpretation are available for parents when needed..|Millikan has increased the parent education opportunities for our parents as well as scheduling bi-annual parent-teacher conferences for the entire school for the first time in 2018-2019. Parents are given the opportunity to exercise their legal rights through participation the School Site Council, Affiliated Charter Governing Council and English Learner Advisory Council. Additionally, parents are provided with education about their legal rights and how to advocate for their students at our orientation program and Coffee with the Principal events. Professional development for teachers on how to engage parents as home-school partners is in the initial implementation stages and is an ongoing goal so that we reach full implementation and sustainability. On the 2018-2019 School Experience Survey, 75% of parents reported that the school provides information about grade level requirements. 90% of parents reported that the school provided information (verbal and written) that they can understand.|Millikan Middle School employs a Parent Center Director and has an administrator who oversees parent engagement programs. Parent engagement efforts include parent workshops that address academics, attendance and social-emotional issues. Workshops are held both in the day and evening to increase parent access. The LEA introduced bi-annual parent-teacher conferences to increase home-school communication in 2018-2019. Coffee with the Principal events are held monthly which serve the dual purpose of providing parent education and giving parents an opportunity to provide feedback and participate in shared decision making. There is an Affiliated Governing Council, School Site Council and English Learner Advisory Council. All councils are fully constituted with parent representation. 90% of parents who participated in the 2018-2019 School Experience Survey reported that they participate in school events, Areas for improvement are consistently communicating with parents in their home language and increasing the number of parents who participate in school workshops. Additionally, utilizing technology to increase the opportunities for parents to communicate with the school and provide feedback is a goal for 2019-2020.|4|4|1|3|2|3|4|4|4|4|3|3|2019-10-24|Met|2019 50712330121525|Roberts Ferry Charter School Academy|3|Roberts Ferry Charter Academy again has a very active parents club. We have an English Language Advisory Committee that meets together as parents, teachers and administration.|We have a very active parents club that helps in recruiting volunteers in our classrooms. At the start of each year, at Back to School Night we have sign up sheets for parents to get involved in working in the classroom, field trip and class parties.|Roberts Ferry Charter Academy strength revolves around our Superintendent/Principal's open door policy. There is never a need to make an appointment about any concern. Everyone is welcome and even if there is a language barrier- we are able to provide assistant for the staff and also provide interpreters at parent conferences.|5|4|5|5|4|4|4|4|4|4|4|4|2019-11-12|Met|2019 50712330000000|Roberts Ferry Union Elementary|3|Roberts Ferry Elementary again has a very active parents club. We have an English Language Advisory Committee that meets together as parents, teachers and administration.|We have a very active parents club that helps in recruiting volunteers in our classrooms. At the start of each year, at Back to School Night we have sign up sheets for parents to get involved in working in the classroom, field trip and class parties.|Roberts Ferry Elementary School strength revolves around our Superintendent/Principal's open door policy. There is never a need to make an appointment about any concern. Everyone is welcome and even if there is a language barrier- we are able to provide assistant for the staff and also provide interpreters at parent conferences.|5|4|5|5|4|4|4|4|4|4|4|4|2019-11-12|Met|2019 34674210000000|Robla Elementary|3|The district will utilize a yearly parent survey as well as School Site Council, ELAC and district parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We are currently partnering with the Sacramento County Office of Education to find effective means of collecting and analyzing parent engagement data to better understand our families’ wants, needs and effective programs.|Robla School District assists parents and guardians in understanding such topics as the challenging state academic standards, state and local academic assessments and how to monitor their child’s progress. Parents/guardians are provided with materials and training, such as literacy training and using technology, to help them work with their children to improve their child’s achievement. Though teachers have many opportunities to interact with parents and guardians though school events, the environments aren’t always conducive to specific conversations about their child’s achievement or needs. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students.|Robla School District is striving to provide an environment where parents and families feel welcome. Many opportunities are provided both by the district and schools sites for parents and families to engage with the school community. These opportunities happen during the school day and after school/evenings. Bilingual community outreach assistants are an integral piece of providing outreach and support to non-English speaking families. We work with local community organizations such as the Sacramento Food Bank, United Way and The Roberts Family Development Center to provide resources and services for our students and families. An Area of focus is to continue to diversify our staff to reflect the diversity of our district.|3|4|3|4|4|4|3|5|5|5|4|3|2019-10-24|Met|2019 43104390125781|Rocketship Academy Brilliant Minds|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 43104390125799|Rocketship Alma Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 07616480137430|Rocketship Delta Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 43104390123281|Rocketship Discovery Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 43104390131110|Rocketship Fuerza Community Prep|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 07770240134072|Rocketship Futuro Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 43104390120642|Rocketship Los Suenos Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 43104390113704|Rocketship Mateo Sheedy Elementary|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 43694500123299|Rocketship Mosaic Elementary|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 41690050132076|Rocketship Redwood City|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 43104390133496|Rocketship Rising Stars|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 43104390119024|Rocketship Si Se Puede Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|4|4|4|4|4|4|5|4|3|4|4|3|2019-10-28|Met|2019 43694500128108|Rocketship Spark Academy|3|In addition to significant informal opportunities for parents and teachers to connect, the school is building out formal structures to support family engagement through advisory groups and enhance parent engagement in the formal governance process. We have formalized our SSC and ELAC nomination and election process to increase parent participation and enhanced our training to help parents better understand how to hold effective meetings and engage the formal process. We also facilitate parent leadership and sharing across schools so that parent members of advisory groups can learn from peers and share best practices. The school is focused on new methods of getting parents and staff to work more collaboratively to review and discuss substantive issues, learning from other schools and getting feedback on school practices and approaches.|Relationship between teachers and parents is critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which proactives develops a strong school and evironment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their own environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Parent-Family Meetings--potlucks and other communal/sharing experiences, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect.|In order to achieve high expectations, the school seeks to work with families to help them become effective champions of their child's education and see us as critical partners. As parents are their chidren's first teachers, it behooves us to build a meaningful relationship with parents so that we can truly partner with them in this collaborative effort to meet and deliver for their child every single day. We accomplish this by reaching out to the community proactively and by creating opportunities to build community within the school, build relationships, and create low-pressure situations where the power dynamics are balanced and family input is pursued and heard.|5|4|4|4|4|5|5|5|3|4|4|3|2019-10-28|Met|2019 54720900000000|Rockford Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Rockford School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|3|3|4|4|3|4|3|4|2019-10-10|Met|2019 31750856118392|Rocklin Academy|3|We have held Parent Universities at our middle/high schools where parents can come and learn about the different programs we offer and how to access support when needed. Last year our elementary sites held their first Parent Academy and are planning on expanding to offer it twice this year. Our staff is partnering with parents to ensure we are providing sessions that are focused around their needs. We received feedback from parents who attended. This year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Over the past year Rocklin Academy staff have participated in professional development focused on MTSS, Multi Tiered Systems of Support, and how to meet the needs of all students. A big component of this is how we can partner with our families to ensure not only students' academic needs are met but their social-emotional needs as well.|Rocklin Academy Family of Schools believes in parent partnership and engagement to create a strong educational program for our students. From our mission statement to our core values, parent partnership is valued and integral to our schools and our students. Strengths of our schools are providing welcoming environments for all families, providing families with information about their student’s learning and resources to support them at home, and establishing time to meet with parents and families to discuss student progress and how we can partner together to support all students.|5|5|5|5|5|5|5|5|4|4|4|3|2019-10-21|Met|2019 31750850114371|Rocklin Academy at Meyers Street|3|We have held Parent Universities at our middle/high schools where parents can come and learn about the different programs we offer and how to access support when needed. Last year our elementary sites held their first Parent Academy and are planning on expanding to offer it twice this year. Our staff is partnering with parents to ensure we are providing sessions that are focused around their needs. We received feedback from parents who attended. This year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Over the past year Rocklin Academy staff have participated in professional development focused on MTSS, Multi Tiered Systems of Support, and how to meet the needs of all students. A big component of this is how we can partner with our families to ensure not only students' academic needs are met but their social-emotional needs as well.year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Rocklin Academy Family of Schools believes in parent partnership and engagement to create a strong educational program for our students. From our mission statement to our core values, parent partnership is valued and integral to our schools and our students. Strengths of our schools are providing welcoming environments for all families, providing families with information about their student’s learning and resources to support them at home, and establishing time to meet with parents and families to discuss student progress and how we can partner together to support all students.|5|5|5|5|5|5|5|5|4|4|4|3|2019-10-21|Met|2019 31668520127928|Rocklin Academy Gateway|3|We have held Parent Universities at our middle/high schools where parents can come and learn about the different programs we offer and how to access support when needed. Last year our elementary sites held their first Parent Academy and are planning on expanding to offer it twice this year. Our staff is partnering with parents to ensure we are providing sessions that are focused around their needs. We received feedback from parents who attended. This year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Over the past year Rocklin Academy staff have participated in professional development focused on MTSS, Multi Tiered Systems of Support, and how to meet the needs of all students. A big component of this is how we can partner with our families to ensure not only students' academic needs are met but their social-emotional needs as well.|Rocklin Academy Family of Schools believes in parent partnership and engagement to create a strong educational program for our students. From our mission statement to our core values, parent partnership is valued and integral to our schools and our students. Strengths of our schools are providing welcoming environments for all families, providing families with information about their student’s learning and resources to support them at home, and establishing time to meet with parents and families to discuss student progress and how we can partner together to support all students.|4|4|4|4|4|5|5|5|4|4|4|3|2019-10-21|Met|2019 31750850128561|Rocklin Independent Charter Academy|3|During the 2018-2019 school year, RICA continued to invest in outreach efforts with parents and guardians. Individual parent and family engagement between school and home continues to be a strength. On the 2018-2019 Parent/Guardian LCAP survey 94%% of families stated “my school encourages parental involvement and participation.” Each year RICA does maintain a School Site Council and runs advisory meetings. Despite outreach efforts, engaging advisory groups in meaningful ways that elicit high participation continues to be an area for growth. During the 2019-2020 school year, RICA will continue to elicit involvement of parents and community members in advisory groups and will work to expand the representation of group members to include underrepresented groups.|RICA continues to build and maintain strong partnerships with families and community members in order to positively impact student outcomes. During the 2018-2019 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, and ongoing verbal and written communication between school and home. Each year families, students and staff sign a Master Agreement regarding their ongoing communication and make commitments for the level of involvement required throughout the year. During the 2019-2020 school year staff will participate in professional development related to communication styles to better understand their strengths and areas for growth related to communication. This will be an area for focus during the 2019-2020 school year as RICA works to engage more effectively with all families, including underrepresented families.|The mission of Rocklin Independent Charter Academy, a unique, innovative, and collaborative K-12 educational community, is to ensure students become academically, socially, and emotionally balanced, discover their passion for lifelong learning, and thrive individually. In order to accomplish this mission, RICA continually seeks input from families to inform decision making at the school and district level as well as promote parental participation in programs. RICA prides itself on building strong and lasting relationships with families. RICA strives to maintain high levels of outreach to underrepresented families and will continue to work towards this goal during the 2019-2020 school year.|4|4|3|4|4|5|4|5|3|2|3|3|2019-10-16|Met|2019 31750850000000|Rocklin Unified|3|During the 2018-2019 school year, Rocklin Unified School District continued to invest in outreach efforts with our parents and guardians. In addition to home to school and school to home communication happening at school sites, multiple advisory and parent engagement groups existed across the district including: LCAP parent/guardian advisory groups, Special Education Parent Forum, parent teacher clubs, school site councils, boosters, English Language Advisory Committee, District English Language Advisory Committee, and Gifted and Talented Education Advisory Committee. In addition, the District’s Equity and Inclusion Task Force, formed during the 2018-2019 school year, also had parent/guardian representation. As part of the LCAP development process, three teams (one parent/guardian, one staff, and one district team) met three times to analyze data and provide input on services and programs for our students. Additionally, all families and staff had the opportunity to participate in an LCAP survey to share their perspectives about services and supports in the District to address the state priorities. LCAP advisory groups participated in authentic experiences, including analyzing student achievement data, data to inform local indicators, student forum information, and staff and parent/guardian survey results. Ensuring parents are inclusive of the groups in our district will continue to be a focus in the 2019-2020 school year.|Rocklin Unified School District strives to build and maintain strong partnerships with families and community members in order to positively impact student outcomes. During the 2018-2019 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, open house/showcase nights, and ongoing verbal and written communication between school and home. Additionally, the District maintains high involvement from teacher and staff groups in determining areas of focus in district programs and services. During the 2018-2019 school year, a professional development advisory group was formed to provide input on the next three-year professional development plan and a special education solutions-based team has formed for the 2019-2020 school year to collectively work to improve services for students with disabilities. The District is continuing to work on our partnership with parents and guardians of students with disabilities. Parents are also involved in three District Equity and Inclusivity Round Table discussions to engage our families and school community in ways to create more inclusive and equitable schools.|Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community. During the 2018-2019 school year, the District maintained previous efforts to engage families through the LCAP development process and developed an Equity and Inclusion Task Force to strengthen our practices and outreach for and of underrepresented groups. Recommendations from this group around stakeholder engagement included the following: 1) purposely communicate the vision of equity and inclusivity to parents, 2) increase family engagement activities with all families, not just dominant group, 3) create opportunities for district and school personnel to engage in dialogue, and 4) increase communications in home languages of families and provide support for bilingual staff. Additionally, the adoption of History Social Studies elicited high engagement from our community and resulted in an expansion of the District’s outreach efforts, including parent information sessions at all school sites, district-level parent information sessions, and increased communication from school to home and home to school. A continued area for growth for our District during the 2019-2020 school year is in the area of communication. This is one of three focus areas for the district and will impact all levels - staff to staff, staff to students, students to students, school to family and family to school. Staff teams from each school attended a two-day Interest-Based Problem Solving Training. The District strives for a high level of outreach to underrepresented families and will also be engaging a team during the 2019-2020 school year to use the tools of improvement science to learn more about stakeholder satisfaction with engagement and increase participation of underrepresented groups. The District will also continue the outreach efforts through our partnerships in education program and ongoing parent outreach conducted at each of our schools and from our Communications Department.|4|3|3|3|4|4|4|5|5|4|3|4|2019-10-16|Met|2019 45752670113407|Rocky Point Charter|3|Rocky Point is in the initial implementation stages of seeking input for decision making. At this time Rocky Point Charter seeks input from the administrator, teachers, support staff, parents and the governing board. Improvement needs are to reach out for more stakeholder input by having items placed on the governing board agenda as a discussion item and depending on the input needed PTO meetings can be a place for input.|Rocky Point Charter makes great effort in building partnership for student outcomes. We encourage students to advocate for themselves and families are encouraged to speak with school staff for the extra support that may be needed in order to help students be successful. We hold SST, Student Study Team meetings with parents and staff. These meetings help us to understand the student and family needs and we work towards resolving issues that hinder the child from being successful. Staff attends a variety of professional development throughout the year that helps to better understand and to improve partnerships. Rocky Point Charter has an PTO, Parent Teacher Organization. The organization meets monthly to discuss, to make decisions, and to make plans for the school. This draws in parent partnership as it creates a community type feeling as parent come together for an event in which creates a positive outcome for families and staff. There is always room for improvement. Rocky Point Charter is having a STEM night for families to come and explore. We will continue to add in more education opportunities for families to and learn and enjoy time at the school.|Rocky Point Charter strives on built relationships and we are constantly working to build new relationships with our most recently added families. We encourage parent involvement in every aspect of our school day with an open door policy. We invite parents and other family members in the classroom to share out about ancestors, careers, hobbies, recreational activities, etc. Communication is very important to us. We reach out using news letters, social media, text, email, phone, and in person. We are in full implementation for building relationships but there is always room for improvement. Our improvement plan includes adding an outdoor LED sign for an method of additional communication.|4|4|4|4|4|3|4|4|3|3|3|3|2019-10-15|Met|2019 43693936046668|Rolling Hills Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 33672310000000|Romoland Elementary|3|The district has an active District Advisory Committee, District English Learner Advisory Committee, and Local Control and Accountability Plan (LCAP) Steering Committee. All of these committees include parent/guardian members who provide input on the direction of the district LCAP annually. All schools have active School Site Councils and English Learner Advisory Committees with parent/guardian members who provide input on the direction of the School Plans for Student Achievement. An area for growth is for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate a parent/guardian academy of classes, including leadership development classes.|Narrative: The district conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes on an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships. Each school has a Parent/Guardian Engagement Plan that is reviewed and revised annually by the School Site Council. Each school offers a variety of parent/guardian workshops focused on improving student outcomes. An area for growth is for families, teachers, principals, and district administrators to work together to plan, design, implement and evaluate a parent/guardian academy of classes, including advocacy classes.|Each school offers parent/guardian and family engagement opportunities based on parent/guardian feedback and needs. The district has invested in school site clerks to assist with community engagement and connecting families with resources. The district has additionally invested in communication upgrades, including website, mass communication methods, and forthcoming digital marquees. A Communications Coordinator has been added to support parent/guardian and community outreach and engagement. An area for growth to improve engagement of underrepresented families is conducting parent/guardian outreach and feedback gathering with new communication methods and through different platforms.|4|4|4|4|4|4|4|3|4|4|4|3|2019-10-08|Met|2019 10622400113142|Ronald W. Reagan Elementary|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 10622406006712|Roosevelt Elementary|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|4|4|4|4|4|2019-10-14|Met|2019 15637500000000|Rosedale Union Elementary|3|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP). To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students, and staff. All questions allowed for stakeholders to reflect on current and proposed action steps as they are aligned with our local FOCUS plan (LCAP). In addition to these surveys, meetings with our school site councils, district advisory councils, parent-teacher clubs, unduplicated student groups (DELAC), staff collaboration with district administration, stakeholder input collaboration evenings, and bargaining groups were conducted throughout the year where student outcomes, conditions of learning, and engagement are discussed as it relates to our overall district goals. The outcomes of the surveys and meetings provided support for the action steps implemented in the District FOCUS (LCAP) and provided the opportunity for stakeholders to provide input that was relevant, real, and reliable as it aligned with local needs. The following is a summary of where our district is concerning Parent engagement based on 3 categories Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making, using the Implementation Scale: 1 – Exploration & Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation & Sustainability|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP). To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students, and staff. All questions allowed for stakeholders to reflect on current and proposed action steps as they are aligned with our local FOCUS plan (LCAP). In addition to these surveys, meetings with our school site councils, district advisory councils, parent-teacher clubs, unduplicated student groups (DELAC), staff collaboration with district administration, stakeholder input collaboration evenings, and bargaining groups were conducted throughout the year where student outcomes, conditions of learning, and engagement are discussed as it relates to our overall district goals. The outcomes of the surveys and meetings provided support for the action steps implemented in the District FOCUS (LCAP) and provided the opportunity for stakeholders to provide input that was relevant, real, and reliable as it aligned with local needs. The following is a summary of where our district is concerning Parent engagement based on 3 categories Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making, using the Implementation Scale: 1 – Exploration & Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation & Sustainability|The Rosedale Union School District values the input from all stakeholders as we plan, develop, and implement all action steps towards our District FOCUS (LCAP). To achieve the greatest input from our stakeholders, surveys were distributed to all parents, students, and staff. All questions allowed for stakeholders to reflect on current and proposed action steps as they are aligned with our local FOCUS plan (LCAP). In addition to these surveys, meetings with our school site councils, district advisory councils, parent-teacher clubs, unduplicated student groups (DELAC), staff collaboration with district administration, stakeholder input collaboration evenings, and bargaining groups were conducted throughout the year where student outcomes, conditions of learning, and engagement are discussed as it relates to our overall district goals. The outcomes of the surveys and meetings provided support for the action steps implemented in the District FOCUS (LCAP) and provided the opportunity for stakeholders to provide input that was relevant, real, and reliable as it aligned with local needs. The following is a summary of where our district is concerning Parent engagement based on 3 categories Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision Making, using the Implementation Scale: 1 – Exploration & Research Phase; 2 – Beginning Development; 3 – Initial Implementation 4 – Full Implementation; 5 – Full Implementation & Sustainability|4|5|3|4|4|4|5|4|4|4|4|3|2019-10-08|Met|2019 49709040000000|Roseland|3|Roseland School District provides multiple opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through School Site Council, English Learner Advisory Council, and Parent Advisory Council, among others. Additionally, we have a high volume of participation in our annual parent LCAP surveys. A next step for the district is to provide more support to the school sites in running effective advisory groups that meet all necessary requirements, while at the same time engaging parents and promoting regular attendance.|Roseland School District’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education. A focus area for the district is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds.|Roseland School District provides a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including parent conferences, parent club meetings and schoolwide events. The district recently added a second round of parent conferences in order to increase home-school communication, and parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish. A next step for the district is to provide specific support/professional development for staff on strengthening home-school communication, building home-school partnerships, and increasing cross-cultural understanding and awareness.|3|4|4|5|2|4|5|5|3|4|4|4|2019-10-16|Met|2019 49709040101923|Roseland Charter|3|Roseland Charter provides opportunities to have families, teachers, principals, and district administrators design and implement family engagement. Roseland Charter does a good job of listening to all of its stakeholders and their needs. A next step in this area, is involving all stakeholders in the development of these family engagement opportunities. Additionally, the Roseland Charter school lacks the volume of parent participation it seeks. ELAC and Site Council meetings need increased attendance. A focus area for improvement is finding effective ways in engaging families in the educational community.|Roseland Charter’s strengths for building relationships with parents include but are not limited to: parent clubs, parent coffees, parent conferences, individual parent meetings, rising class meetings, Back to School nights, and Family Universities. Parents and families are encouraged to advocate and participate in their child’s education. We need to continue to provide multiple avenues of professional development to our staff to ensure they have the tools necessary to work with our families and the greater community.|Roseland Charter provides a safe and welcoming environment for our parents and students. Multiple opportunities for engagement are available for families to engage and communicate with staff. A challenge area and next step involve providing specific support for staff to learn about each family’s strengths, cultures, languages, and goals for their children.|3|4|2|4|3|4|5|4|2|1|1|3|2019-10-15|Met|2019 19649310000000|Rosemead Elementary|3|The Rosemead School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes. At the District level, we have an active DELAC/DAC committee and LCAP committees. Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP. Our DELAC/DAC is comprised of representatives from each school site along with our English Language Development teachers. Our LCAP process includes input from our parent advisory groups including a Parent Advisory Committee (PAC) to provide input into needs for our students with disabilities, low performing students, and English Learners. Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP. Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.|The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions. Rosemead School District partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families. This year, we are partnering with Pasadena City College to provide early education parenting classes that will be free of charge. Our Community Liaisons collaborate with school principals to provide coffee chats, workshops and parent education at every site. Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.|In the Spring of 2019, the Rosemead School District administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, and school climate. The survey was administered in English, Spanish, Chinese and Vietnamese to all parents in TK-8th grade. The District received survey responses from more than 50% of families. The survey was made available online and a hard copy with translations was provided for each family. The Rosemead School District used survey data results to inform our Local Control and Accountability Plan. Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area. Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. In examining that evidence, it is clear that the schools increased the of parents attending our Parenting classes at the site level by 10%. Examples of classes offered include an 8 week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Nights. In addition, last year our middle school has offered a series of parent workshops in partnership with Foothill Family Services on important topics relevant to middle school students such as how to avoid bullying, drug abuse awareness, and identifying anxiety and depression in teenagers. Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in School Site Council Meetings and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings. In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process. A community liaison is provided at every school sited to support outreach to all families including those with exceptional needs as well as families of underrepresented students. Future goals will include opportunities for our teachers and families to work collaboratively to intentionally build relationships and learn about family strengths, cultures, languages and common and goals for children.|5|5|5|5|4|4|5|5|5|4|5|5|2019-10-17|Met|2019 01612590131896|Roses in Concrete|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 31669100000000|Roseville City Elementary|3|RCSD continues to focus on building the capacity of and supporting principals and staff in engaging families. Over the past few years, there has been a gradual increase in engaging families in school groups and activities at the school site. This increase is especially true with underrepresented families from all schools within RCSD. The district has even spent time combining fun school activities with advisory meetings and/or with community partnership opportunities. The district has been more intentional in inviting parents to both be involved in district advisory committees as well as engaging all families in better understanding and giving feedback regarding curriculum decisions. The LCAP Parent Committee not only represents all regions of our district but has a significant number of parents actively representing our unduplicated students.|Our district has engaged in Professional Development (PD) to support inclusive practices for working with families. PD supports learning communication structures and methods to better meet the needs of families. Some of the PD is embedded in our new Student Support Process (SSP). We are implementing this process at every site to ensure that all students are getting academic, social-emotional, and behavioral needs met. The teachers, facilitators, and administration are all receiving training on best practices for working with families. Professional development also supports engaging parents with methods and actions that they can do to help student learning in their homes. RCSD has developed our own Parent University. Our Parent University supports underrepresented families in improving parenting skills, learning about school programs, and speaking with community partners. In 2019-2020, RCSD is also engaged in PD about how to facilitate inclusive and successful Individual Education Plan (IEP) meetings.|RCSD has new staff with the goal of developing stronger relationships with families as well as gathering and providing better resources to support students on our campuses. For example, RCSD added four new Community Liaisons to our district to bring our total to seven. The Community Liaisons work with all families but spend the majority of their time working with underrepresented families. Our district is also engaged in professional development to support inclusive practices for working with families and increasing ongoing feedback opportunities to understand better how and if our methods are meeting the needs of our families. RCSD spent time redeveloping our Student Support Process (SSP), formally the Student Study Team, in the 2018-2019 school year. In 2019-2020, we are implementing the SSP at every site to ensure that all students are getting academic, social-emotional, and behavioral needs met. The process will also invite parents into a warm setting to ensure that our work is thoughtful with parent input and information. While RCSD has diligently worked on improving communication, we acknowledge that it has increased one-way communication, and therefore, we will begin to strengthen our two-way communication in 2019-2020.|3|4|3|3|3|3|3|3|4|4|3|2|2019-10-03|Met|2019 31669280000000|Roseville Joint Union High|3|With the district using the Continuous School Improvement (CSI) process as its main protocol for stakeholder engagement, more parents, students, and staff are involved with decision making formally and informally, whether it is attending a meeting in person or giving feedback through a survey in their native language. All stakeholders are invited to attend the publically held meetings and are able to participate in their native language as interpreters and childcare are available. Our parents and students who may be considered "at-promise" are notified of meetings and surveys through one of the district's 4 Family and Community Engagement Liaisons who are also bi-cultural and bi-literate. Counselors, Learning Support Specialists, Assistant Principals, Youth Services Officers, as well as Wellness Coordinators and Family and Community Engagement Liaisons complete home and wellness visits as the need arises. By taking a multi-tiered approach, the hope is to get the families engaged with the schools and the district by meeting them where they are at. The RJUHSD has been able to provide families a variety of opportunities to engage with the school and district through parent education nights on topics such as vaping, teens and anxiety, suicide prevention, Fiestaval which celebrates cultures of all people, as well as the more traditional opportunities such as back to school nights, elective showcase night, and etc. The district has also partnered with Hanover Research to gain information using their expertise in survey development, implementation and analysis in better serving our students. The current area Hanover is addressing is Digital Equity ensuring that all students have access to technology. In addition we have recently acquired services from Qualtrics to assist us in reaching out to stakeholders in a more timely and regular basis.|The Roseville Joint Union High School District community is growing in many ways. In addition to the overall population, the district is becoming more diverse in its student composition. The groups we are seeing the most gains in are students with disabilities, Latino students, English Learners, and newcomers. These student groups are also the groups that we must provide more support and resources for success in the classroom. The data is showing students in the above-mentioned cohorts are not meeting standards in CAASPP testing, are not graduating at the same rate as all students, and are too prevalent in our suspension data. For these reasons, and more, we are making attempts and formulating plans to address their needs at school, in the community, and at their homes. The RJUHSD embarked on an ambitious plan to reorganize and restructure its governance framework and implemented a Continuous School Improvement process based on Dr. Victoria Bernhardt’s work in, Data Analysis for Continuous School Improvement. The CSI process was conducted through most of the 2018-2019 school year as a district and has continued on as a site-based process for the 2019-2020 school year. Two key components of the CSI process is stakeholder engagement and perception data. The district collected input from 7,935 students, 2,376 parents and 461 staff members on a survey tool that measures perceptions regarding academics, school climate, safety, relationships, and engagement. Each school site in the district is implementing the Continuous School Improvement protocol to ensure alignment with their communities and overall goals and vision. We are confident parent and community engagement will be an integral part of plans moving forward. Each school will build on the current outreach efforts engaging parents and community stakeholders. We are already seeing signs of increased engagement through Site Councils, English Learner Advisory Councils, and student participation in newly formed stakeholder groups. The Superintendent’s Student Advisory Group has over 40 students from throughout the district meeting monthly with the superintendent to offer input on district-wide issues. The district’s Continuous School Improvement group is comprised of over 70 participants that include parents, students and staff from every school site in the district. The RJUHSD recognizes that to address how we authentically engage parents, students and community partners we must see a significant change in our system and processes. The work with Continuous School Improvement, National Equity Project, Katie Novak, Jo Boaler & Youcubed and Trish Hatch are all examples of our approach to fundamentally change how we best serve students.|In 2016-17 the district embarked on becoming a Positive Behavioral Intervention and Supports (PBIS) district to have staff teach students the school's culture and climate and what it means to take pride in being at their site and how we show respect and authentic caring to each other. By using the PBIS framework, we are able to create the capacity to have respectful and trusting relationships with students and families. As a district, we have been working with the National Equity Project (NEP) to help our students better succeed in the classroom by using different methods of instruction, seeking to understand who they are as people and giving them more choice in the classroom through the work of the Culturally Responsive Teaching Teams (CRT) at the campuses. The CRT teams will continue to work on creating a more culturally-minded, strengths-based, student-focused and driven learning environment. The 4 Family and Community Engagement Liaisons which work with our sites have been able to create more access to the school site by being more bi-cultural and bi-literate and helping parents navigate the school system through a single point of contact. The FACE liaisons offer special classes to parents about teen anxiety, vaping, suicide prevention as well as coffee talks to get their input and increase communication. In 2018--19, the district added Restorative Practices training for all administrators and counselors to begin working with students who were not being successful at displaying positive behaviors to help teach the student how to repair the harm they had created rather than administering punishment. The district is partnering with Dr. Trish Hatch, author of, Hatching Results, The Use of Data in School Counseling. The intent with the Trish Hatch partnership is to implement a Multi-tiered System of Support (MTSS) with school counseling to ensure all students receive college, career, and life ready support. The MTSS model for counseling is based on the American School Counselor Association’s guidelines for exemplary school counseling programs. In this partnership, we are intentionally addressing how we serve underrepresented students and students with disabilities. Parent and community engagement is a fundamental component of the ASCA model and specifically incorporates parent and community engagement in goal areas. Most recently, our schools reached out to parents to host an evening FAFSA support workshop with great participation. Our goal is to implement structures and support over the next three to five years so that all students receive counseling services through a student-centered, data and results-driven approach.|3|2|2|2|1|2|2|2|3|2|3|3|2019-10-22|Met|2019 21654330000000|Ross Elementary|3|The Ross School District has numerous systems for parents and community members to engage in the teaching and learning process of the school district. The District will work with parents and community members this year to find ways to evaluate family engagement activities at school and district levels.|The Ross School District contributes to parent education on student progress and proficiency via sharing district-wide assessment data three times a year along with CAASPP data, and local assessment data. Moreover, the District provides a week of conference days for parents to meet with parents to discuss student progress. Teachers send home weekly information regarding student progress and proficiency. Lastly, the district provides quarterly letters home on strategies parents may use to improve student learning at home. The District will be providing parent meetings to discuss their legal rights on advocating for their own children. Moreover, the site will be offering professional development to staff on school to parent partnerships.|The Ross School District provides a robust system of communication with families, local organizations and community members. The District has established multiple committees to engage with all stakeholders including the Parent Teacher Organization, Site Council, Financial Advisory Committee, Ross School Foundation, and Equity, Inclusion, and Diversity Committee. Moreover, the District offers monthly meetings with parents to seek input on school site approaches to academics and behavior, strategic planning, and resource allocation. Additionally, the District provides routine informal grade level meetings for parents to share their perspective, receive updates, and co-construct next steps to improve student learning. Next steps to improve engagement include adding evening meetings for all monthly district-wide meetings and establishing an ADA accessible website.|4|4|4|4|3|3|4|3|3|4|4|3|2019-10-14|Met|2019 21770650135350|Ross Valley Charter|3|Ross Valley Charter was developed by teachers and parents. Without the sustained commitment of a strong community of parents, this school would not exist. It is not only important to have parent participation, it is necessary in order to sustain its effective operation and achieve its mission. The keystone of our school is the Leadership Council (also known as the Community Council). The Leadership Council is an essential organizational structure operating in furtherance of the Mission and Beliefs of RVC, founded on principles of collaboration between the stakeholders – parents, teachers, and administrators – in the education of the students. The Council meets every month to discuss, engage, and collaborate. This is the primary means for parents to be involved in school decision making. Any decision that comes out of the leadership council cannot be made without support from a voting parent member. We have identified that we need to formalize some of the decision making process by creating specific sub committees made up of representative members of our community to better incorporate the voices within our school community.|We create multiple opportunities to communicate academic and social emotional progress to our families, this includes three conference periods, report cards, progress reports, and our Student Study Team process. An area of focus for improvement is ensuring that we keep of families connected to their child's progress regularly throughout the school year, and that our report cards are translated when needed.|Over the past two years we have increased our relationship building capacity. There are multiple methods including events at school (picnics, parent coffees, etc.), utilizing Parent Square (our digital communication platform), and connecting with each family in multiple ways throughout the school year. An identified area of improvement is the need to ensure that we are connecting with families in a manner that is most convenient and appropriate to them. This includes ensuring that there are low barriers for families to be able to communicate with our staff (language, scheduling, etc.).|4|4|4|4|3|3|4|3|3|3|3|3|2019-10-14|Met|2019 21750020000000|Ross Valley Elementary|3|Along with the administration of the biannual Healthy Kids Survey, parent input is regularly sought through a variety of informal formats. The superintendent and district/site administrators hold quarterly coffee chats at all school sites offering parents a chance to seek answers to any questions they have regarding their child’s educational experience. Sites host monthly parent club and school site council meetings. The district has a Superintendent’s Council comprised of district staff and parent representatives from all sites. The Superintendent’s Council offers parents from different sites the opportunity to share concerns and participate in developing district priorities. This year we will continue to work towards increasing the number of parents of underrepresented families who serve on site and district committees.|Parents in the Ross Valley School District are valued partners in their child’s education. TK through fifth-grade families participate in intake conferences at the start of the year as well as parent-teacher conferences in the late fall. Sixth through eighth-grade families are supported through formal fall conferences for those demonstrating social-emotional or academic needs, as well as informal conferences for all students as needed. All school sites offer multiple opportunities for parents to gain a deeper understanding of the curriculum as well as the behavioral and social-emotional supports available both in and out of school. Our district equity team will continue to work on finding ways to increase parent engagement from all student groups particularly those that are underrepresented.|The Ross Valley School District welcomes parents as equal partners in their child’s education. Parents connect to their child’s school experience through participation in conferences, Back-to-School-Night and Open House, Site Council and Parent Club meetings as well as a myriad of volunteer opportunities and special social events offered at each site. In 2018-19 all schools underwent an evaluation of their physical environments for equity and inclusion. Efforts were increased to ensure that families felt welcome from the moment they entered the front office. This work will continue this year as we work towards greater engagement of underrepresented families.|4|4|4|4|4|4|5|5|5|4|3|4|2019-10-15|Met|2019 14633050000000|Round Valley Joint Elementary|3|As previously stated, we are a small, rural elementary school with a small family base (approximately 60 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteering, field trip chaperones, etc. Correspondences are through email, text, robo calls, and phone calls. Various apps are used such as Remind.|Parents are involved in student outcomes in many ways. They have access to the student portal for up to date grading and assignments. Parents conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. We do not have a pool of typically underrepresented parents as all parents are communicated with equally. Parents are given information about opportunities at the local college on improving their math and writing skills so that they can better support their children at home. Teachers and parents correspond regularly through emails, text and phone calls.|Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make use of the Remind App to communicate with all families. Additionally, our Schoolwise Student Information System provides a portal to parents relating to assignments, grades, missing work and due dates for long term projects. Our School Site Council is open to all parents or community members (there is no election process) and meetings are scheduled monthly to provide opportunity to address new or existing concerns. Board meetings are held monthly as well and all are welcome to attend. We schedule workshop style meeting to share in a relaxed forum topics such as budget and school restructuring, so that parents feel freer to participate. With a small student body, we have limited diversity and do not have a pool of typically underrepresented families. The school has a strong Parent Teacher Organization (PTO) and a Student Enrichment Program (STEP), with missions to provide enrichment opportunities for students .|5|4|4|4|4|3|5|4|3|3|3|3|2019-10-16|Met|2019 23656070000000|Round Valley Unified|3|At our Elementary school and High School we have very engaged School Site Councils. We also have very engaged Agriculture committee. Four times a year at the elementary school we have family nights that bring together the community and staff with food and activities for all and it brings a huge turn out. We are currently seeing an increase in our Hispanic population so we are working to improve our engagement with this community.|We have very strong school site councils that provide valuable feedback. We have a strong DLAC that meets and advocates for the English learner population and we have an Impact Aid committee that meets quarterly to discuss and strengthen the relationship between Tribe and school district.|The District now has an all call system that can provide messages to families via text to speech, text message, facebook, email and this has been very successful in getting messages out for events. We have an annual Big Time event that celebrates the Native American culture and brings the community out for music, food, and traditional games. We have events that celebrate the Hispanic culture for our Hispanic community. We have quarterly attendance breakfast that celebrates students coming to school with 90% attendance and higher and students are acknowledged for their attendance. We also have four family night where the community gathers for an evening of fun and food and the elementary has 4 Authors Tea's where students write short stories and read them to family and friends in an evening event in cafe.|4|4|4|4|4|4|4|3|4|4|3|4|2019-10-21|Met|2019 19734520000000|Rowland Unified|3|Our district values the input of parents in the decision-making process. District Direction 3, “Communicate and Collaborate,” focuses on ensuring all parents have the opportunity to receive timely information and participate in the planning and implementation of programs for all students. On the spring 2019 Parent Voice survey, 91% (n=195) of parents agreed or strongly agreed that, “I receive District communication regarding school, District and community events.” Throughout the year parent advisory committees convene to receive updates on educational services, participate in workshops, and provide input on district initiatives. During the 2018-2019 school year each site included parent representatives in their School Site Council (SSC), which oversees the school plan. In addition, each site provided parent representatives to serve on the Superintendent’s Parent Council (SPC - PAC) and the District English Learners Advisory Council (DELAC). During the annual 2019-2020 LCAP revision process, the district ensured parent participation through an online survey, community input meeting, and participation in the District LCAP Council. The meetings included updates on progress implementing the current LCAP, along with structured focus groups to collect feedback from parents used to make modifications to the LCAP. During the Local Indicator Parent Focus Group, parents shared appreciation for the variety of ways to participate, and would like to see the district continue to explore ways to ensure all parents receive notification about these opportunities. Parents also appreciate the online communication tools of PeachJar and Aeries Homelink, and would like the district to continue ensuring all parents have access to these online tools.|RUSD builds strong partnership with families. On the spring 2019 Parent Voice survey, 78% of respondents (n=191)agreed or strongly agreed that, “I have opportunities to give and share my thoughts and opinions with the school site.” 73% (n=188) agreed or strongly agreed that, “I have opportunities to give and share my thoughts and opinions with the District.” Site leadership and teachers meet with parents throughout the year, both formally through school-wide parent/teacher conferences, and informally as the need arises. At back-to-school nights, teachers share important ways that parents can support their child’s learning at home, and sites provide parent training throughout the year. During the Local Indicator Focus Group, shared their interest in continuing to increase opportunities for students to improve their grades. And while 90% of students on the spring 2019 Student Voice survey (n=5,361) agreed or strongly agreed that “I feel respected by my teacher,” they expressed interest in continuing to develop positive relationships between the student and teacher.|RUSD builds strong relationships with our families, which includes providing translation services. We ensure all parents have the opportunity to communicate in their primary language with school staff. Translators in Spanish, Chinese and Korean are available at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. The district currently employs two full-time Spanish translators, one full-time Mandarin translator, and one part-time Korean translator. The district’s commitment to providing translation service is represented in continued support for Korean language translation even though the population falls well below the 15% federal threshold for requiring translation. During the Local Indicator Focus Group, parents also recognized the high-quality ongoing 2-way communication that occurs at the district and school levels through social media, online websites, Aeries Homelink, the RUSD App, PeachJar, phone calls, and marketing videos that share the story of our schools. They also appreciated the strong communication of teachers with parents through email and phone calls. They shared an interest in exploring ways to increase the efficiency of seeing teachers in person for conferences, especially for parents who may not be proficient in English and have a hard time communicating in written form (e.g. email). They also shared interest in continuing to build a customer-service approach in all interactions with staff.|3|4|3|4|3|3|3|2|4|4|4|4|2019-10-10|Met|2019 34674390102038|Sacramento Charter High|3|Sac High has an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving student and school success. The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary.|Sac High focuses on partnering with families to support positive student outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with students, but also when communicating with parents on areas of strength and development.|Sac High has established many activities that encourage families to come on campus and really be a part of the Sac High family. These include orientations for new families, a Back to School Night, college going activities (i.e., AP Night). In addition, the school communicates with parents regularly and through a variety of methods: email/text blasts, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary. An ongoing challenge at the secondary level is parent/family participation in events on campus. The school is exploring ways to better engage parents in activities throughout the school year and tracking participation. In addition, the school is reviewing ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, it’s programs, communication and services for students.|4|5|4|4|4|4|4|3|4|3|4|4|2019-10-30|Met|2019 34674390000000|Sacramento City Unified|3|SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision-making. All school sites operate formal SSCs and, where required, ELACs. The district maintains active groups including the LCAP PAC, DELAC, and Community Advisory Committee (acts in an advisory capacity to the Special Education Local Plan Area (SELPA)). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18 the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19 The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. It is important to note that the African American Achievement Task Force is in the process of creating a districtwide African American Advisory committee. Additional community forums and town hall events are convened for ongoing or specific issues as identified. An example included a spring 2018 town hall focused on reviewing the results of the Capitol Suspension Report which identified SCUSD as suspending the highest number of African American male students in the state. This forum included SCUSD leadership, research experts and community partners and focused on ways to reduce the number of suspensions and increase student achievement. All of the above efforts have not only provided specific opportunities for parents/guardians to participate in decision-making, but also increased the collective capacity of the district to develop similar opportunities in the future by establishing blueprints for successful input opportunities. Though many opportunities exist for building capacity and directly engaging in decision-making, there is much room for improvement. The district focal areas for improvement are (1) to provide additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and (2) further collaborate with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input. In both of these areas an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision-making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.|SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program and the APTTs, there are several areas the district would like to highlight as strengths. The Parent Leadership Pathway Program is a site-based series of workshops. Throughout the school year, parents/guardians can progress over multiple Tiers 1, 2, and 3 of the program. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their peer group. In the latter part of the series, parents/guardians acquire facilitation, communication, asset mapping, and data analysis skills linked to student achievement efforts. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The College Pathway workshops offer education on the college landscape and the eligibility/application process. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families. SCUSD has also supported the development of Parent Resource Centers at school sites. These centers provide a space in which parents/guardians can come together in partnership with each other and staff as well as access resources. Though current efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, there is significant room for improvement. A key focus area for improvement is communication about the available partnership, engagement, and support opportunities. Messaging from the district and school site levels needs to be more accessible to all. This includes data collections such as engagement/involvement surveys to assess needs for the district moving forward. Emerging efforts such as the Parent Ambassador program (parent to parent outreach) need to be supported, publicized, and monitored to ensure that they can achieve maximal impact. Sites need support to include a full range of specific parent engagement opportunities/activities in their parent engagement policies and other school plans. Parent groups need to be consistently engaged in providing input as to what forms of communication are successful, lacking, or absent. Ensuring that improvements in communication take into account the need for translation and delivery in multiple modes will be a key to improving the engagement of underrepresented families. Monitoring successful outreach to these families will be critical to overall improvement within this area of the indicator.|SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 40 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org. Also a strength is the district’s Academic Parent Teacher Team (APTT) initiative. This effort features on-campus evening events in which faculty host educational opportunities for parents. A featured topic is academic activities and games that parents can use at home with their student. Additional strengths include 1 on 1 and small-group training for site staff who are specifically involved in parent engagement (e.g. Parent Advisors) and available staff training in cultural competency. While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and ELACs. To increase the effectiveness of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. Such training should be aligned to both the State and National Parent Empowerment Dual Capacity Framework. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority. To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of districtwide initiatives with the specific needs assessed/identified in their local context.|2|2|2|2|1|2|2|1|2|2|1|1|2019-10-17|Met|2019 34103480000000|Sacramento County Office of Education|3|Our principals continuously solicit input and also use formal surveys and parent participation on school site councils and WASC advisory panels. We now have strong and long-standing parent representation on El Centro Jr./Sr. High School Site Council (court school). We seek input from parents during the enrollment process and especially prior to a transition back to school districts or post-secondary on what we can do to improve the program. Multiple members of our staff tend to communicate with each family on a quarterly basis (often daily and weekly) and we have a very high faculty and support staff ratio per student. We survey each family with a customized survey designed by school leaders and our research office and we pair that family engagement process annually with the Gallup Student Survey. Each site utilizes a Site Based Decision Making Team model that plans local activities to engage families, which often are resource fairs, holiday meals, and repeated touch points at on-site meetings to continually clarify expectations and goals and add necessary supports individualized for each student.|SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.|The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. SCOE has a master list of interpreters that work across our organization that are experts at translation and we hire expert translators if a family speaks a language our team cannot translate effectively.|4|4|3|4|4|3|5|4|3|3|4|3|2019-10-15|Met|2019 57726940124875|Sacramento Valley Charter|3|Parents work with the administration for deciding important matters concerning school safety, transportation, and PE equipment.|Kids are encouraged to bring their parents to school events. Achievement Award ceremonies, Family STEAM Night, Multicultural Fair Night and Holi Run are some of the events that are attended by parents of all backgrounds.|SVCS engages parents in school activities. Administration works closely with Parent Teachers Organization and holds a series of events that provides an opportunity for parent-teacher interaction.|4|4|5|5|4|5|5|4|4|4|4|4|2019-10-23|Met|2019 30736350000000|Saddleback Valley Unified|3|SVUSD has multiple opportunities for parents to provide input for decision making. At the school site level, each school has a PTA/PTO/PTSO to provide input for a host of site level decisions. All schools have a School Site Council and schools with more than 15 English learners also have English Language Advisory Committees to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The South Orange County SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus.|SVUSD provides opportunities for parent-teacher conferences two times a year at the elementary level. Some schools have transitioned fall conferences to earlier in the school year, so that the conferences are focused on goal setting for the year instead of an exclusive focus on report cards. School sites have stress the importance of the AERIES Family Portal as a critical tool to monitor student progress. Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Coordinating the work of our Bilingual Parent Advocates and Community Liaisons is also a key focus to leverage resources in order to build stronger partnerships with parents and bridging our gaps with underrepresented families.|SVUSD has made a great deal of progress in building relationships with families. Families are a part of school recognition assemblies and events. Many schools offer a variety of parent education nights with a full range of topics, which are conducted in English and Spanish as appropriate. SVUSD has worked to improve communication with the eNewsletter, School News, and active social media accounts to promote activities at school sites and the district in an array of mediums. Schools are also communicating any correspondences and announcements in English and Spanish. All schools have active PTA/PTSO/PTO to engage parents in their respective schools.|3|3|3|3|2|3|3|3|3|3|3|3|2019-10-17|Met|2019 37754160139378|Sage Oak Charter - South|3|The school currently has three advisory groups: Parent Advisory Council, Teacher Advisory Council, and Leadership Advisory Council. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback survey throughout the year and hosts live and recorded trainings to see input from all stakeholders. Given our independent study model, teacher and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation, promotion, stem day, parent training days, and monthly educational meetings. It is the school's goal to further develop ways to connect to all students and parents through a social media and public relations campaign.|To create a positive and supportive partnership with our families, we have developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/parent meetings. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the Parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of their rights contained in the documents.|Our commitment to encouraging parental involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 28662900000000|Saint Helena Unified|3|The district's strengths are the multiple sites and district-level committees, especially the LCAP steering committee, that parents and community members can join to be involved in the decision-making process of the district. St. Helena Unified Schools provide SSC, ELAC, DELCA, PTG, safety committee, parent surveys, and parent forums to solicit parent input. We have identified that we need to gather additional feedback and parent input from our parents of English learners and parents of students with special needs. We have continued to refine the Climate, Culture and Equity committee to include more participates and focus on multi-cultural issues but this still is an area for improvement. We also are working with our SELPA director to assist us in creating a comprehensive transition program for our high schooler and also ways to assist families with IEP student needs and supports.|Our strength as a district is the multiple means of providing communication to our parents and families that we offer: Blackboard connect, weekly newsletters, volunteer opportunities, parent/teacher conferences TK-8, noticing procedure at the HS, SSC, parent/teacher groups at all sites, ELAC and DELAC. What we can improve upon for parent engagement of underrepresented families is to provide more information and resources to parents on how to support their child at home by having parent education nights, family math mornings, training on the online textbook resources made available to parents and also creating more multicultural district and site events.|Overall, we have exceeded our expectations for parent engagement this year including our Latina/Latino parents at the community cafe. Our in-person stakeholder engagement increased with the additional inclusion of a district nighttime community cafe event for parents, students, staff and community members who providing feedback on the performance of the district overall in several areas. We switched to a new online parent communication platform district-wide to send text, email and/or voice messages to address the feedback we received last school year, in which parents would prefer text messages over other forms of communication. The continued focus area for improvement is to increase Latino/Latina parent representation on the school sites and district committees. We increased at the site level and slightly increased by 1% from a baseline of 12% to 13% on district-level committees but still far from our goal of more. This data still shows that we need to continue our focus on engaging our Hispanic parent community on district-level committees to solicit in-person parent voice.|5|5|3|5|5|3|5|5|5|5|5|3|2019-10-10|Met|2019 50712660000000|Salida Union Elementary|3|Based on parent surveys and stakeholder input, the district is effectively engaging families in advisory groups and decision making. The district will continue to seek building the capacity of families and their involvement in advisory groups. Currently the district offers Parent Institute for Quality Education (PIQE) which is increasing family involvement of underrepresented families.|Based on parent surveys and stakeholder input, the district found strengths in the following areas: providing resources to families for learning at home and meeting with families to discuss student outcomes. The district will seek more information from families about providing resources to further support student learning outcomes and engagement of underrepresented families.|Based on parent surveys and stakeholder input, the district identified strengths in the following areas: creating welcoming environments, building trusting and respectful relationships and two-way communication. The district will begin to explore how to support staff in learning about each family’s strengths, cultures, languages, and goals for their children to improve the engagement of underrepresented families.|3|4|1|3|3|4|4|4|3|3|4|4|2019-10-15|Met|2019 27661420000000|Salinas City Elementary|3|A California School Parent Survey was conducted at all 14 school sites. Approximately 2,235 surveys were completed. Results in the area of Parental Involvement indicated the following: 92% of respondents agree that the school allows input and welcomes parents’ contributions. 92% of respondents agree that the school encourages parents to be an active partner with the school in educating their child. 85% of respondents agree that the school actively seeks input from parents before making important decisions. LEA strengths include the following: -Provide families, teachers, principals and district administrators opportunities to evaluate family engagement, involvement and educational activities provided by the district and have input on up and coming parent activities. -Provide families, teachers, principals and district administrators opportunities to evaluate the total number of parent participants in district wide engagement, involvement and educational activities. -Provide training and participation opportunities that build the capacity of parents when engaging in advisory groups and in policy decision making in the following advisory groups: *DELAC *Parent Advisory Committee *LCAP Leadership *Budget Learning Team *Strategic Planning Team *English Learner Task Force -Provide parents with a Parent Leadership Conference several times per year to educate and train all school community participants to make informed decisions regarding the educational well being of their children. Workshops include the following topics: *Tips for Helping your Child with Math and Reading Homework *Parent Digital Literacy *ELPAC and Reclassification Criteria *LCAP Stakeholder input *Prioritizing School Attendance *Immunization - vaccination facts and myths *Creating a Home System of Positive Behavior *Immigration Rights Awareness *CAASPP State Assessments *Parenting Partners & Cara Y Corazon informational workshop *SpEd. Continuum of Services *Visual Supports for Home Use -Provide monthly Foster Youth - Parent/Guardian - educational services support and awareness meetings. -Provide site administrators training opportunities to engage parents and school community members in the development of a Parent Engagement Plan, Home School Compact and the School Plan for Student Achievement.|SCESD strongly believes that parent involvement in their child’s education is a primary factor that contributes to student success. A focus area for improvement includes increased parent learning and engagement opportunities for parents and guardians of all students but specifically, English Language Learners, Foster Youth and Students with Disabilities. Strengths in the district include the following: Full time Parent Coordinators at each of the 13 of the 14 schools in the district. Each Parent Coordinator conducts workshops for parents, translates when needed at parent/teacher conferences, assists in the completion of school informational documents/forms, etc. Partnerships with a variety of community resource agencies, some that include, Partners for Peace, which provides a series of parent workshops at each school site to the development of effective communication strategies among parents and their children, Loaves, Fishes and Computers is an agency that supports parents by providing workshops that teach basic technology skills. Papas of the Central Coast is an agency that provides workshops for father figures and teaches effective family communication strategies. Fall and spring Parent Leadership Conference that provide a series of educational, engagement and leadership workshops. Examples include, Immigration Rights Awareness, English Learner Road Map - the Reclassification Process, the Importance of the 2020 Censu, Special Education and What to Expect in an IEP Meeting. Provide opportunities for stakeholders to learn and have input on district initiatives by providing a series of LCAP stakeholder input meetings and parent, teacher and student surveys. Teams of stakeholders include the following: DELAC Parent Advisory Committee LCAP Leadership Budget Learning Team Strategic Planning Team English Learner Task Force The SCESD also conducts surveys to gather parent feedback to improve practices to increase partnerships for student outcomes. Results in the most recent survey indicated that approximately 92% of respondents agree that the school encourages parents to be an active partner with the school in educating their child.|A primary strength of the SCSED is the increased effort put into building relationships with all stakeholders to promote and develop positive relationships with parents and community members. Results from the 2018-19 Fall Parent survey indicated that 90.85% of respondents always feel welcome at their child’s school and 89.98% of respondents feel that they are a valued partner at their child’s school. Another strength is planning and providing opportunities for parents to increase engagement. This year there was a significant increase in the number of parents who attended and participated in Parent Educational workshops. A primary focus area for improvement is to increase attendance in monthly Foster Youth - Guardian Support meetings. Meetings are held each month in the evening at the Family Resource Center located at Sherwood Elementary School. Strategies to increase attendance include scheduling the meetings earlier in the day and also hold meetings at various school sites in the district. Include back to school , open house, cultural events, PLC|4|4|4|4|3|4|4|4|4|4|4|4|2019-06-17|Met|2019 27661590000000|Salinas Union High|3|SUHSD is supporting and building the capacity of personnel to effectively engage families in advisory groups and with decision making. Administrators are trained annually on School Site Council and they also receive support with Title I meetings. In addition, administrators are trained and updated on the LCAP in order to effectively conduct their LCAP site community meetings. The English Learner Specialists also receive support from the administrator overseeing the program during their monthly job alike meetings. Inclusively, any staff who leads advisory groups are trained and supported. Some of the advisory groups are: Positive Behavioral Interventions and Supports, parent groups, LCAP District Parent Advisory, Book Adoption, and DELAC. SUSHD is building the capacity of family members and supporting them to effectively engage in advisor groups and decision-making. Interpretation is offered in order to increase the ability for Spanish speaking parents to participate in committees. District also supports parents by providing childcare and having a flexible schedule for meetings. Parents are trained regarding parliamentary procedures and are provided instructional scaffolding to effectively communicate, learn and engage in committees. SUHSD is providing families with opportunities to provide input on policies and programs. Some of the policies that parents provide input on are: student handbook, cell phone policy, dress code policy, and a hotline number to report incidents. In addition, parents have the opportunity to provide input on programs when attending school meeting such as: ELAC, DELAC, DAC, LCAP, PBIS, Safety, FFA, SSC, parent groups, class nights, and AP parent nights. Furthermore, parents are able to provide feedback through surveys such as Healthy Kids survey, LCAP survey, and parent workshop surveys. SUHSD is providing opportunities for families, teachers, principals and district administrators to work together to plan, design, implement and evaluate family engagement activities at school and district levels. During weekly parent meeting, teachers, staff and administrators are able to collaborate to design family engagement activities at their site. Advisory committees such as the LCAP, ELAC, DELAC, DAC evaluate and provide feedback to programs and parent engagement activities. In the same way, teachers and counselors provide input regarding workshop topics that should be offered to parents. SUHSD will focus collaborating more with teachers and principals when planning or having parent meetings. Additionally, it will target more underrepresented families to participate in committees or workshops offered.|Salinas Union High School District (SUSHD) provides families with information and resources to support student learning at home. For example, parents are invited to district-wide educational workshops that focused on education, health and parenting. Also, each school site offers a variety of parent workshops focused on increasing awareness: class nights, financial aid workshops, intervention meetings, A-G requirements, and promotion/graduation meetings. Likewise, parents whose students participate in specialized programs like AVID, Advanced Placement, or Future Farmers of America also have a variety of parent events and/or committees that may take part in. Furthermore, each site has a community liaison whose main role is to outreach to parents, they conduct weekly parent meetings which provide parents with tools to support their student's education, needs and future plans. During these meetings, Community Liaisons disseminate important information that helps parents to better understand the education of their children. In addition, parents have the opportunity to meet, learn and receive resources from school personnel and from community agencies. Other tools that parents are offered to support their children academically are: Parent View App, textbook online parent guides, progress report grades, quarter and semester grades. SUHSD has implemented programs and policies for teachers and counselors to meet with families and work on supporting student’s academics needs and post secondary plans. Teachers are expected to meet with parents at parent’s request, SST’s, IEP and/or 504 plans meeting. Also, at the annual back to school nights parents are informed of class expectations, grading, course content and how to communicate and collaborate with teachers to support their students. Also, parents can always communicate with teachers by email or phone. Furthermore, SUHSD supports families to understand and exercise their legal rights and advocate for their students. Parents are provided with their parent rights annually, and can continue to find out about it on the district parent engagement webpage or student handbook. Additionally, parents have the opportunity to exercise their rights when participating in committee such as School Site Council, Title I, and LCAP meetings. Also, when they provide feedback during meetings or via surveys. SUSHD provides professional learning and support to teachers and principals to improve school’s partnership with families. New SUHSD staff are offered information regarding parent engagement during orientation week. However, this support is not enough therefore, SUHSD will improve by sharing research regarding parent engagement with all teachers and administrators. This information will be presented to staff at the welcome back meeting, site staff meeting, parent engagement webpage and shared via email. In addition, SUHSD needs to improve the engagement of underrepresented families such as migrant families, English|Salinas Union High School (SUHSD) continues to develop the capacity of staff to build trusting and respectful relationships with families in a variety of ways. A priority is to make staff aware of the importance of parent engagement at their site at all levels, and the opportunities we offer to families at the district level. Each school site has a Community Liaison, whose main role is to connect families to school. Community Liaisons work directly with their site principal and staff to engage parents in a variety of activities at the site level. Community Liaisons organize weekly parent meetings at their corresponding sites where parents have the opportunity to meet and receive information from staff such as: registrars, attendance personnel, counselors, and administrators. In these weekly meetings, the Community Liaison also invites guest speakers from the community to provide families with resources and supports in various areas. Furthermore, counselors, intervention specialists, registrars and community liaison received professional development in how to lead parent meetings or support families in difficult situations. Furthermore, SUHSD continues to work on providing multiple opportunities for school sites to engage in two way communication between families and staff. Some of the two way communication between parents and staff happens during committees and parent group meetings such as: weekly parent meetings, DELAC, ELAC, Agriculture Boosters, Athletic Booster, School Site Council, Positive Behavior Interventions and Support Committee, Safety Committee and LCAP Parent Advisory Committee. In addition, parents communicate via surveys, emails, phone calls and by using the Parent View app . All surveys, emails, and phone calls sent to parents are conducted in English and Spanish. SUHSD continues to work on understanding and respecting student’s family culture. Yet, staff lack support to learn about each family’s strengths, and cultures. The district can improve by providing staff with updates on site demographics and ensuring all the cultures are being represented during cultural events. It can also increase the opportunities for underrepresented families to be engaged by providing them the resources to their unique needs. One of the unrepresented families are those with students in special education. Therefore, this year, SUHSD will conduct a workshop with parents of students who have an Individualized Education Plan to support and explain their students' rights.|3|3|2|3|2|4|3|4|4|3|4|3|2019-10-29|Met|2019 49707306110639|Salmon Creek School - A Charter|3|Salmon Creek, as part of a small, single school site district provides great access to decision making immediately due to its small size. The 5 member board, and large support foundation, provide numerous opportunities to engage in policy development process and work directly with staff to develop activities that support the mission of the school. The are of improvement includes greater collaboration and dissemination of information from the planning activities of the various advisory bodies.|Salmon Creek began new implementation of the MTSS model that dovetails well with the SST process to engage parents and students in support meetings and plan development. Area of improvement includes better communication to parents on the robust system of supports that are available for students and families.|The relationship of families with Salmon Creek School benefits from the small school environment. Students and families are well known to staff and teachers who can provide individual and prompt attention to needs of students and families. The availability of staff for support meetings is a strength, as is the vibrant calendar of special events hosted on site to build connections between families and provide important transparency of the school for the community. An area of improvement going forward is better articulation of school curriculum and policies.|3|4|3|3|4|3|4|5|4|4|4|4|2019-12-05|Met|2019 30103060126037|Samueli Academy|3|Samueli Academy seeks families for input in decision-making through the school’s School Site Council (SSC), English Language Advisory Committee (ELAC), DELAC, annual parent surveys, Monthly Advisory Committees, and during the annual update and development of the school’s LCAP. A focus area for improvement is to continue to implement strategies to increase parent participation in our school’s SSC, ELAC and DELAC.|An area of strength for Samueli Academy are the partnerships we’ve established with the community that supports student outcomes, our school’s mission and vision. In addition, our school supports the foster youth community (guardians, parents, social workers, mental health care providers) to understand and exercise their legal rights and advocate for their own students. Samueli Academy’s provides specific and targeted supports for Foster Youth and communicate and co-advocate for these students with care providers and COSA Advocates. Our school hosts Community Night, teachers hold office hours, and our Learning Management System (LMS) serves as a sustainable approach for our school to maintain ongoing communication. A focus area for improvement is to continue to provide families with information and resources to support student learning and development at the home. We are working towards communicating with families via email and text messaging.|Samueli Academy strives to build positive relationships among its staff, students, parents/families, and the community and builds trust, respectful relationships and provides a welcoming environment for all families and the community. This school year all staff participated in professional development that focused on the brain development of adolescents and the impact of trauma. The strategies shared and practiced with staff during the workshops included: using positive affective language, listening to students, and creating a positive learning environment for all students. As a result, our staff exchanges emails promoting positive language about students and exhibit positive interactions with students and families. Samueli Academy hosts 5 Community Nights annually, focused on developing positive relationships with families. The first Community Night had a high parent participation rate and received positive feedback from parents/caregivers in the community. We also revised an upcoming parent/caregiver workshop to include stronger bilingual content for our Spanish-speaking parents (the language of the majority of student families). A focus area for growth is to support staff in learning about each family’s strengths, cultures, languages, and goals for their child(ren). As a result the Advisory curriculum this school year will focus on learning about our students.|4|3|3|4|4|3|5|4|4|4|4|4|2019-10-22|Met|2019 27661670000000|San Antonio Union Elementary|3|Relationships are crucial to the success of any organization and is a priority for San Antonio Union School District. As a focus this year, District administration has created a variety of committees to involve the input of all stakeholders, including those in the community and those of our parents. Committees created this year include: School Site Council, Safety, Health and Wellness, and English Learner Advisory Committee. Additionally, we are focusing on creating more welcoming environment by creating our very own "Heritage Night", where we will honor the traditions, food, music of a variety of cultures that comprise our school. At San Antonio Union School District, we also have a very active and involved Parent Teacher Organization, who schedules monthly events for our school community. We also have a strong military presence as our school district is located near Ft. Hunter Liggett, an Army base.|This year, we have increased the amount of communication going to our San Antonio Union School District families and community members. We have created social media accounts that allow our stakeholders a glimpse into what is taking place at school. We also have weekly "all-calls" which allows our families to stay updated on weekly/monthly events. There is a newsletter that goes out quarterly that updates our community on the things that are taking place at San Antonio.|Relationships are crucial to the success of any organization and is a priority for San Antonio Union School District. As a focus this year, District administration has created a variety of committees to involve the input of all stakeholders, including those in the community and those of our parents. Committees created this year include: School Site Council, Safety, Health and Wellness, and English Learner Advisory Committee. Additionally, we are focusing on creating more welcoming environment by creating our very own "Heritage Night", where we will honor the traditions, food, music of a variety of cultures that comprise our school. Each month, the school Principal hosts a coffee chat where they update the families on all that's taking place at school. There is also a monthly "Perfect Attendance" party where the school Principal celebrates the achievements of those making perfect attendance for the month.|2|2|2|2|2|2|2|2|2|2|2|2|2019-11-12|Met|2019 27661750000000|San Ardo Union Elementary|3|Survey data from the prior year indicates that parents responded with 90% agreement to giving parent input and participating in regards to the activities and programs provided at the school. All families of the LEA are considered underrepresented. The LEA will continue to seek parent input at school site council meetings regarding the topic of parent engagement at the school.|The LEA's strength in this area has been providing professional learning and support for teachers and the principal to improve the school's capacity to partner with families. The school hired a school counselor this year to work with teachers and the principal to develop relationships with families. The school counselor also works directly with the students and their families. All families of the LEA are considered underrepresented. The LEA will seek to improve the engagement of families by providing information and presentation to families regarding exercising their legal rights and advocating for the children.|Survey data from the prior year indicates that parents responded with 90% agreement to giving parent input and participating in regards to the activities and programs provided at the school. Parents responded to the survey with 100% agreement that "their child enjoys coming to school". These are viewed as LEA current areas of strength. Parent participation had decreased from 81.26% to 61.54%, as self reported by parents on the survey. This continues to be a focus area for improvement. All of the families for the LEA are considered underrepresented families. Strategies for improvement have included moving school site council meetings to later in the evening and providing childcare and food, reaching out individually to families to request them to attend meetings and functions, and using various types of messaging (flyers, text messaging and emails) to inform parents of events at the school.|3|4|2|3|4|4|5|3|4|4|4|4|2019-11-13|Met|2019 35103550000000|San Benito County Office of Education|3|The SBCOE provides all families with opportunities to provide input on policies and programs, either through individual meetings with the principal and/or school counselor or through membership in committees such as School Site Council and/or ELAC. However, parent participation in these advisory groups is very low. We are considering offering child care and/or food during these meeting times, or rescheduling the meetings to a time that is more conducive to parent participation.|In the area of building partnerships to foster positive student outcomes, the SBCOE has done well in supporting families to understand and exercise their legal rights and to advocate for their own students as well as all students. Because we are an alternative education site, many of our students come to us after incarceration, placement on probation or expulsion from their district of residence. The SBCOE treats the families of our students with dignity and respect, regardless of the student's issues, and seeks to work with these parents as equal partners in their child's education. Areas of growth include providing families with information and resources to support student learning and development in the home and providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. One of the ways that we will reach out to families of underrepresented families is to have at least one parent education night focused on the principals of Restorative Justice and positive behavioral expectations (PBIS).|Interviews with a variety of stakeholders demonstrated that the SBCOE has been successful in creating welcoming environments for all families in the community and in developing multiple opportunities for two way communication between families and educators in a language that is understandable and accessible to families. An area of growth for our organization is supporting staff to learn about each family's strengths, culture, language and goals for their children. Because our alternative education programs are very small, we are able to support our staff in this area during weekly staff meetings, weekly work in Restorative Justice and PBIS with a focus on building community and quarterly parent conferences.|3|4|3|4|3|3|3|4|3|3|3|3|2019-10-10|Met|2019 35675380000000|San Benito High|3|In the 2018-19 school year, a Thought Exchange Survey was administered at all stakeholder meetings. The meetings conducted were 5 Academic Taskforce Meetings, 4 Strategic Plan Retreats, 4 DELAC Meetings, 5 Parent Advisory Meetings for Migrant Families, 5 School Site Council meetings, and other stakeholder meetings involving LCAP funds and Parent University. The collective Thought Exchanges had 212 Participants with 213 comments and 3,981 starred comments. The TE was available online in both English and Spanish as well as on paper by request. The stakeholder group's feedback consisted of three major focuses: (1) Continue modernizing school facilities and technology. Our students will need these resources to be competitive in college and career opportunities, (2) We need more real-world skills in our every day curriculum, and (3) Support all students, whether they are high achievers or low performers.|San Benito High School District has worked collaboratively with school personnel, community members, staff, and students to develop a five-year Strategic Plan that will provide a structured focus and a shared vision. With communication and collaboration as guiding principles, the Strategic Plan sets the tone for our continued focus on building relationships throughout the school community. Our recent implementation of the Multi-Tiered Systems of Support (MTSS) has been our mechanism to demonstrate how we support our students' success both academically, social-emotionally, and behaviorally. Our second year of the Academic Focus Time (AFT) model has also demonstrated how we support every student on a weekly basis. The district continues to communicate with our families regarding this process through quarterly mailers and weekly newsletter updates. An area of growth for SBHSD would be to be mindful of how we provide information around exercising parents' legal rights and advocating for their own students and all students. SBHS has several systems in place that support advocacy for its students, the district will be more initial about the benefits of these systems.|SBHSD Strategic Plan goal 2 is to create and maintain a trusting, collaborative, and communicative relationship that includes ALL stakeholders, in order to establish a safe, respectful, and responsible school community based on the culture of STRONG. In order to accomplish this goal, SBHSD's developmental idea is to partner with the community of San Benito County to establish an outreach of support for academics, athletics, cultural activities, and the social-emotional needs of our students. Starting in the 217-18 school year, SBHSD has conducted various Strategic Plan meetings and Academic Taskforce meetings to involve community members, staff, parents, and students in collaborating around the core values of STRONG (Scholarship, Teamwork, Reflection, Opportunity, Nurture, and Growth). Additionally, our weekly newsletter, quarterly fliers, and social media platforms work as constant communication to our stakeholders. The area of growth for the district would be to increase the two-way communication with families and specifically target our underrepresented groups.|4|4|3|3|4|4|4|3|4|4|4|4|2019-10-22|Met|2019 36678760000000|San Bernardino City Unified|3|The San Bernardino City Unified School District has excelled in creating an environment of stakeholder inclusiveness and collaboration throughout the Local Control and Accountability Plan (LCAP) review, evaluation, and development process. Multiple LCAP stakeholder meetings and workshops took place during 2018-2019, to share monitoring updates and gather stakeholder feedback, including: four LCAP meetings open to community members, parents, students, school staff, and parent advisory groups. The meetings shared the progress of the 2018-2019 LCAP, guided stakeholder capacity, and gathered input to guide the development of the 2019-2020 LCAP. The Special Education department also held two meetings focused on annual student services and budget planning. The district plans to continue expanding the engagement process through intentional activities designed to build stakeholder capacity from a genuine partnership that builds the skill and knowledge of our parents and community members. For 2019-2020, the district will be re-engaging all parent advisory groups at the site and district levels, through a series of workshops and trainings based on stakeholder needs. A specific focus on the Community Advisory Committee to support Special Education families will occur. Aligned with a “cradle to career” philosophy, and building upon the district’s existing Community Engagement Plan, the Local Control and Accountability Plan serves as an all-inclusive planning tool. This plan is utilized by district staff and stakeholders as a mechanism to authentically engage, plan, monitor, and evaluate locally identified needs, activities/services, and goals that are aligned to the eight state priorities and CA Dashboard indicators. The district leverages its Local Control Funding Formula allocation, particularly, the supplemental and concentration funding add-ons, with Federal entitlements to maximize identified student and district needs. Through the intentional focus on inclusion throughout the LCAP process, a meaningful engagement process has taken hold that is turning “hope” into a reality for students across the district.|The district’s Family Engagement department is actively working with school sites to build partnerships within the community to support student outcomes. This department works with early childhood, elementary and secondary education to help families become aware of free or low cost resources. The resources include academic, student’s developmental stages, and preparation for college and career. School to home communication is presented through annual Back-to-School nights. Parent teacher conferences for elementary sites are held to discuss the student’s progress. Regular progress reporting occurs at the secondary level. Through the Student Study Team process, schools invite families to become part of the problem-solving process related to student academic, behavioral, and social emotional challenges. Trainings were provided to schools regarding the behavioral intervention process and how to encourage family involvement. A Wellness pilot was also initiated during the 2018-19 school year at 13 school sites to provide preventative and responsive resources to site families regarding physical and mental health, housing, and employment. This pilot is designed to get basic needs met in order for families to be able to focus on student learning and attendance. District Advisory Councils bring in guest speakers to support families in understanding resources within the school district and in the community. Topics include college readiness, career choice, health related information, immigration, and other issues that may impact student success. The Community Advisory Council was also initiated to support Special Education families. Community partners offer classes, training and information to district families regarding how to advocate for their children in a variety of areas. Advocacy also happens at district parent leadership meetings. English Learner Programs and the Special Education department annually send a cohort of parents to the locally hosted CABE conference in order to support the leadership development of our district parents. Work has been done to build partnerships focusing on student outcomes. A variety of tools are available to help teachers enrich the discussions they have with students and families about student progress, including how student achievement relates to future college and career goals and scholarship opportunities. Continued work will be focused on ensuring district staff are better able to support parents in knowing what resources are available and accessing them. Our next step is to better align our current district systems to support families in getting the needs of their students met. Specific Special Education parent trainings on the IEP process, advocating, and accessing resources are being developed. Another step is to seek more feedback from our underrepresented families in order to better measure the impact on student outcomes.|SBCUSD has a strong belief in engaging our families, especially those of underrepresented groups. There is a belief that we need to have those in the room that are impacted by the work, so efforts continue to be made to involve and engage our families. During the 2018-19 school year, the Welcoming Resource Center opened at the request of our district parents. The center was designed as a one stop shop to be inviting to parents and centrally located. The center provides enrollment, student assessment and placement, and information on district programs. Each high school continues to have family engagement centers that focus on responding to family needs, where trainings and support groups were also provided for Special Education parents. The district provided opportunities for family engagement throughout the year. Monthly meetings for parent advisory groups provided strategies for parents to engage with their student’s school. Surveys were designed to capture family strengths, needs, and goals. The data provided feedback on family engagement practices and policies as well as barriers. Another way the district engaged underrepresented families was through a variety of student recognition events. Climate and culture work began to support school staff in building relationships with students and their families through evidence based restorative practices. Trainings related to restorative practices have occurred for school site staff. The department of Equity and Targeted Student Achievement supports underrepresented student groups and integrates their work with other district divisions to support student success for all. Opportunity Gap Specialists supports the African American student group. Their work includes monitoring student success, connecting with parents about school site programs, activities, tutoring, and supporting communication between teacher and parent. Cultural Proficiency training was provided for district managers and support staff in 2017-18 and 2018-19. The expectation was to use the training and resources to begin implementation in the work place. This will continue in the 2019-20 school year as we learn to apply a reflective, culturally relevant lens to our work. Customer service training is also being revisited to meet the diverse community needs. Multiple methods to reach parents continues to be an area to improve upon. In 2019-20, the district will be implementing Family Engagement pilot programs at a number of schools. Building staff capacity to develop relationships with families will be a focus. Schools will work on building their site family engagement team, as well as developing timelines for parent meetings and staff trainings. Also, the parent portal within the district’s student information system is expanding to all families TK-12. The district continues to seek out ways to better engage families and support their participation at the schools.|3|3|3|3|2|3|4|4|4|2|4|3|2019-10-15|Met|2019 36103630000000|San Bernardino County Office of Education|3|SBCSS does a good job of engaging parents and providing multiple opportunities for parents to participate in school site activities. An area of growth or improvement for SBCSS is the need to increase the "pool" of parents consistently participating in school site activities. The difficulty in accommodating parents schedules is evidenced by our 2018-19 second semester LCAP Parent surveys, where 31% of parent/guardians requested "more school events in the evening", compared to nearly 21% requested "more school events in the morning". SBCSS will need to be more dynamic in its approach to meet the needs of all parents and those of underrepresented families.|SBCSS Alternative Education programs consistently seek to partner with families and outside agencies to build partnerships that improve student outcomes. In our SBCSS LCAP, Goal 2 focuses on "Engagement". Within our SBCSS Engagement Goal, we focus on initiatives such as Positive Behavior Interventions and Supports (PBIS), Alternative Learning Experiences that expose students to non-traditional learning experiences (mentoring programs, guest speakers, Community-Based Learning activities, art, yoga ). In addition, SBCSS operates a Clinical Counseling Center that provides mental health services to students needing them. This collaborative approach between various staff, outside agencies and parents has been well-received by SBCSS parents, as evidenced by our 2018-19 second semester LCAP Parent Surveys, where 95% of parents stated that "this school encourages parent involvement and participation". A focus for improvement for the 2019-20 will be providing more "regional" LCAP parent engagement meetings. As SBCSS is the largest county office (geographically) in the lower 48 contiguous states, it is more challenging to provide multi-regional gatherings of parents/guardians in our community schools, as some campuses are more than 60 miles apart. During the 2019-20 school year, we will be holding regional and multi-regional LCAP meetings to include parents more closely in the educative and decision-making process. To improve the engagement of underrepresented families, SBCSS is making a consistent and mindful practice of removing barriers to inclusion in engagement activities (e.g., providing translators, child-care assistance, and transportation assistance).|SBCSS recognizes the value of parent involvement & family engagement. Families & schools need to collaborate to help children adjust to the world of school & beyond. This is particularly critical for children from families with different cultural & language backgrounds. Annually, SBCSS provides multiple opportunities & pathways for parents to stay informed of their educational rights & provide input into the educative process of enrolled students. Alternative Education programs provide Open House, Back-to-School Nights, School Site Councils, Pastries with the Principal among various other (site-specific) engagement opportunities to include parents and guardians in the educative process. This is a strength of SBCSS programs and provides a foundation for continued growth. A focus area for improvement for SBCSS programs relates to increasing the number of parents participating at certain events (including School Site Council meetings and LCAP meetings). SBCSS has attempted to vary the start times and end times of various school site events to increase parent participation with varying degrees of success. To improve the engagement of underrepresented families, SBCSS Alternative Education programs is transitioning towards including our parents/guardians in more of our professional development activities for staff. This is a paradigm shift routed in equity, where we can provide training to both staff and parents along parallel and or complimentary subject matter. In addition, a consistent and mindful practice of removing barriers to inclusion in engagement activities is becoming routine (e.g., providing translators, child-care assistance, and transportation assistance).|3|3|3|3|2|2|3|3|3|3|3|3|2019-10-07|Met|2019 41690130000000|San Bruno Park Elementary|3|The level of support for parent involvement at the school sites has increased to ensure increased participation. The Educational Services department has begun working with principals to develop Parental Involvement Policy at all school sites and parent-school-student compacts. The Department has also begun developing monthly guides and resources for principals to use, including training materials. During the 2018-19 school year, the District developed a Portrait of the Graduate (POG) collectively with community stakeholders, employers, families, students, staff, etc. to guide the direction of the school district. One area for focus in the 19-20 will be to engage a diverse group of stakeholders in strategic planning and increase the number and means of opportunities for families to provide input.|The District contracted with the Parent Institute for Quality Education (PIQE) to provide a nine week workshop for parents. PIQE is targeted towards educating and encouraging families to take a more active role in their students' academics. The workshop was provided in English and Spanish and childcare was provided. A goal for improvement would be on expanding the number of opportunities for parent education district-wide.|The District has expanded opportunities for families to provide feedback and engage in multiple means of two-way communication. These strategies included launching a parent portal within the student information system, strengthening online presence through a new website and social media, establishing multiple parent advisory committees at the District office and school level and using tools for surveys and thought exchanges. Parent advisory committees offer interpretation and childcare services to remove obstacles for attendance. Additionally, specific site and district advisory committees exist to offer families a forum to provide input specific to the English Learner Program, Title I school plans and Special Education programs. Additionally, the District increased their offerings of centralized parent education opportunities held at the middle school. A focus area for improvement would be to provide additional training and support for site leaders and parent liaisons in engaging families using culturally responsive methods.|1|3|1|3|1|2|1|2|3|3|2|1|2019-11-13|Met|2019 41690216112213|San Carlos Charter Learning Center|3|We have multiple opportunities for parents to provide input and feedback to our school. Many of our engagement opportunities are parent-generated and run. We have Director's working groups in the area of learner support and succession planning. Additionally we have a Finance Committee with the majority of the spots filled by parents. Parents also fill the majority of seats on our school's governing Board of Directors. The structure of BOD meetings provide ample opportunity for parents and community members to participate in the discussion of decisions that are critical to the school.|We have a very open communication with families. We are working on curriculum maps and benchmarks to help families understand grade level expectations. We have parent education book group and weekly parent education articles in our newsletter. We are experimenting with the timing of our parent/learner/educator conferences to improve the communication of learner progress to parents. Additionally, our Learner Services Department is working on a parent handbook to help parents navigate the student services at SCC.|We continue to work with families to build a sense of community. Our new facility has made gathering on campus during the day to volunteer more difficult for our families. They also miss the socialization that was possible when access to campus was easier. We are working with our Parent Resource Team and Volunteer Coordinator to find ways to alleviate some of these obstacles.|5|5|4|5|4|4|4|4|4|4|4|4|2019-10-09|Met|2019 41690210000000|San Carlos Elementary|3|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Part 2 of 3: A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Panorama Strategic Plan survey was completed by 151 Staff and 150 Teachers who identified the following needs: 1) More time to collaborate with colleagues (53% report that staff have sufficient collaboration time, an increase of 2%) 2) Staff morale needs a boost (61% of teachers replied favorably that school morale is positive at their school, a decrease of 2%) 3) Improved means to learn from the evaluation process, and more frequent feedback on goals (49% of teachers responded favorably that they learn more than "some" from the evaluation process, a decrease of 2%) 4) A need for further professional development on integrating technology into teaching practices (45% of teachers responded favorable to this question, a decrease of 2%) The 2019 Panorama Strategic Plan survey was completed by 1864 students who identified the following needs: 1) Too many students report being disconnected from their own learning, and and report that homework it is not meaningful and supportive, especially in 7th and 8th grade (51% of students in grades 3-8 responded favorably to the following statement: "I find the things I learn in school interesting, a decrease of 2%; 60% of students in grades 3-8 responded favorably to the meaningful homework question, a decrease of 2%) 2) Desire for increased tinkering/building/maker experiences, and learning opportunities that are of interest to them (60% of students responded favorably that they have opportunities to make/build things at school) 3) Improved cleanliness of school (56% of students responded favorably that their school is clean and well maintained, a decrease of 1%) 4) Improved school climate, especially at the middle school level (34%, 36% and 36% of grade 6-8 students responded favorably to the prompt "Students treat each other with respect at school") As a result of this data and other data compiled through stakeholder engagement, and to further address the needs of underrepresented families, the District has begun work in restorative practices, equity and implicit bias. This work has begun first in middle school, and will expand to K-5 in the coming calendar year. Additionally, K-3 Site principals led PD for teachers regarding the transition to a Fall goal setting conference model. As a result, all schools moved to a Fall goal setting conference model for 2019-20, with conferences occurring in early October rather than at the end of the first trimester. This allows families to express their ideas for academic and socio-emotional goals, rather than hearing about their child's progress after it is complete.|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: The District is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To that end, the District website was rebuilt in 2018 so that it would continue as a primary source of communication to parents and community. Overall, the district is committed to ensuring that all parents can access information in order to support their child's learning. A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Strategic Plan survey of families reveals that communication remained 82% favorable. Parents also identified school newsletters as a preferred source of information, second only to face-to-face communications with staff. Another important note regarding the Spring 2019 Strategic Plan Survey is the significant increase in the number of families participating in the survey. Overall, 48.5% (2,745 responses) of families participated in the survey compared to just 21% in 2018. The survey results identified the following needs: 1) Parents still desire appropriate and meaningful homework policy and want more information about how at-home learning supports their child's personalized learning goals (favorable responses decreased 1% to 68% this year) 2) Continued desire for high expectations (rigor) for students (favorable responses decreased 3% to 52% this year) 3) Improved communication from staff on how their student is performing academically, and what their child needs to learn in order to demonstrate success at each grade level (although this area increased 2%, only 68% of parents responded favorably) 4) Continued Work is needed in Staff helping Students to Learn to Resolve Conflicts (74%, decreased 2%), and Staff Sensitivity to Issues Regarding Race, Gender, Sexual Orientation and Disabilities (76%, Decreased 3%)|4|4|3|3|3|4|4|3|4|4|3|3|2019-10-24|Met|2019 37683386119168|San Diego Cooperative Charter|3|San Diego Cooperative Charter School invites parents and staff to take an active role in school the creation of policies, programs and family engagement at school. We have a monthly Parent Staff Association (PSA) where all stakeholders are encouraged to attend and participate in learning about and giving feedback on programs, planning activities for community building and exploring ways to get involved in the school in meaningful ways.|SDCCS operates as a cooperative where families are viewed as equal partners in each child's educational journey. The current strengths of building partnerships with parents to increase student outcomes include how our staff models social-emotional, restorative practices, and deeper thinking strategies side by side with parents; this occurs during classroom volunteering opportunities during our many project nights, extended off campus learning opportunities where parents join our teachers as guides. Our student-led goal setting conferences with parents help parents to understand the academic, physical and social goals that are unique for each student and how to reinforce these at home. The area of growth will always be reaching the families that are not able to be as involved as they want to be due to health, financial or time constraints. Families that fall into this category also need more support in learning how to exercise legal rights to support their children’s education.|San Diego Cooperative Charter School values parent participation in many ways with a shared belief that we are a community and that all children benefit when parents are involved. Participation occurs in many different ways but most importantly it is building a strong relationship with teachers and the greater community. It is this connection that first makes parents feel welcome in the classroom and allows the teachers to better know the family, their culture, beliefs, and both goals and strengths of the child. We work hard to keep families informed on what is going on and ways that they can be involved. An area of improvement revolves around communication, we have parents that speak up to five or more languages, we have a need for more translated materials to effectively communicate with all stakeholders.|4|5|4|4|5|5|4|4|4|4|4|5|2019-11-12|Met|2019 37103710000000|San Diego County Office of Education|3|Through the deliberate and strategically planned outreach events, parent/guardian and stakeholder participation increased from 480 to 954, or 98.7% growth. Parent feedback at outreach events, LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2019-20 LCAP Goals & actions and services which align with our SPSAs goals and WASC action plans. DAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the PFEP is continuously provided via workgroups, at enrollment centers, at parent meetings & via the district website. PFEP is distributed at SSC/ELAC & DELAC leadership meetings. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Growth in diverse parent groups have shown an increase in participation, involvement with school related events & parent involvement activities. Parents provided feedback and planning support for the development of workshops, parent trainings, experiential learning excursions and educational book clubs via enrollment surveys, phone interviews, request at district meetings, feedback during “Coffee with the Principal” and small group discussion. Training and support will expand to include more staff in the design, implementation, and evaluation of family activities at the school level.|Ongoing phone calls, Parent-Teacher conferences and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via school visits, IEP meetings and teacher calls to parents. Workshops and trainings are available during the day and evening. Parent support, including transportation, translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses. Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, AB 2121 and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA), tours of college and continuing education campuses and programs. A focus area will be to increase communication on Parent Involvement activities, current research, and available resources via multiple methods.|Parent and Family Liaisons (PFL), parents, and administrators worked jointly to develop the Parent and Family Engagement Policy (PFEP) as well as to engage in continuous discussions and surveys to inform decision making. We have worked with PFLs, families, students and school staff to develop a long-term plan to increase capacity and leadership among parents of students who are English Learners. Family book clubs were started, with books & discussion materials provided in home language, to support parents in improved communication with their children. Ongoing education of teachers & staff on the value & importance of PI & family communication takes place throughout the year. The Student & Family Engagement (SAFE) team meets twice a month & includes School Counselors, PFLs, Student Transition, and Social Work Interns. PI & participation is a standing agenda item & is discussed at every meeting. PI is also discussed at monthly leadership team meetings, where opportunities & initiatives are discussed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites. A focus for improvement will be to continually get more families involved in the leadership on the various advisory councils.|4|3|4|3|3|4|3|4|4|4|4|3|2019-10-09|Met|2019 37754160138651|San Diego Mission Academy|3|One area of strength is that there is a clear commitment to build on meaningful family engagement activities like PAC meetings, survey and focus groups, monthly calls, emails and meetups for families. The school leadership and support staff are implementing the FISH Philosophy concepts within their onboarding and communication with families. An area of focus for improvement, as we move forward as a new school, is to improve on our capacity to engage families in decision-making with the school. We are building on our PAC. We are already brainstorming ideas and planning some activities to engage parents and families so that we can better involve them in the decision making process and get their ideas for family involvement.|We a new school and we are beginning the work of partnering with families, and clearly recognize its importance. Our team is working collaboratively, led by the community liaison, counselor, and admin team to find relevant, helpful, and easy-to-access resources that are local to our families. We will continue to provide training for our SDMA team and work with community partnerships and resources to provide what our families need to be successful and advocate for themselves/their child. Parents indicate that a strength of the school is that they make clear what is expected of their students, and that they effectively communicated with families. The school can continue to improve by provided families with information designed to support students’ post-secondary efforts such as FASFA, work programs, college application information/deadlines, and other information families (particularly underrepresented) would benefit from, and in their primary language.|The foundation of San Diego Mission Academy is building relationships. As an online school, we rely on those relationships to help guide students to success. As a brand new school, we have set high expectations for staff communication and involvement with community. We send welcome, birthday, and encouragement cards to all students. We also employ a full-time counselor and community liaison. The support of parents and family members is critical. We will continue to monitor, evaluate, and provide support for staff to increase capacity for building positive relationships with the community. One focus area was to continue to improve upon communication and engagement of underrepresented families by providing useful information for resources designed to support post-secondary options and access to interpreters to support outreach and community events. We are attempting to send all family communication in Spanish and will explore what other language needs our student families have.|3|3|2|3|3|2|2|1|2|1|1|1|2019-10-15|Met|2019 37682130119560|San Diego Neighborhood Homeschools|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37683380000000|San Diego Unified|3|Current Strengths: The Family Engagement Team effectively supports participation and capacity building with families with all district advisory groups. We hold monthly meetings with the Advisory chairs to build capacity, engage in effective decision-making regarding LCAP, and to seek input. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, workshops for parents, and school/community events. Our improvement plan will include developing an annual program evaluation survey. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team.|Current Strengths: SDUSD is committed to partnering with families through learning opportunities to support student learning development in the home by creating High Impact Home Strategies. The Family Engagement Team is requested by schools to attend and facilitate Family Fridays to provide families with specific supports indicated by parent feedback. An area of improvement to focus on in this area would be the connection between parent involvement and efficacy to improved student academic outcomes. The plan of implementation is to build opportunities for meaningful engagement, provide clarity and examples of the legal responsibilities of the educational system, and to collaborate with schools to examine student progress. Parent trainings would include school-based programs; e.g., the Integrated Multi-Tiered Systems of Supports or other options for academic support like tutoring or community academic supports. In addition, the Family Engagement team would create a list of local community resources that can assist students academically for each Neighborhood Center.|San Diego Unified School District (SDUSD) currently has strengths in the areas of creating welcoming environments for all our families in the community. The district has made extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Schools host various events to welcome and involve parents in aspects of the school culture. Many schools provide regular communication in multiple languages in an effort to provide families with timely information. Another strength is the Family Engagement team members are invited to schools to provide trainings and interact with school families on a regular basis. We provide translation services at any Family Engagement Team sponsored event. An area for improvement would be to create culturally responsive trainings. Cultural trainings would include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups.|3|3|2|3|3|3|2|2|3|3|3|2|2019-10-29|Met|2019 37682130123224|San Diego Virtual|3|In the 2019-2020 school year, SDVS developed and implemented a School Site Council that supports the schoolwide learner outcomes while aligning the vision and mission addressing the Local Control and Accountability Plan (LCAP), monitoring and evaluating the progress of its goals and services. With this in mind, SDVS has quarterly LCAP meetings schoolwide that are conducted virtually and recorded, placed on the school website for all to access. Annual Stakeholder Surveys are sent twice a year, in regards to the effectiveness of the program, while opportunities to provide input are given throughout the school year. In an area of improvement, SDVS would like to improve the amount of feedback it receives from its underrepresented families, by reaching out to the families directly from the teacher of record, provide more events in local community areas, and offer topics and support specific to families’ needs and interests.|San Diego Virtual is invested in the community and strives to form partnerships with its families through various media. As SDVS continues to grow, it ensures that families are informed of curriculum changes, additions, as well as progress and achievement of the student’s academics. Through weekly communication, progress reports, email and phone correspondence, families are well informed of their student’s progress throughout the year, whereas meetings and interventions are put into place to ensure academic success. An area of improvement that SDVS is striving for is full engagement of underrepresented families. By doing this, SDVS is making its program and staff more accessible by visiting families in their environment, partnering and providing resources to better serve them. SDVS continues to reach out to families offering workshops, field trips and events that provide opportunities to engage the student more effectively.|San Diego Virtual engages in a variety of ways to communicate effectively with families. With announcements from the school, whether it be events, testing schedules, field trips, or workshops, all correspondence through is sent in both English and Spanish to all stakeholders. Parents are informed regularly of their student’s progress from the Teacher of Record, whether it be a phone call, text, or email as well. SDVS believes that families are an integral part of their student’s education and communication is essential. The principal provides a Monthly Virtual Coffee with parents on the events and happenings of the school, as well as information provided through School Site Council, Local Control and Accountability Plan meetings, and bi-monthly Board Meetings. The Counseling department focuses on the whole student, where workshops and events are coordinated with parents and students to attend at community locations as well. A focus area of improvement for SDVS is to increase the amount of parent involvement with these opportunities by continuing to reach out to families personally building awareness of events, inviting them to specific events throughout the year, as well as deliver surveys to the families to provide specific resources to them. SDVS will continue utilizing Social Media outlets to build awareness of such events as well.|4|4|4|5|4|4|4|4|3|3|3|3|2019-11-01|Met|2019 37679830134890|San Diego Workforce Innovation High|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 80% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, back to school, student recognition days, IEPs, 504 meetings, SST meetings and parent-teacher-student conferences. Parents who participated in the self-reflection shared that they appreciated the opportunity to provide input into the school program. They also felt that personal communication and invitations from teachers was helpful and informative. Parents received information in their primary language and English. One parent reported that in the parent meetings, “we had time to ask questions and get clear answers.” The lack of parents’ awareness of their opportunities to participate in providing input to school decisions, like the LCAP or ELAC meetings. We can improve this by being more strategic in trying to engage all families and spread out the word. Also, there was an interest in having more events that engaged families and students with teachers and administrators.|There were 3,800 parent-teacher-student conferences last year. At events there is always a wide range of families representing the diversity of the school. Staff will continue to invite families and host events like Open House, parent teacher conferences, IEP meetings, counselor check-in, SRS support, and awards. A strength of our school is that we provide quality education that is tailored to meets all student and parents’ needs. We offer translation to all parents that need it to communicate with their teachers and we provide bilingual academic counseling services for our students and parents. Parents reported that receive detailed information about their rights and their student’s rights at orientation. One area that we need to improve is the partnership between the teacher’s and the parents. To achieve this, we will continue to educate students and their parents of their rights and offer them the necessary tools to confidently assist in the educational growth of their student. We will start implementing this from orientations, teacher-parent conferences, school events, and ELAC and PAC.|One key strength was the results from our parent survey showed that 80% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There 90 parents participated in our parent meetings including PAC/ELAC committee on a consistent manner. Additionally, there were 4,150 parents attending conferences and open house last year. Parents in the focus group expressed that receiving updates through text and email has been sufficient and satisfactory. We also offer other lines of communication and progress tracking such as the parent portal. Our staff works diligently to assist their students in achieving academic excellence and they make sure students are completing their work in a timely manner. The school mails out postcards to students’ homes saying,” WE MISSED YOU.” That way families know that their children missed school few times and students realize that we really care about them. Teachers continue to improve on open and effective communication with all their students and parents. The school can improve in the way that we connect with underrepresented students and families by communicating in their primary language, giving extra support to the students who need it, identifying the needs of these students and doing everything possible to help them achieve their goals. Staff training to identify the parents and students who need more one on one support could be helpful.|3|4|2|3|2|2|3|1|3|2|2|1|2019-10-16|Met|2019 37683460000000|San Dieguito Union High|3|SDUHSD effectively partners with parents and families in decision-making by leveraging various advisory committees including; Parent Curricular Advisory Committee (PCAC), District Advisory Committee (DAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC),Safety & Wellness Committees, and parent forums run at various schools. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the demographics of the district.|SDUHSD stakeholders reported that SDUHSD is a community committed to supporting all students. Teachers are dedicated to supporting students, parents are supportive of our schools and support staff and administrators are committed to building cultures at schools that are centered around students receiving a top tier education while also being supported social-emotionally. Stakeholders reported that SDUHSD should focus efforts on creating consistency across schools in parent engagement opportunities, communication systems, and outreach. SDUHSD has worked in recent years to systematically take parent and community feedback in conjunction with school staff to create systems that work for all families including the Special Education Strategic Task Force, Safety & Wellness Committees, and parent forums run at various schools.|Parents and staff reported that SDUHSD schools are welcoming environments and provide effective communication systems. SDUHSD will continue efforts to celebrate the diversity and involvement of our families. SDUHSD will explore more effective two way communication opportunities for all stakeholders. Additionally, parents and staff expressed a need to continue to reach out to families in multiple platforms. SDUHSD will work to continue to improve the engagement of underrepresented families by providing information and outreach in multiple languages, offering meetings at a time of day that is more convenient for families, and focusing on improving culturally responsive practices across all district schools.|3|4|3|3|4|4|3|3|4|3|3|3|2019-10-10|Met|2019 38103890000000|San Francisco County Office of Education|3|SFUSD’s School Governance and Family Leadership Toolkit include checklists, rubrics, and tipsheets to support school sites making sure their leadership group are representative of all populations at their school site. The SFUSD Family Partnership Planning & Implementation Process best practice area of Share Power and Decision Making supports administrators in finding ways to share their power with other school site staff. The SFUSD Family Partnership Team also provides annual professional development offerings at the SFUSD Administrators Institute. Although there are toolkits and strategies to support best practice areas we still need more development around providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in each school community. We have stronger structures in place to support this at the district level, where district advisory committees participate in the LCAP Task Force, along with district staff, labor partners and community organizations, working to improve transparency, accountability and communication about SFUSD's LCAP and budget; conduct stakeholder engagement to inform SFUSD’s LCAP; improve alignment between school-site and district-level budget planning; and support the school planning process. SFUSD's Student Advisory Council (SAC) has continued to increase its student participation year after year. The students actively participate in the LCAP process and host LCAP student feedback sessions and solicit input through surveys. The SAC meets every other Monday at the district office where they work on key issues presented by students. The SAC also provides feedback on appropriate Board resolutions. We will continue to explore other opportunities to include student voice in policy and other related decisions. This can include things like participation in working groups to operationalize the Graduate Profile, focus groups for students at Middle School Redesign sites, and participation in stakeholder engagement in our development of the EL Master Plan.|In an effort to engage with our community stakeholders in a meaningful fashion, our district staff partnered with key leaders in the Office of Family Engagement to co-develop a series of strategic planning Quick Start Sheets. These one-pagers served as essential resources to site administrators, School Site Council (SSC) team members and the larger community throughout the strategic planning process, supporting site-level, student data analysis conversations, and helping to map out next steps for strengthening school outcomes. With an emphasis on updating them with the latest requirements from federal, state and local governing agencies, our district shares these with all stakeholders who interested in improving the school experience for our students. All requests from school sites with SSC concerns and interest in onsite training can be supported by State & Federal and Office of Family Engagement staff. In our work to increase both authentic stakeholder engagement and transparency, a School Site Planning Summit is held annually. The Summit is intended to be a mid-point within in each school planning process. This is an opportunity for both district and school leaders along with school community stakeholders/ SSCs to engage in data review, action analysis and priority setting for the upcoming school year. Prior to the summit, school leaders are provided with resources to assist in the early stages of the budget development cycle and tools to increase parent engagement and participation. LEAD collaborates with the Budget Office State & Federal Programs and Office of Family Engagement in developing tool kits and designing professional development & technical support sessions for school leaders. Participation in the summit varies widely from school to school. Outcomes for the Summit could be better defined. The SFUSD Partnership Academy (SPA) has created over 35 dual capacity modules to offer to school site after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory.|Over the last three years the SFUSD Family Partnership Team has developed a family partnership model, which includes six best practice areas: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home & School, Share Power & Leadership, Create an Equitable School Community, and Support Navigating SFUSD. We have also created a process to develop a family partnership school site plan, and a partnership academy that offers dual capacity workshops to support school sites. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in creating welcoming environments. The toolkits are accessible through the SFUSD website. We have also created a process to develop a family partnership school site plan, and a partnership academy that offers dual capacity workshops to support school sites. Last year we trained 45 process leaders from various school sites but only 4 school started the process. While the SFUSD Family Partnership Team has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them.|3|3|3|3|3|3|3|3|3|3|2|3|2019-10-15|Met|2019 38684780000000|San Francisco Unified|3|SFUSD’s School Governance and Family Leadership Toolkit include checklists, rubrics, and tipsheets to support school sites making sure their leadership group are representative of all populations at their school site. The SFUSD Family Partnership Planning & Implementation Process best practice area of Share Power and Decision Making supports administrators in finding ways to share their power with other school site staff. The SFUSD Family Partnership Team also provides annual professional development offerings at the SFUSD Administrators Institute. Although there are toolkits and strategies to support best practice areas we still need more development around providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in each school community. We have stronger structures in place to support this at the district level, where district advisory committees participate in the LCAP Task Force, along with district staff, labor partners and community organizations, working to improve transparency, accountability and communication about SFUSD's LCAP and budget; conduct stakeholder engagement to inform SFUSD’s LCAP; improve alignment between school-site and district-level budget planning; and support the school planning process. SFUSD's Student Advisory Council (SAC) has continued to increase its student participation year after year. The students actively participate in the LCAP process and host LCAP student feedback sessions and solicit input through surveys. The SAC meets every other Monday at the district office where they work on key issues presented by students. The SAC also provides feedback on appropriate Board resolutions. We will continue to explore other opportunities to include student voice in policy and other related decisions. This can include things like participation in working groups to operationalize the Graduate Profile, focus groups for students at Middle School Redesign sites, and participation in stakeholder engagement in our development of the EL Master Plan.|In an effort to engage with our community stakeholders in a meaningful fashion, our district staff partnered with key leaders in the Office of Family Engagement to co-develop a series of strategic planning Quick Start Sheets. These one-pagers served as essential resources to site administrators, School Site Council (SSC) team members and the larger community throughout the strategic planning process, supporting site-level, student data analysis conversations, and helping to map out next steps for strengthening school outcomes. With an emphasis on updating them with the latest requirements from federal, state and local governing agencies, our district shares these with all stakeholders who interested in improving the school experience for our students. All requests from school sites with SSC concerns and interest in onsite training can be supported by State & Federal and Office of Family Engagement staff. In our work to increase both authentic stakeholder engagement and transparency, a School Site Planning Summit is held annually. The Summit is intended to be a mid-point within in each school planning process. This is an opportunity for both district and school leaders along with school community stakeholders/ SSCs to engage in data review, action analysis and priority setting for the upcoming school year. Prior to the summit, school leaders are provided with resources to assist in the early stages of the budget development cycle and tools to increase parent engagement and participation. LEAD collaborates with the Budget Office State & Federal Programs and Office of Family Engagement in developing tool kits and designing professional development & technical support sessions for school leaders. Participation in the summit varies widely from school to school. Outcomes for the Summit could be better defined. The SFUSD Partnership Academy (SPA) has created over 35 dual capacity modules to offer to school site after they have completed the Family Partnership Planning & Implementation Process. These modules support building the capacity of staff, community partners, and families in the six best practice areas. One of the foundational elements of the SFUSD Family partnership model is that all activities must be linked to student learning. The SFUSD Family Partnership Planning & Implementation Process best practice area of Link Student Learning Between Home & School supports creating a goal to support teachers and principals to improve a school’s capacity to partner with families and families to partner with teachers. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory.|Over the last three years the SFUSD Family Partnership Team has developed a family partnership model, which includes six best practice areas: Set the Tone, Build Authentic Relationships, Link Student Learning Between Home & School, Share Power & Leadership, Create an Equitable School Community, and Support Navigating SFUSD. We have also created a process to develop a family partnership school site plan, and a partnership academy that offers dual capacity workshops to support school sites. The Family Partnership Team has developed Toolkits, which include checklist, rubrics, and tipsheets to support school sites in creating welcoming environments. The toolkits are accessible through the SFUSD website. We have also created a process to develop a family partnership school site plan, and a partnership academy that offers dual capacity workshops to support school sites. Last year we trained 45 process leaders from various school sites but only 4 school started the process. While the SFUSD Family Partnership Team has created tools and processes for effective family partnership to happen at school site, it is not mandatory for school sites to use them.|3|3|3|3|3|3|3|3|3|3|2|3|2019-10-15|Met|2019 19752910000000|San Gabriel Unified|3|All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups is an area of focus. The Educational Advisory Committee, School Site Councils, PTAs, the Parents as Education Partners group, and other parent teams throughout the district are focused on the development of parents as partners and decision makers. This year the Educational Advisory Committee will have equal part family members to staff. There are also District and site efforts to involve families in the decision making process to develop the 21st century skills and competencies of K-12 students to be college and career ready.|San Gabriel's strengths and progress in Building Partnerships for Student Outcomes was measured by the Parent Engagement Reflection Tool and the annual LCAP Family Survey. Both metrics indicate there is a strong correlation between family engagement and student outcomes. The surveys were developed to gauge the District's progress in the area of parent partnerships (specifically, the data provides metrics for LCAP Goal 3a: Engage families and the community to support students' success in school). Survey data indicates 82% of families have actively participated in school events and 87% feel welcome in their child's school. Parent forums and workshops at the District and site level focus on student achievement and learning, provide opportunities for parents to be partners in their students educational journey, and allow opportunity to have input in the schooling of their children.|San Gabriel Unified implemented the Parent Engagement Reflection Tool to gauge perceptions of staff and parents in the area of Building Relationships. District and family Stakeholders responded to four questions that rated the District's progress in building relationships. Most stakeholders felt the District has fully implemented systems to develop the capacity of staff to build trust and relationships with families, create welcoming environments, and develop multiple opportunities to engage in 2-way communication. Key findings from the survey indicate SGUSD values family engagement and input in a number of contexts. San Gabriel Unified School District is committed to supporting staff to learn about family's strengths, cultures, languages and goals for their children by promoting and working in partnership with parents, PTAs, and PTSAs. Together, the District, Schools and Families promote building relationships by offering parent workshops, family engagement nights, and encouraging parents to participate as partners in school events that promote culture and climate at all 8 schools. The District and sites engage in 2-way communication between families in educators in a wide-variety of platforms and forums including but not limited to District and site websites, social media sites, and full translation of all correspondence between school and home.|4|4|3|4|4|4|4|4|4|3|3|4|2019-10-29|Met|2019 33672490000000|San Jacinto Unified|3|LCAP action effectiveness was rated by participants. The survey is specifically designed to generate results directly connected to LCAP goals which reflect the Local Control Funding Formula priority areas. Results from parent ratings were quite similar, with most actions and programs rating as either “Strongly Agree” or “Agree” Parents/family members placed high effectiveness ratings on Cleanliness of facilities (92%), the district has Highly Qualified Teachers (97%), students have access to technology (98%), a focus on College and Career readiness (97%) and school communication (93%). parent involvement (90%), and Maximizing Resources (91%) were areas with lesser effectiveness ratings, however, the overall rating of the Parent Survey was marked with a favorable rating of (96%). Various new actions were suggested through the survey including continuing a focus towards accessing college, additional counselor supports, bullying prevention, student safety initiatives, and programs to support struggling students. The SJUSD Parent Center continues to develop programs to address these areas, providing additional supports and adding programs at school sites. SJUSD encourages parent participation in support programs connected to the District Parent Center, District and School committees, and future LCAP input sessions.|San Jacinto Unified School District gathers information through multiple methods each year as part of developing the Local Control Accountability Plan (LCAP). Input meetings were held from September 2018 through May 2019, focused on reviewing data and collecting feedback and suggestions from attendees. These meetings occurred during DELAC, SJAAC, Parent Advisory Committees, open community meetings, and other input session formats. In addition, the District issued a Parent survey, receiving 4,006 surveys from “Parent/Family Members” via the Spring of 2019 Parent Survey administration. These surveys allowed stakeholders to rate the effectiveness of current practices and provide input regarding the next steps or new programs needed for the school district. In addition to the multiple parent committee opportunities provided SJUSD also held its annual Into The Future Conference that brings together community members and families to provide breakout session that relates directly to support needed for families to aid in preparing their students to be college and career ready.|San Jacinto Unified has provided multiple forums for community members and school site staff to interact throughout the year. School site council meetings and ELAC meetings provide parents with the opportunity to learn about school policies and procedures while providing a forum for parents to voice ideas about the direction the school is moving as it relates to the LCAP and LCFF Priorities. Teachers on Special Assignment have provided support for site leadership and teachers on building high trust behaviors and actions within these encounters to help cultivate community relationships. SJUSD also supports the professional learning of our staff through targeted classified and certificated supports on high-class customer service. Our Customer Service Committee has facilitated the acquisitions of training in this area and has drafted SJUSD Standards of Customer Service that provide the expectation of exceptional customer service throughout the district.|4|5|4|4|4|4|4|3|4|3|4|4|2019-10-08|Met|2019 33672496114748|San Jacinto Valley Academy|3|At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Our School Leadership Teams is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school. The results reflect the following: 1. 82% strongly believe that SJVA encourages programs to positively build school culture. 2. 84% strongly believe that SJVA promotes a safe environment for all students and staff members. 3. 87% feel that families are welcomed, valued, and connected to one another and the school. 4. 92% indicated that parent events and groups are inclusive and welcoming to families of all backgrounds.|To maintain our focus on high academic growth and achievement, SJVA has determined that professional development, teacher collaboration, and building strong partnerships between all stakeholders, as a top priority. SJVA provides teachers new to the profession with a two year Center for Teacher Innovation mentorship to provide a systematic structure of support for beginning teachers. CTI aims to assist teachers as they begin their careers to become successful educators. To further develop the knowledge and skills needed to address students’ learning challenges, SJVA faculty members receive a variety of professional development trainings which include, but are not limited to, the following: curriculum publishers, Riverside County of Education, International Baccalaureate Diploma Programme, International Baccalaureate Primary Years Programme, and In House trainings. In addition to formal professional development, grade level leads and department leads meet on a daily/weekly basis to share ideas, strategize how to support/encourage students, and review lesson designs created by faculty to ensure all students are actively learning. . SJVA is dedicated to working with families to provide a high quality education, thus communication is a key component to effective education. Many conferences are scheduled throughout the year to set goals and communicate student performance and outcomes. Along with regularly scheduled conferences, teachers communicate individual progress with students and parents through bi-weekly progress reports sent home for a parent/guardian signature and daily updates via the Aeries Parent Portal. When a student is in need of support with academics or classroom behavior, multiple interventions are in place to provide support. SJVA utilizes the Student Success Team process to identify concerns and put strategies in place to improve the student’s performance. The Student Success Team (SST) consists of teacher(s), parent/guardian, students (when appropriate), and at times administration. In addition to the classroom supports and modifications put in place at the SST, students have the opportunity to attend enrichment and extended enrichment to receive additional tutoring and support to increase their academic achievement. SJVA is committed to effectively communicating with parents and creating an awareness of their students’ options for support through School Messenger, newsletters, school website, English Learner Advisory Committee, Parent Advisory Committee, School Advisory Committee, Individualized Education Program meetings, 504 Plan meetings, and the school handbook.|SJVA recognizes that the responsibility of student success includes parent involvement. Parents are expected to actively participate in their child’s education. The Learning Partnership Agreement is to be signed by parents or guardians for each child enrolled at SJVA. The LPA defines the expectations and interactions between parents, students, and staff. Relationships are further developed during our regularly scheduled conferences between students, teachers and parents. Conferences provide students with the opportunity to share their academic growth, identify areas for growth and improvement, and set goals for maximizing student achievement and academic success. In addition, teachers schedule and hold achievement conferences and Student Success Team meetings on a regular basis to address academic and/or behavior concerns and to develop a strategic plan for support. At the secondary level, bi-monthly progress reports are available in Aeries and sent home for a parent/guardian signature. The communication between school and home ensures that the teacher(s), parents/guardians, and students are notified of academic successes or concerns on a consistent basis. SJVA incorporates technology through the Aeries Parent Portal, School Messenger, emails, school website, and grade level newsletters to increase overall teacher to parent communication. SJVA's counseling department offers parent training seminars pertaining to relevant topics based on student needs. Our goal for offering these important seminars is to better equip parents in supporting their children through their educational years. SJVA plans to continue offering these valuable training sessions to build and establish strong relationships with all stakeholders.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 39103970121723|San Joaquin Building Futures Academy|3|Again, staff at San Joaquin Building Futures Academy, have a fundament belief that working with students and families is critical to the overall success of the student. The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge. Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will continue to be on creating effective opportunities for families to work with the school in the design of family engagement activities.|San Joaquin Building Futures Academy staff are in a district improvement process and part of the focus is on developing and creating more meaningful relationships with families. Part of the training will directly involve staff and administration on the “how-to” of doing this. There is a fundamental belief amongst staff that this work is critical and there is a strong desire to help the student and the families improve their overall access to learning opportunities.|San Joaquin Building Futures Academy staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built. This is based on using strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and in turn their families be successful. An area of focus is to build opportunities for students to learn skills that will help them academically and social-emotionally. This goal will hopefully result in a positive impact on the student individually and their family as a whole.|4|5|4|4|3|3|4|2|3|3|3|1|2019-09-16|Met|2019 39103970000000|San Joaquin County Office of Education|3|Current strengths and progress: -Parent Focus group meetings are held throughout the year. -Family Engagement committee meetings are held throughout the year and use the Family Engagement toolkit as a guide. -Family Engagement Specialists reach out directly to families to increase participation at School Site Council and District English Learner Advisory Committee meetings, as well as LCAP meetings. -Surveys are conducted for parents, teachers, staff, and students. Focus area for improvement: Increase attendance at decision-making meetings by removing barriers to participation. Continue to make the information easily accessible to all stakeholders. Improve the engagement of underrepresented families: Increase the effort to include underrepresented families by removing as many barriers as possible. Some of these efforts include providing childcare and translators at family events, as well as transportation, as needed.|Current strengths and progress: -Frequent meetings and collaboration with community based organizations to stay up to date on resources and points of contact for our families. -Parent Project series of ten parenting classes offered at least twice a year. Outside organizations are invited to refer parents, as well as provide resources to families in the course and or be guest speakers. -Translation services are provided at school events to increase family participation. Focus area: Continue to seek out additional partnerships in rural areas of the county. Focus to include more students, parents, teachers and community based organizations at School Site Council, District English Learner Advisory Committee, and Family Engagement committee meetings to have a better understanding of all stakeholders and to provide opportunities for feedback. Work to establish a parent ambassador role among the different school sites within the program. Improve the engagement of underrepresented families: Increase the effort to include underrepresented families by removing as many barriers as possible. Some of these efforts include providing childcare and translators at family events, as well as transportation, as needed.|Current strengths and progress -Family Engagement Committee meetings. -Use of Peachjar as an e-flyer messaging platform for families -Back-to-School Nights/Open Houses/Showcases/Family Days and other events at sites. -Family Engagement team available to all sites to support in event planning and implementation. -Workshops and trainings, including Parent Project, are held throughout the year to give parents the opportunity to gain additional skills. -Weekly enrollments. -Parent surveys and teacher surveys to gather feedback. -Home visits and truancy sweeps. -Parent/teacher conferences. -Warm phone calls home to inform parents of events at the school sites as well as to inform parents when students are doing well. -Translations services. Focus area: Involving teachers and school staff by conducting professional development to increase support for family engagement. Improve the engagement of underrepresented families: Increase the effort to include underrepresented families by removing as many barriers as possible. Some of these efforts include providing childcare and translators at family events, as well as transportation, as needed.|4|4|3|4|3|3|4|5|4|3|4|3|2019-10-16|Met|2019 19650946023527|San Jose Charter Academy|3|Our annual survey process is one way to gather a larger sampling of feedback from our community, but in fact, serves as one the least timely because the school encourages timely communication and engagement with parents, and student support advocates to address or circumvent potential hot spots and typical areas of concern. This more open communication has served us well in opening the dialogue to engage in critical conversations and decisions. For example, two of our underrepresented family populations were engaged in dialogue to help us better understand perceived and real obstacles to increase direct participation. Our discussion prompted us to provide tools and services as options to access school-based programs. We will continue to implement and follow-up with families.|Through our Parent University workshops, parents are better able to use the vocabulary to engage in a dialogue relative to their child's learning and development processes. Parents are empowered to make sense of the supports in place and to distinguish between standard, enhanced, specialized and targeted strategies for students at SJCA. An area of opportunity is the empowerment of parents of Special Education students, informing them of SELPA workshops, increasing awareness of the community and local supports. Additionally, we are committed to simplifying the technical language and practices bound by IDEA, knowing it is best for parents to have this understanding as they are the life long advocates for their children.|San Jose Charter Academy seeks ongoing, meaningful dialogue with stakeholders, most importantly, parents and guardians, in developing opportunities for an even stronger partnership. Communication is the foundation to building relationships and in turn, increasing trust. While SJCA continues to be actively involved in influencing school decisions related to local priorities, procedures, school activities, and school culture, engaging the dialogue related to culture and related goals continues to take time. Therefore, this is our area of focus to improve. The parent committee, the Committee for Cultural Consciousness, continues to be involved and works closely with SJCA Administration, our general SJCA community, in building bridges with staff, families, and local community agencies.|5|5|4|5|5|5|5|4|5|5|5|5|2019-10-01|Met|2019 43694274330676|San Jose Conservation Corps Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 43696660000000|San Jose Unified|3|Families are encouraged to participate in SSC, SELAC, DELAC and VIP committees to give input. It is in these committees where they can ask questions, discuss strategies and programs impacting student achievement. It is also an opportunity to share ideas, ask questions and give their input about the LCAP. Families are also surveyed every year to give input on areas of interests in which they would like to receive information about. Additionally, at Family University, families are invited to attend sessions to learn about the Advisory Committees such as: SELAC, SSC and CACSE so that when they are invited at the sites, they have the background. At the Fall University event, 96% of families rated the event a 4 or a 5 on a scale of 1-5. The Family University event that focused on “Transitions” received a rating of 94% satisfaction from families. Parent Liaisons are also trained on the committees. One of their duties is to support sites with coordinating these committee meeting for families as well. The next step is to build more capacity in school staff about the different committees, in particular, teachers because they have more direct access to families and students. School staff would be able to make the direct connection with families in how getting involved in these committees impacts their child’s education. This means, providing training to Staff at a Staff PD’s about the committees and sharing strategies on how to invite families at events that are already well attended. We will also continue to work with Parent Liaisons so that they have the background to speak to families about these committees at events that are well attended such as: Coffees, Festivals, book fairs, Awards Assemblies.|SJUSD offers a wide variety of workshops to build partnerships for student outcomes such as: Family University events that focus on “How to Appropriately Advocate for Students”, in where families learn about school processes and procedures. 98% of the families in attendance rated 80 to 100 satisfaction. Every year, the District also gives families opportunities to learn about the transitions students experience as they move to Middle School and High School, so that families gain an understanding on what to expect. Another series of workshops that were offered were the College Aspirations workshops. Families learned about ways to support at home, how to develop study habits, what types of questions to ask if students have not reclassified and how to seek support. 100% of families who attended the College Aspirations series rated the workshops a 4 or a 5 on a scale of 1-5. The Adult ESL classes at 7 sites offered families an opportunity to learn the language of the school so that they are able to identify structures that are in the classroom. To be able to reach more families and make information accessible, the District also has videos with tips for Parents on Early literacy. They are both in English and in Spanish. Next steps are to continue to provide more trainings for teachers and staff at the sites because they are the ones who work directly with students on how to strategically share information with families during less formal meetings. We will also continue to work with the Parent Liaisons and build their capacity to engage with teachers at their sites during our monthly Professional Development sessions. The goal is that Parent Liaisons coordinate activities with teachers. We will share practices with teachers on how to encourage/motivate students so that they in turn, motivate families to increase communication at staff professional development.|SJUSD provides monthly training to our leadership staff in building trusting relationships and increasing communication with our families. School sites review the yearly climate survey and identify patterns, trends and gaps to focus on with students/families. School sites and district departments set goals around climate, that are attached to Single Plans for Student Achievement at the site level, to improve school to home relationships. Our classified employees, front office, campus supervisors, and parent liaisons receive ongoing professional development on customer service, parent involvement, and two-way communication. Our family engagement office works with school site leaders, parent liaisons, and site parents providing training throughout the school year focusing on supporting family's on campus and district wide. Our need is to continue to build capacity among all levels of the organization on building sustainable relationships and working on how to mediate conflict when it arises. We will continue to work with Parent Liaisons and build their capacity on processes and with scenarios to be able to address different situations. We will also have Professional Developments with Counselors to address Family Engagement on how to become visible and create a welcoming environment. As a District the goal is to also create/build trusting, respectful and supportive relationships with students by checking in with students.|3|4|3|4|3|4|4|4|3|4|4|4|2019-10-17|Met|2019 34674473430758|San Juan Choices Charter|3|Self-reflection is built into bi-weekly staff meetings to help identify areas of strengths, areas for improvement, and brainstorm possible solutions. We meet in cross-discipline groups to gain perspective from each other with different focuses. This is a new process for 2019-2020. Meetings with parents and students and surveys are used to gather their input is ongoing and improving each year.|A school-developed survey is administered annually to all staff and parents and to students in grades 7-12. This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys. One section addresses parent engagement and has been used for several years, allowing for the identification of trends over time. In 2018-19, the survey response rate was approximately 92%. CCS is consistently searching for new ways to learn new tactics on how to better engage underrepresented families. Professional development in area such as "Understanding Poverty" and "Working with students suffering from anxiety" have helped us better understand the needs of at-risk students and families. Additionally, events where families are invited to share their thoughts, perceptions, and recommendations to staff are held each year, documented, and used to guide future professional development. Key Findings - School Safety: 96.21% of responding students indicated they felt safe at Choices. Key Findings – Learning Environment: 97.72% of responding students state their education has become more personalized at Choices Charter School. Key Findings - Student Connectedness through Caring Relationships: 98% of students responding indicated the Choices staff is caring and responsive to student needs. Key Findings – as self-reported student anxiety levels increase, the CCS staff is committed to finding better ways to help students overcome these issues and be successful in their academics.|A school-developed survey is administered annually to all staff and parents and to students in grades 7-12. This survey includes items in a variety of domains with some parallel items appearing on two or all of the surveys. One section addresses parent engagement and has been used for several years, allowing for the identification of trends over time. In 2018-19, the survey response rate was approximately 92%. Key Findings - School Decision making: 93.4% of responding parents/guardians indicated they had an opportunity to provide input on school decisions. Key Findings – Understanding the role of the school’s governing board: 90.4% of responding parents indicated they had an understanding of how school decisions were made and how they can get involved. Key Findings - Parent Participation in Programs: 86% of responding parents indicated they had the opportunity to participate in the school's meetings and operational processes, up 11% from before. Key Findings – CCS has been consistent in promoting parent input through annual Family Focus Group dinners. Key Findings – Leadership at CCS continually works to develop new ways to promote parent engagement through parent training opportunities, workshops, and speaker presentations.|4|4|4|4|4|3|4|4|4|4|5|5|2019-10-22|Met|2019 34674470000000|San Juan Unified|3|The group working on Seeking Input for Decision Making identified the following areas of strength for the district: Strengths: San Juan Unified School District has a strong ongoing commitment to seeking input in decision making processes formal and informal committees. In partnership with parent advisory committee leadership, the district has worked to ensure that committee content is accessible for the diverse members of our community. We have further worked to create opportunities for deeper collaboration between district advisory committee members and staff. Progress in Area: In response to disproportionality in outcomes for several student groups, SJUSD has convened listening circles comprised of those students in order to better understand the root causes in order to identify strategies for improvement. The results of the listening circles have led to an increase in restorative practice and culturally responsive pedagogy training opportunities for students, staff, and the community. Focus for Improvement + Improve engagement for underrepresented families: San Juan Unified School District is committed to ensuring parent and community participation in advisory committees is an empowering experience. The Local Control Accountability Plan (LCAP) Parent Advisory Committee (PAC), for example, will integrate several support structures to build the capacity of diverse members to effectively engage with the complex issues considered by the committee. It will deepen the use of the focus group model, wherein members collaborate with staff to inquire into priority areas over a longer period of time in order to make recommendations for improving services to students. Further, the LCAP PAC will add consensus-building protocols, a continuous improvement feedback loop, and additional scheduled opportunities for members to connect with related stakeholder engagement opportunities. The district will use the data from the Parent Engagement Self-Assessment tool as well as collect additional information and ideas from site stakeholders in the fall through the LCAP Forums, as the baseline for an expanded scope of engagement efforts and to inform the development of the 2020-2023 LCAP.|The group working on Building Partnerships for Student Outcomes identified the following areas of strength for the district: Strengths: SJUSD has been successful in implementing the Academic Parent Teacher Team (APPT) model in our schools. APPT elevates the efforts of traditional parent-teacher conferences by inviting all families of the same classroom teacher to meet together rather than individually. School administrators and staff are committed to increasing family engagement efforts at their sites by offering content specific workshops in science, math, language arts and ELD to bridge a connection between what is going on in the classroom and how families can support their students at home. Progress in Area: As a response to an identified need, SJUSD provides all families with access to Parent Institute e-tips that provides families with information and resources to support their students at home. Through Parent Leadership Academy, families from all backgrounds are invited to participate in classes that help to empower and engage parents/guardians to advocate for themselves and their students. Focus for Improvement + Improve engagement for underrepresented families: In response to the feedback provided by the participants in the self-reflection tool for Priority 3: Parent Engagement, SJUSD has convened and will be sustaining a network of cultural brokers to act as a bridge to underrepresented and historically marginalized populations including LBGTQ+, African American, Latinx, American Indian, Foster Youth, Exceptional Learners, and Refugees. Cultural brokers will act as advocates and conduits for these communities to ensure voice in district decision-making process. The district will use the data from the Parent Engagement Self-Assessment tool as well as collect additional information and ideas from site stakeholders in the fall through the LCAP Forums, as the baseline for an expanded scope of engagement efforts and to inform the development of the 2020-2023 LCAP.|The district conducted the Self-Reflection Tool for Priority 3: Parent Engagement with a group of thirty-five parents, students, community members, classified employees, teachers, site administrators, district administrators, and local association leaders. Participants represented, or were members of, a diverse cross-section of student groups from within our district, including homeless students, students with disabilities, English learners, refugees, and foster youth. A range of school sites and communities from across the San Juan Unified district boundaries supporting students from different socioeconomic backgrounds were represented in the Parent Engagement Self-Assessment process as well. After having the opportunity to select and review a range of district and site-level data, participants engaged in three round table discussions, each focused on one domain of the Parent Engagement Self-Assessment tool--building relationships, building partnerships for student outcomes, and seeking input for decision making. Each round table discussion was facilitated by a district representative knowledgeable about the work underway in each domain. The district will use the data from the Parent Engagement Self-Assessment tool as well as collect additional information and ideas from site stakeholders in the fall through the LCAP Forums, as the baseline for an expanded scope of engagement efforts and to inform the development of the 2020-2023 LCAP. The group working on Building Relationships identified the following areas of strength for the district: Strengths: SJUSD provides a multitude of opportunities for schools and parents to build trusting relationships to support student success. Family engagement classes and workshops are offered for families to participate in building their skills and knowledge about the school system and how to partner with schools. Topics include, but are not limited to, college/career readiness, two-way communication between home and school, and understanding the school system. Progress in Area: As a response to an identified need, SJUSD has begun to hold professional development workshops for certificated and classified staff to learn about the importance of a welcoming school environment. We also provide a class in partnership with the San Juan Teachers Association on family engagement strategies that is open to teachers districtwide to learn about how to positively engage with families. Focus for Improvement + Improve engagement for underrepresented families: Our focus area in this category is to build greater interdepartmental collaboration to ensure that family engagement, with an emphasis on engaging historically underrepresented and marginalized populations, is integrated as a high leverage approach to promote continuous improvement efforts in our districts and schools.|2|2|2|2|3|3|3|3|3|3|3|2|2019-10-22|Met|2019 01612910000000|San Leandro Unified|3|San Leandro USD increased its survey participation response rate from approximately 200 to nearly 1200 parent responses this year. Parent leadership structures at the district level continue to be strengthened. Town hall-style engagement events had approximately 100 parent attendees to provide constructive feedback on district success and areas of growth. San Leandro USD will continue to focus on increased participation for feedback surveys and engagement events through stronger communication channels provided by ParentSquare. San Leandro USD's parent facilitators have bridged the gap between home and school and consistently provide parent education opportunities, particularly for families to actively participate in the decision making the process. Our ELAC, SSC and DELAC participation by parent leaders has substantially improved and have become institutionalized structures that promote parent leadership and voice. San Leandro USD increased its survey participation response rate from approximately 200 to nearly 1200 parent responses this year. Parent leadership structures at the district level continue to be strengthened. Town hall-style engagement events had approximately 100 parent attendees to provide constructive feedback on district success and areas of growth. San Leandro USD will continue to focus on increased participation for feedback surveys and engagement events through stronger communication channels provided by ParentSquare.|San Leandro USD hosts several information nights designed to educate families in ways they can support student learning and development. In addition to robust Back to School nights and Open Houses, where families are given feedback and learning pathways for their children, the district has implemented college and career information sessions, math support evenings, and specialized scholarship/financial aid scaffolded events to ensure families feel the extent of wraparound services available to them.|San Leandro USD has dedicated resources at every school to build strong relationships with families. Parent facilitators bridge the gap between home and school by consistently providing parent education opportunities, particularly for those who have been historically marginalized. School Smarts Academy, a parent engagement program, exposes a wide range of parents to the big picture of how the education system works and empowers them to maximize the success of their own children and schools. Our ELAC, SSC and DELAC participation by parent leaders has substantially improved and have become institutionalized structures that promote parent leadership and voice. Currently, we are planning a Parent Learning Institute focused on engaging our underrepresented families, by providing workshops to address college and career resources, parenting skills, health and wellness, and financial literacy. San Leandro USD has also adopted a two-way communication platform, ParentSquare, which allows families to have more systemic, integrated communication with teachers and school administrators. Embedded translation in the program allows parents to send and receive information in the languages they use at home. Districtwide translation into three languages is a standard operating procedure for information disseminated centrally, but ensuring that practice is echoed at each school site is a targeted improvement area for the current school year.|4|4|3|4|4|4|3|4|4|4|4|4|2019-10-08|Met|2019 01613090000000|San Lorenzo Unified|3|SlzUSD is committed to increasing parent participation in decision making activities. One example of parent participation is our multi-stakeholder LCAP Steering Committee. The purpose of this committee is to consult with the local community to provide input into the LCAP. This group consists of at least 1 parent from each school site, our DELAC parent officers, in addition to representative district staff. Parents hold the majority of positions on this committee. The LCAP Steering Committee embarked on a year-long study of our current plan, reviewing all goals and actions and services. We had an extensive discussion around our new designation as a Differentiated Assistance School District, and paid particular attention to the needs of our Homeless/Families in Transition Students, African-American and Special Education students in the development of our LCAP Plan, focusing our work on our Chronic Absenteeism, Suspension rates, and Academic Performance indicators. Additionally, CHKS survey data was gathered from our parent community indicating that and then discussions led to changes to our programs cited in our plan. These LCAP meetings included presentations regarding current and available data and budget information as well as the role of data in the decision making process. The Director of Assessment presented information from the online Data Dashboard in order to review State and Local Indicators as well as local assessment data in our LCAP. These discussions were held in tandem with our local board during our budget cuts, and LCAP priorities were adjusted to handle the fiscal changes. These meetings included a special session for DELAC to ask for their input on LCAP priorities. In order to support parent participation in our LCAP Steering Committee meetings, all meetings and documents were translated into Spanish and Chinese, and we hold our Steering Committee meetings in the evenings and provide childcare and dinner for all participants. In addition, our parent engagement activities have increased in other areas--we have hired three School Community Liaisons who serve all of our schools. This group has organized and arranged community resource fairs, parent education events and classes, assisted sites in increasing parent involvement at events, and has supported local community activities.|San Lorenzo Unified School District continues to engage staff and families in professional development activities to learn how to best support family involvement in our schools. We have held a Parent University and multiple parent education events, to disseminate useful information and assist families with understanding student needs and outcomes. There is more work to be done in the area of professional learning for staff, and thus we have a series of workshops geared to raising staff awareness of culturally relevant practices, trauma informed care and implicit bias. Via our welcome back packets, parent legal rights are provided to all families annually and many of these rights are also reviewed during School Site Council and English Learner Advisory Councils. Our Special Education department also continually keeps families apprised of their legal rights during IEP meetings and parent workshops.|We are beginning to develop a district plan for creating a welcoming and inviting school environment for families. We have created an anti-bias framework for staff that includes indicators and expectations for creating such an environment. As we roll out this framework to sites, current practices are being reviewed and analyzed, and new strategic ideas are being discussed and implemented as appropriate. According to our California Healthy Kids Survey, students and some families indicate there is more work to be done in terms of creating a positive school climate. We continue to use various parent outreach methods to keep families informed and engaged, and all messages are translated into Spanish at all sites and Chinese at sites with 15% or more families speaking Cantonese/Mandarin at home. We have hired 3 community liaisons who are building our parent ambassador program to strengthen site capacity for creating a welcoming site environment.|3|3|2|3|2|3|3|3|4|4|4|4|2019-10-15|Met|2019 44698070000000|San Lorenzo Valley Unified|3|The district solicits input at all sites via school site council. The school board meetings are all open and have processes for community input, and summaries are sent to all district stakeholders via a Board Briefing. Parents are encouraged to attend parent LCAP meetings at all sites. The district does surveys to all stake holders to receive input around greatest needs that the district should address. Recently we started using Thought Exchange as a way to solicit input with open ended questions around district wide initiatives so that stakeholders can express their ideas and support others. The district should look at all our process for input with an equity lens and do focused outreach to underrepresented families via DELAC and phone calls, and as part of in person conferences and meetings.|The district has many opportunities to support positive student outcomes. Elementary sites have regularly scheduled parent conferences. All sites conduct SSTs (student support team) to provide input and support for students around particular difficulties they are having. All sites have some level of online access to grades and assignments through PowerSchool SIS, Schoology LMS and Naviance for college and career planning. All sites provide mailed progress reports and report cards. The district has processes to provide Spanish translations both in oral and written form. The district promotes DELAC meetings and provide Spanish translations, including email/phone/home visit and babysitting at events which have a variety of meeting time so multiple accessibility options to attend. We are working to improve social emotional learning at all sites, and could look to put some mechanisms in place to involve families who have students that are struggling with SEL issues at school and outside of school.|The district have numerous means to build relationships between school staff and families. The are a diverse number of ways this is done, with the goal to include as many stakeholders as possible. They include the annual LCAP meetings held at all sites to provide information to families and solicit input. Each site have numerous parent meetings of groups to support many aspects of the school, including parent groups that meet with staff to support academics, athletics, drama, music, and art. Each school has a School site council that meets regularly. The district and sites all conduct a number of surveys, including parent surveys and student surveys. Every site holds ELAC meetings for our EL students, and the district holds a DELAC meeting to provide information to all and solicit input to be able to coordinate supports. We hold parent information meetings around certain high interest topics, and also hold a GATE parent night to provide information and accept input. We have a large number of parents who also volunteer at the sites, which helps build relationships. We could strive to do more outreach to our foster and homeless youth specifically.|4|4|4|4|4|4|4|4|4|4|3|4|2019-10-16|Met|2019 27661830000000|San Lucas Union Elementary|3|There are many opportunities for community building experiences at San Lucas USD. Families, teachers, afterschool program personnel, and school administration are all given multiple opportunities to work together, for onsite support, field trips, committee meetings and events, fundraising activities, and Parents Club. Implementation is ongoing and successful, but there is always room for improvement. Securing community members for School Site Council and Board of Trustees can be difficult. LEA seeks to address self-advocacy through its PLC meetings this year.|For the 19/20 school year, the staff has decided to focus on family engagement for their PLC. While an LEA strength, based on surveys and stakeholder feedback, is the generally positive attitude toward school and between school and community, LEA staff desires focusing to improve the academic bridge between school and community, encouraging families to take a more active role in the education of their children. The staff will hold 7 PLCs this year to focus on family engagement. For the 19/20 school year, the LEA has hired a school counselor, a character ed teacher, and the county media truck to come to the school site and teach junior high students filmmaking, so the students can make films that build up positive family and school experiences. Students of all needs and language abilities in junior high participate in these new, special programs. Additionally, school started using a new communication system to get important messages and meeting dates/times out to families.|The San Lucas USD is a single school district that is committed to engaging parents and community, as measured by attendance rates. San Lucas hosts several groups and activities to seek input from parents/guardians to guide decision-making throughout the school year. These groups and activities are the School Site Council/English Language Acquisition Committee/Local Control and Accountability Plan (LCAP) Committee , the San Lucas Parents' Club activities, LCAP community and stakeholder surveys, and parent/teacher conferences twice a year. Routine attendance and participation in these groups and activities range from 20% to 90%, with parent teacher conferences yielding the highest level of attendance. San Lucas promotes parental participation by providing numerous events for family participation, including Back-to-School Night, Family Breakfast and Awards Assemblies, Winter Program, Open House, Fall Carnival, sports, and other events. Approximately 90% of the families routinely participate in the schoolwide events. Approximately 50% of parents have attended sports games. Parents are invited to volunteer to help with school activities, field trips, or in the classroom. About 46% have expressed an interest in being a school volunteer, and approximately 14% have completed all the necessary steps to become a school volunteer. It is the goal of San Lucas to assist all interested parents in completing the necessary steps to be a volunteer. Attendance rates have San Lucas parents to be actively participating at school events. These findings relate to LCAP goal #3 which is to provide a welcoming environment to families and solicit support and involvement.|4|4|4|5|3|3|3|3|3|3|3|4|2019-10-22|Met|2019 40688090000000|San Luis Coastal Unified|3|SLCUSD continues to strive to engage underrepresented groups in the decision making process. We will initiate a new communication tool to engage parents in the LCAP outreach process to further this goal.|SLCUSD has helped schools to reach out to parents to provide training and resources for parent engagement.|SLCUSD implemented a new district-wide communication tool called Parent Square. This tool allows all sites and the district office to communicate on a common platform to district parents. Sites have 99%-100% use amongst parents.|5|4|4|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 40104050000000|San Luis Obispo County Office of Education|3|Over the 2018-2019 school year, the School Site Councils have had parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate, technology use, and LCAP input. While the LEA has been able to receive a high rate of input from students, family input remains low. An area of focus is building capacity of and supporting family members to effectively engage in advisory groups and decision-making. The LEA is investigating programs and trainings to strengthen family engagement in advisory groups and decision-making.|Over the 2018-2019 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings. An area of focus is to provide professional learning and support to teachers and administrators to improve capacity to partner with families. The LEA is investigating programs and trainings to strengthen family engagement in supporting student outcomes.|Over the 2018-2019 school year, 100% of families and caregivers were invited to participate in celebrations on campus, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. An area of focus is to support staff to learn about each family's strengths, cultures, languages, and goals for their children. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes. The LEA is working on fully implementing an accountability protocol for intentionally building relationships.|3|3|2|4|2|3|3|3|2|2|2|2|2019-10-03|Met|2019 37737910000000|San Marcos Unified|3|Our current LCAP has four goals. Goal 4 states: Strengthen parent involvement in the educational process through purposeful communication, meaningful events, informative workshops and multiple means for input and partnerships. Parents are a critical group of stakeholders involved in the LCAP process annually. Each school has two parents at the district-wide LCAP stakeholder meeting along with teachers, a classified staff member, the principal and students at the secondary level. This year, mixed groups of stakeholders rotated through six different data stations to review metrics outlined in our LCAP and the district's performance on each. Individuals wrote their own notes for the questions: What do you notice, what do you wonder, what actions might you suggest. After individuals made their own notes, the group discussed their reflections and the ideas were recorded for each group. The recorded notes were used to inform the actions outlined in the LCAP for 2019-20. The same process was used with school specific stakeholder groups in the afternoon with the principal facilitating the protocol around their site data to gain input into the school's plan for 2019-20. Stakeholders were asked to share this information with their respective peers at each of their sites to get input in revising the LCAP plan for the 2019-2020 school year as well as their school plans that align to the LCAP goals. Parents input is solicited through the LCAP District-wide process and through surveys as part of the SPSA development process. Parent evaluation of current strengths and areas of improvement comprise an essential component of the comprehensive needs assessment developed by every school site. The same template is used for the LCAP and SPSA. Our parent groups representing our English learners have grown confident in their roles. There is an ELAC needs assessment completed by each site and a DELAC needs assessment completed each spring which forms the foundation for DELAC EL program recommendations presented to the Board. As a result of their recommendations this past year, schools will report progress for their ELs to parents five times a year. The Parent Advisory Committee (comprised of a representative from every school) meets regularly with the Superintendent to provide recommendations and voice concerns regarding District procedures and practices. On our annual Hanover survey for parents, 88% of the parent respondents said they participate in activities or decision making committees (up by 5% from the year before).|Targeted workshops have been offered across the District to support parents in their partnership with the District. These parent and family engagement activities have been developed and implemented in response to parent needs and recommendations and in areas of growth identified by Dashboard data and survey results. On our annual Hanover survey for parents, 75% of the parent respondents said the District offers valuable workshops for parents (up by 8% from the year before). In addition, about 3/4 of our parents continue to understand the expectations and progress of their children: 79% of responding parents are aware of grade-level, subject area standards; 73% believe grades clearly communicate their child's progress toward proficiency; and 75% think the instructional program develops the necessary skills for college and career. More than three-quarters of parents think the instructional resources in our classroom, including technology, support their child's learning (83%). Seventy-nine percent of parents feel their child has access to counseling for attendance issues or behavioral concerns. However, only 56% (down by 5% from the previous year) feel their child's needs are addressed through academic supports (e.g., tutoring, support classes), and only 62% continue to think extra programs before and after school (e.g., sports, extracurricular activities, extended learning) have made a difference in their child's education. Multiple opportunities and means for accessing information exist this year for parents to learn about the expectations for their children and strategies to support their children grades K-12. The following are some examples: -EL parent resource night, family math nights, family STEM nights, Habits of Mind for College and Career Readiness (students and parents participate), Triple P Positive Parenting, Mano-a-Mano Foundation (Parenting specific to Latino community), Drug Prevention and Awareness in collaboration with DEA and San Marcos Prevention Coalition, PIQE: Parent Institute for Quality Education-held at SME-12 weeks of parent education and advocacy classes; -Parent education videos on grade level expectations and ways to support students at home; and -Podcast on topics pertaining to bridging home-school on essential topics (i.e. attendance awareness). In addition, all schools hold back-to-school nights to inform parents of academic and behavioral expectations. Elementary teachers hold parent conferences for all students to set goals for each child and use a detailed report card to inform parents of student progress during the year. Secondary teachers communicate with parents using a system-wide platform for grading, email and conferences as needed to keep parents informed of student progress.|As a result of several months of the new Superintendent, Dr. Carmen Garcia, listening, reading, learning, analyzing qualitative/quantitative data, obtaining input from key stakeholders including all parent groups at every school site, and with guidance from our Board of Education, Dr. Garcia identified four district focus areas that will drive our work. While there are several actions under each area of focus, only the actions that pertain to parent engagement are included below: I. Focus Area: Student Achievement -Ensure ongoing, meaningful, and multiple opportunities for parent engagement and community involvement to promote student success. II. Focus Area: District Culture -Provide safe, inclusive and welcoming school and office environments built upon positive relationships. III. Focus Area: Fiscal Stability and Facilities IV. Focus Area: Communication -Develop and implement a communications plan that increases awareness, outreach, and support of district goals, programs, and partnerships. All parents are included in annual surveys each year at the District level to determine areas of strength and weakness in parent engagement and solicit parent input about District practices: The Speak Up Survey and the Hanover Survey have been used consistently in the past. On our annual Hanover survey for parents, 76% of the parent respondents said they feel welcome at their child's school (down by 5% from the year before). However, 84% of parent respondents continue to report that their child feels respected by teachers and staff. This year administrators are engaged in studying the impact of culturally responsive practices and the importance of creating a school culture that allows for the care and nurturing of culturally responsive practices. The Superintendent and Communications Coordinator have developed a communication plan with advice from the Parent Advisory Committee. Sites will be responsible for implementing part of the plan.|3|3|2|3|3|3|4|4|3|3|3|3|2019-10-15|Met|2019 19649640000000|San Marino Unified|3|The San Marino Unified School District effectively seeks input on decision making. Each school site facilitates a School Site Council, an English Language Advisory Committee, as well as vibrant Parent-Teacher Associations which provide advice and input on a variety of issues and ideas. Additionally, our Board of Education President provides a weekly communication to the community regarding the items discussed and taken action on, at all Board meetings. Furthermore, the District facilitates a District English Language Advisory Committee, a Local Control Accountability Plan Stakeholder Committee, and a Facility Advisory Committee. Meetings and major print items are translated for families learning English. Input from Parents are consistently encouraged to provide input on decision making both through the aforementioned face-to-face meetings as well as via several online communication tools including Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and the two local newspapers.|The San Marino Unified School District effectively builds partnerships for student outcomes. Parents are consistently encouraged to participate in their child’s education via several online communication tools including Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and the two local newspapers. School sites reach out to parents regarding attendance, discipline and academic progress via multiple means including but not limited to email, PowerSchool, phone calls, progress reports and the various community committees facilitated by the San Marino Unified School District. All major documents such as the first-day packet, registration, student score reports, etc. are translated as are all meetings involving parents at the school site including parent conferences. The District is working on the development of professional learning to increase staff capacity to provide ever-improving partnerships to increase student outcomes.|The San Marino Unified School District provides families opportunities for school engagement through building relationships. Each school site facilitates a School Site Council, an English Language Advisory Committee, as well as vibrant Parent-Teacher Associations. Furthermore, the District facilitates a District English Language Advisory Committee, a Local Control Accountability Plan Stakeholder Committee, and a Facility Advisory Committee. Community members are welcomed on all four SMUSD campuses for monthly coffee with the principal as well as for events such as Open House, Back-to-School Night, visual and performing arts performances, sports events, and parent-teacher conferences as needed on an ongoing basis. Parents are asked their opinions and thoughts each year as it relates to their overall student health and wellness as well as their own school connectedness through the California School Parent Survey. The data gleaned from this survey aids in the development of different strategies and practices for all when interacting with parents and the greater San Marino Community. Parents are consistently encouraged to participate in their child’s education via several online communication tools including Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and the two local newspapers.|4|4|4|4|2|4|4|4|4|4|4|3|2019-10-22|Met|2019 41104130000000|San Mateo County Office of Education|3|Through the LCAP process in the 2018 - 2019 year, we worked to engaged more families in both advisory groups and at stakeholder engagement meetings. While challenging, we were able to engage some families in the process helping us to review our LCAP goals and consider where we are making progress and where we need to do more. We will continue to engage families at events and meetings and to continue to support the school administration in this work. We have created a team who work at SMCOE who are now functioning as a district office for the Court and Community programs. This allows our schools, teachers, and students to get the support needed.|We strive to make sure that all families know and understand their legal rights. In addition, we are researching more ways to support the students when they are both at home and when they transition back to their home schools. To that end, we are working on developing new procedures that help inform both the families and the home district on important educational information about each student once they leave our program.|Because we primarily work with the Court and Community families, they are often families of underrepresented youth. We work to engage families through events, messaging in multiple languages, and through educational evenings. We know that this is an area in which we need to do more work and thus, have recently worked to hire a bilingual family counselor. The primary role of this person will be to work toward more engagement. For all of our students who have Individualized Education Plans, the families are engaged in meetings as the law mandates.|2|3|3|3|2|2|2|3|3|3|3|3|2019-10-16|Met|2019 41690470000000|San Mateo Union High|3|The SMUHSD continues to work to support collaborative efforts to plan, implement and evaluate our family engagement initiatives. While we have a large contingent of families who participate in decision-making, representation is not equitably distributed. As a consequence, we continue to engage in various outreach and support activities to ensure that ALL of our families are included in decision-making about family engagement efforts.|Our district is proud of the work it is doing in Family Engagement. Our federal funds help supplement our program which provides a family engagement coordinator (FEC) at each of our school sites and more recently at the district level as well. Our Family Engagement Program includes running a parent and student conference bi-annually focused on helping families understand the US schools system and accessing educational and community resources. Our family engagement coordinators support families in meeting with staff, during IEPS, and finding ways to be involved in the school community. They support families in accessing school and community resources that will help support their student’s success in school - whether that is our free loaner computer or free hotspot program. Additionally our FECs develop and implement family workshops throughout the school year and coordinate various social events to get parents on campus. This program has been extremely successful in increasing the involvement of some of our most marginalized families. As indicated above in the "Building Relationships" section, we have a number of issues to continue to address with regarding to targeting support for the families of our Historically Underserved Groups of Students (HUGS).|The SMUHSD administered the CA Healthy Kids Survey, Parent Module in line with its LCAP measurable outcomes. The Parent Survey was administered to parents (fall 2018). Baseline data was established regarding a variety of questions, but the following were the Successes and Areas of Growth identified in the results of the survey: Successes: 90% of respondents believe we offer strong counseling for students with social emotional needs 84% of respondents believe we actively seek input from parents/families on decisions Areas of growth: ¼ of parents surveyed “don’t know” their feelings about the questions More outreach is necessary so all parents understand our available support systems Results of this year’s (2019-20 school year) survey be reported to sites and Board Feb./March 2020. In addition, the District will utilize its new Equity Advisory to garner more sustained In addition to this general feedback, the District also solicited the following specific feedback from the District English Learner Advisory during the spring of 2019: 1. Academic Program - Student Support for Increased Academic Achievement: - Academic Counseling - targeted support - Orientation class for Newcomers & Mentoring/Partnering with Mainstream students - Tutoring program and study/homework spaces developed for EL/ELD - Reviewing grade placement of ELD students 2. Parent Support - Technology Support (access and training) - Communication & Connections - Drug/Alcohol Risks & Prevention 3. Student Social Support Services - Integration in School Community - Increased availability of Wellness Services - Improved Cultural Awareness on the part of all staff|3|4|3|3|3|4|2|3|4|3|3|3|2019-10-24|Met|2019 41690390000000|San Mateo-Foster City|3|SMFCSD has implemented a new LCAP process to ensure multiple opportunities for family and stakeholder input into district decision-making. As part of an effort to engage underrepresented families, one input session was held entirely in Spanish in the neighborhood where the majority of our Spanish-speaking families live. In addition SMFCSD supported sites with more guidance and supports to engage families in site-based SPSA input. Next steps are to ensure that district engagements are more culturally responsive and to plan improvements to increase participation. SMFCSD will also support sites to strengthen their engagements for site-based input in similar ways and begin to implement systems for monitoring and providing feedback to leaders on the effectiveness of their SPSA engagements. The LEA will continue to strengthen the opportunities for parents to provide input on decision making through formal district advisory bodies, such as District English Language Advisory Committee/District Advisory Committee, Special Education District Advisory Committee, Equity Task Force, and other district planning groups.|SMFCSD currently provides professional development to staff regularly; however, more attention needs to be paid to building staff capacity for partnerships between schools and families. Currently, SMFCSD provides a partnership with a specific set of sites to strengthen existing family education events in order to improve the partnerships between families and the school. Next steps include building on this partnership and expanding efforts with sites to ensure structures that support school and family relationships.|SMFCSD continues to make progress toward engaging two way communication and positive relationships with our families, communities, and other key stakeholders. However, special attention needs to be paid to students from underrepresented groups including Spanish-speaking families, English learners, and, in particular, Newcomers. SMFCSD will improve 2-way communication by increasing translation services, providing child care at family events, and working towards ensuring all schools and district office provides a warm and welcoming environment. SMFCSD and its schools will endeavor to create more opportunities--whether through parent conferences, school and district events, etc.--for staff to learn about our families’ strengths, cultures, languages, and goals for their children.|3|3|2|2|3|3|2|2|2|3|2|2|2019-10-24|Met|2019 49708056051858|San Miguel Elementary|3|The school regularly informs parents through newsletters, email, and postings about opportunities for families to engage in advisory groups and to provide input for decision-making. The school district has a new position, Communication Coordinator, that will seek, through social media platforms and other communication modalities, to increase parent participation on committees involved with site-based or district-based decision-making. A focus area for improvement will be representative input/participation from families of students with disabilities and families of English learner students. Opportunities of focus will be DELAC/ELAC, LCAP, School Site Council, PAC, and Parent-Teacher organizations.|The school shows strength is in its ability to garner parent partnerships through teacher-parent meetings, school governance, and committees such as parent-teacher associations and English Learner advisory. The school has also been successful in gathering parent input via surveys and focus meetings. Yet, the school recognizes the need to more actively build capacity of families with information and resources that support student learning at home and in the local community. This need will be addressed through a monthly parent education series in which topics will cover navigating the school system, supporting academic learning at home, social emotional learning supports, and more. The new position of Communication Coordinator will lead a vigorous outreach effort to families, focusing particularly on underrepresented families. The school will also increase participation in the 2019-2020 English Learner Parent Leadership training provided through the county office of education and will seek increased participation of families of students with disabilities in the county’s Community Advisory Committee monthly meetings.|The school recognizes the importance of establishing trusting relationships between school staff and the families it serves. To that end, annually, all staff review school protocols to ensure that procedures are welcoming for all parents, regardless of culture or primary language spoken by families, and that bilingual staff members are available to support Spanish speaking parents. The staff will continue to receive training in practices that engage in effective (meaningful and respectful) 2-way communication with parents, particularly the underrepresented families such as those of English learner students and students with disabilities.|3|3|3|3|2|2|2|3|3|2|2|2|2019-12-04|Met|2019 40688250000000|San Miguel Joint Union|3|We currently offer advisory councils at both sites. Parents are invited to participate on School Site Council and DELAC. Additionally, we survey our families annually to gather input. We will continue to provide opportunities for all families to participate on these committees. This year our focus will be to increase our parent participation on our LCAP committee.|Both schools have bi-annual parent conferences for all students. We also cover student achievement at our DELAC and School Site Council meetings. We support our families in understanding and exercising their legal rights and in advocating for their students through the Student Study Team and IEP processes. We will focus on implementing parent meeting in the evenings on how to best support their students.|Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families to using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awaremess about opportunities both at school and in the community as well as to seek their input on district descision making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco speaking families. The district will work with the County Migrant Education department to continue to focus on ways to help our indigenous parents feel more connected to the school.|3|4|2|2|2|3|4|2|3|3|2|2|2019-10-10|Met|2019 37683530000000|San Pasqual Union Elementary|3|Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site. The school actively engages parents in the decision-making process. As reflected in the 2019 California Healthy Kids Survey, 93% of parents reported that the school allows input and welcomes parents’ contributions. In the same survey, 94% of parents report that the school encourages them to be active partners with the school in educating their children. 74% of parents surveyed report that the school actively seeks the input of parents before making important decisions. In the 2018/19 and 2019/20 school years, the Superintendent/Principal took several steps to improve input gathering in decision-making process. First, the Superintendent initiated regular “Coffee with the Principal” sessions during which time relevant school issues and items were discussed, both providing and soliciting information used to guide District-level decisions. Second, the School Site Council (SSC) meeting schedule was altered. Historically, the SSC met the same day as the School Board, limiting their opportunity to recommend Board agenda items and provide meaningful recommendations. By shifting the date of SSC meetings to precede Governing Board meetings, SSC members have more influence and input into District-level decisions made by the Board. Third, the District instituted a School Improvement Committee comprised of staff representing all grade levels and subject areas from TK-8th grade. The Committee’s primary role is to analyze both instructional practices and outcomes and to make recommendations for improvements to the instructional program. Finally, in the fall of 2019, the Superintendent engaged the community with the first ever “State of the District Address.” By laying out the District’s priorities, including instruction, finance, climate, and safety, the greater school community is now better informed to provide meaningful input in guiding future decisions.|San Pasqual Union prides itself on its family partners and volunteer groups, including the Parent-Teacher Organization (PTO), SP School Foundation, Red Barn Arts (RBA), and SAGE (Students are Growing Everyday) garden. The PTO sponsors at-school events, including Saints Day, Book Fair, Lunch on the Lawn, Pancake Breakfast, and Open House, that build a positive culture and climate of inclusiveness. The SP School Foundation promotes student engagement and enrichment by financially supporting programs such as STEAM (Science, Technology, Engineering, Arts, and Math), VAPA (Visual and Performing Arts), and PE (Physical Education). Red Barn Arts, a docent-led volunteer arts program, provides art docents for each classroom and leads standards-based arts lessons in a dedicated art room. SAGE garden volunteers lead on-site garden adventures, focusing on scientific inquiry and global conservancy. For students struggling to meet academic or behavioral expectations, a Multi-Tiered System of Support (MTSS) is available, inclusive of Response to Intervention (RtI) tiered supports, professional development for staff, family/community collaboration, and programs designed to meet the needs of all students, including PBIS (Positive Behavior Intervention Supports), TIPS (Trauma Informed Practices for Schools), and Restorative Practices. Throughout this process, students and parents are informed of their legal rights via the Family Handbook and thereafter as appropriate. Character development programs, including the 6 Pillars of Character, encourage students to positively advocate for themselves and others. Resources and guidance are provided to extend learning beyond the school day. Through Google Apps for Education, students are assigned “cloud” accounts that can be accessed through any Internet-connected device. Through programs like See Saw, students create on-line portfolios that can be accessed and enhanced both on and off the school campus. For students without home Internet access, after-school tutorials are offered twice weekly, providing access to additional learning opportunities beyond the school day. An area of improvement remains equitable distribution of at-home learning resources. 22.8% of the District’s student population is designated as Socioeconomically Disadvantaged. Many of those students reside in rural areas of the District without reliable Internet service. Despite efforts to work with local providers to formulate solutions, the current infrastructure in this area presents an ongoing challenge. While extending the school day via after-school tutorials has been beneficial, a future goal for the District would be to increase Internet access to all students within the District.|San Pasqual Union School prides itself on building positive relationships with parents. According to the 2019 California Healthy Kids Survey, 93% of parents report that the school encourages parent involvement while 96% of parents report they feel welcome at school. Early in the school year,day time parent-teacher conferences provide time for parents and teachers to converse about the student’s strengths, needs, culture, and goals. Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals. San Pasqual Union School has made great strides to improve two-way communication between families and educators by upgrading the school website with the capacity to translate content in multiple languages. The website integrates with a new mass communications system and newly developed school app. Additionally, the school transitioned to a PeachJar flyer system, making it easier for parents to access relevant school and community information from various platforms. Additional software was also purchased to improve English to Spanish language translations beyond the website. Despite these improvements, engaging the 9% of Spanish-speaking families is an area for improvement. Recently, through the District English Language Advisory Committee (DELAC), parents and family members were trained on how to access Spanish language school communication tools, including the website, mass communications, and online gradebook. Additionally, parents participate in programs including Mano-a-Mano and the Latino Family Literacy project to develop both practical skills and a greater connection to the school community.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 13632140000000|San Pasqual Valley Unified|3|San Pasqual Valley Unified School District provides multiple opportunities for family members to engage in advisory groups and decision making. We attempt at all times to remove barriers to participation by providing a meal, child care, and transportation. We reach out to parents and provide multiple opportunities to participate. Our major area of focus is increasing the number of parents that are a part of advisory councils and ensuring that they feel their opinion counts and matters.|San Pasqual Valley Unified School District provides multiple ways for families to gain information and resources to support student learning including, social media, phone calls, parent conferences, Student Study Teams, advisory councils, and School Site Councils. An focus area for improvement is in providing professional development for all staff to improve the school's and District's capacity to partner with families.|The District holds many events for parents including both decision making and celebration events. We have a strong outreach for parents to make sure they feel as if they are connected to our sites. We employ 3 Outreach Consultants who work with familes to make sure they are engaged in the education of their children. Our staff uses email, parent link, and the Parent Portal to communicate with staff. Our area of focus is to increase the number of parents that feel connected to the District. We will investigate alternate ways to communicate with families and be sure they feel welcomed.|3|4|3|3|2|3|3|3|3|3|3|2|2019-10-08|Met|2019 21654580000000|San Rafael City Elementary|3|Based on the Youth Truth Student Survey “Family Survey” results, administered by 3 elementary sites, San Rafael City Elementary provides families the supports and opportunities to be actively involved in decision making at their school site. The Youth Truth data reports represent feedback from 333 families that reported they agree or strongly agree with the statements below: 83% of families feel informed about important decisions regarding their school and 89% report that their school communicates a clear direction for the future; 76% feel parent/family groups make meaningful contributions to their school; 73% of families feel empowered to play a meaningful role in decision making at their school; and 81% report parent/family members are included in planning school activities. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. As part of writing the new LCAP (Together 2023), SRCS plans to establish a common vision by partnering with the greater community to create a strong three-year plan (LCAP). Stakeholder meetings as well as community workshops will be held throughout the year at various sites to gather necessary input that will guide the planning and development of Together 2023.|Based on the Youth Truth Student Survey “Family Survey” results, administered by 3 elementary sites, San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. The Youth Truth data reports represent feedback from 333 families that reported they agree or strongly agree with the statements below. Based on this feedback from these 3 elementary schools, 87% of families feel comfortable approaching the administration about their concerns, 77% of families report that their school has the resources necessary to achieve learning goals, and 86% of families report the school provides guidance necessary to help their child succeed. Parents and guardians have ample opportunities to express their rights and advocate for student learning with 84% of families report feeling engaged with their school and 89% of families report that they have opportunities to contribute to helping their school.|Using SRCS Parent/ Guardian Survey results (561 respondents from 6 elementary schools) San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with an emphasis on building trusting and respectful relationships. As survey results indicate of the families that agree and strongly agree, 86% of families feel their schools value all races, ethnicities, genders and backgrounds, 85% of families reported that their child enjoys going to school, and 75% of the parent community feels their school values them. With a goal being frequent communication between families and teachers, families rate the quality of communication from schools from good-excellent as a total of 84%. However, 51% percent of SRCS families communicate with teachers monthly or weekly and 69% of families visit their child’s school monthly or weekly. Yet, 74% of families report being aware of their school’s goals. San Rafael City Elementary schools are continuing to provide more opportunities for parents/guardians to communicate and visit their child’s school. All elementary schools ensure that parents are engage in SEAL gallery walks, written and oral communication, and parent nights focused on particular school-wide goals.|5|5|5|4|5|4|5|5|5|4|4|5|2019-11-04|Met|2019 21654660000000|San Rafael City High|3|In addition to the San Rafael Equity Audit Parent Survey results, SRCS hosted three parent community input sessions: two of which were located at high school sites and one that was held at Canal Alliance, a SRCS community partner. The goal of these sessions was to provide space for parents to voice their thoughts and gain insight as to how San Rafael City High District can improve community engagement. As part of writing the new LCAP (Together 2023), SRCS plans to establish a common vision by partnering with the greater community to create a strong three-year plan (LCAP). Stakeholder meetings as well as community workshops will be held throughout the year at various sites to gather necessary input that will guide the planning and development of Together 2023.|Based on the San Rafael Equity Audit Parent Survey results (362 respondents) San Rafael high schools provide resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. As survey results indicate of the families that are either neutral, agree, or strongly agree: 71% of families report that their student’s school notifies them when their student is struggling, 83% of families report that they know what their student needs in order to be successful after high school, and 54% of families report that they received regular updates from school about their student’s progress toward college and/or career goals. San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families. School site counselors provide students individualized support with progress toward college and/or career goals. High school Advancement via Individual Determination (AVID) program does specific and targeted outreach to families through parent events, workshops, college visits, and progress monitoring. The Parent Institute for Quality Education (PIQE) offers educational workshops for first-generation college bound, Spanish-speaking families. As parent survey results indicate of the families that reported their student’s school sometimes, often, or always: 84% of families report that their student’s school encourages parents to be involved in their student’s education during and after school.|Using San Rafael Equity Audit Parent Survey results (362 respondents) San Rafael high schools provide an environment that values supporting students in their progress towards building confidence, personals skills, strong work ethic, and encourages students to purse their passions as well as provide an education that will prepare students to be successful in college. As survey results indicate of the families that are either neutral, agree, or strongly agree: 81% of the families report that their student’s school helps him/her develop confidence, maturity, and personal skills people need as adults, 76% of families report that their student’s school help him/her pursue what he/she is most passionate about, 82% of families report that their student’s school teaches him/her to have a strong work ethic, and 83% of families report that their student’s school provides and education that will enable him/her to be successful in college. At a site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. SRCS District goals for 2019-20 reflect the importance of building a culture of excellence that is supportive and positive through trusting relationships. For student success SRCS will ensure that every student graduates with a profound love for learning and has the necessary skills to meet the challenges of an every-changing world and has a learning environment that nurtures and engages the whole student.|4|4|4|4|4|4|4|4|4|4|3|3|2019-11-04|Met|2019 07618040000000|San Ramon Valley Unified|3|SRVUSD is committed to supporting ongoing, meaningful, two-way communication with all stakeholders. The parent engagement policy was created in collaboration with the School Site Council, which includes parent representatives, students representatives and other relevant stakeholders. Families were invited to the School Site Council meeting during which the policy was created. The policy is communicated to parents in parent meetings, district websites, and newsletters. Since it’s adoption, the Parent and Family Engagement policy has created a number of different parent engagement opportunities to ensure a partnership that is focused on student learning, by "name by need." Such opportunities include, but are not limited to; Annual Title 1 meetings, the SRVUSD District English Language Advisory Committee (DELAC), Community Advisory Committee (CAC), SRVUSD quarterly Climate Committee meetings, SRVUSD quarterly Mental Health Task Force meetings, and School Site Council. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create and consider all needs. Additionally, SRVUSD provides multiple opportunities for parents, guardians and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to; "Coffee talks" at the site and district office, town hall meetings, and quarterly Superintendent "State of the District" question and answers. Families are invited to these sessions via district technology, School Loop, School Messenger automated phone calls, text messaging, social media postings (Facebook, Twitter & Instagram) as well as the SRVUSD newsletter. Specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background). SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations.|As described in the SRVUSD LCAP, our data shows that there are many opportunities across the district for Parent Education in a variety of subject areas, including Math, Writing, Reading, Special Education, Digital Citizenship, Science. Schools hold many events that support families and promote parental participation, such as Multicultural Celebrations, Evening Book Fairs, Literacy Nights, Soul Shoppe Parenting Workshops, Monthly Principal Dessert Nights, California Mathematics Council Math Festival, Art Show, and CAASPP Nights. School survey information shows that parents are highly involved in our school communities, and there continues to be an increase in parent involvement. We continue to find new ways that include multiple stakeholder involvement across the district. San Ramon Valley Council of PTAs, as well as local PTAs at each school site provide many opportunities for parent education and involvement. These include: Special Needs PTA Inclusion and Diversity Committee Health and Wellness Committee PTA Education Nights and Workshops|SRVUSD administered an LCAP survey in February 2019 to gather feedback from all stakeholders in our district. The key findings from the survey related to seeking input from parents/guardians in school and district decision making and promoting parental participation in programs were as follows: At least 72% of parents agree or strongly agree that the district encourages parental involvement. 73% of parents feel comfortable participating in school activities. Thirty-three percent of parents agree or strongly agree that they have a say in the decision-making process. In general, 88% of parents participated in at least one parent or community activity in 2018-19.|4|4|3|4|4|3|4|3|4|3|3|3|2019-10-29|Met|2019 37683790000000|San Ysidro Elementary|3|The San Ysidro School District utilizes the following formats to seek input from stakeholders: • LCAP Forum Meetings at all schools- District Admin meets with parents to review data and gather ideas and feedback • Thought Exchange Application that analyzes parent responses and provides common ground areas as well as areas that need to be addressed. • DELAC District English Language Acquisition Committee and DPAC District Parent Advisory Committee Meetings revise data and make recommendations that are taken into account while creating LCAP, EL Master Plan • School Site Council and ELAC at the sites revise data and make recommendations that shape the SPSAs and LCAP • Coffee with the Principal- During these meetings or gatherings principals discuss relevant items to gather parents’ ideas • Staff Meetings- Principals and District Admin share data and gather ideas for improvement • Meetings with Union Leadership- With the purpose of sharing information and gathering feedback • Parent Volunteers, and PTA/ PTSO are also involved in the process of gathering feedback in areas that pertain to our schools and the district.|The SYSD serves a population who is 68.1% Socioeconomically Disadvantaged, 62% English Learners, and 30% Homeless. Our focus is to strengthen our students' academic and social emotional skills while supporting the families in several areas. Because of this focus the district applied and was awarded the Promise Neighborhood grant. This grant in conjunction with community agencies, the District Attorney’s Office, San Diego Law Enforcement, and neighboring Community College allow our district to provide support in the areas of mental health, Positive Behavior Intervention System, Restorative Justice, Crime Prevention, parent workshops, and student academic support. We believe that our partnerships are one of our strengths as the allow us to offer services to increase student and family engagement|Parent Engagement is an LCAP goal as well as a goal in all LEA SPSAs. Our schools have provided the following parent trainings for parents:Parent Institute Quality Education (PIQE) ES Program @ VDM, Willow and Sunset Social Worker Services @ SYMS SCRIPPS Parent Classes @ Willow Food Market@ Willow and Sunset Mobile Clinic @La Mirada, Willow and Sunset South Bay Dinosaur School @ Smythe and La Mirada JFS Parenting Classes San Ysidro Health Center- Dental PEI – Prevention and early intervention @ La Mirada ACT – Addressing childhood Trauma @ Willow CAT – Community Assessment Team – in call Our District Parent Center has offered the following: Parent English classes Small Business Development US Census Job Recruitment Basic Symptoms of Alzheimer's Literacy Promotion Workshop with free book give away Low cost computer and internet program|4|3|3|4|4|4|3|3|4|4|4|4|2019-10-28|Met|2019 10624146117873|Sanger Academy Charter|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. This is an area according to our stakeholders that is in Initial Implementation and has the opportunity for continued growth. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of current practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships, we had two areas in initial implementation and two areas in full implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established two years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we have gathered input from families through large and small group forums, individual interviews and surveys. We have had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children, in which we were rated a 3, initial implementation. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated two years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community.|4|4|3|4|3|4|4|3|3|3|4|4|2019-10-22|Met|2019 10624140000000|Sanger Unified|3|In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. This is an area according to our stakeholders that is in Initial Implementation and has the opportunity for continued growth. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.|Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD has partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of current practices involving Family Engagement. Through analysis of current practice and reality, we have developed a more systematic approach Family Partnership and Engagement. In addition, we have recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships, we had two areas in initial implementation and two areas in full implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.|Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established two years ago and continues to meet on a regular basis. The goal is to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we have gathered input from families through large and small group forums, individual interviews and surveys. We have had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children, in which we were rated a 3, initial implementation. We will intentionally engage in goals for this area through our work with our Family Involvement Team which was initiated two years ago and continues to meet. This is a small group which consists of primarily under represented families and informs the district with input to better serve our community.|4|4|3|4|3|4|4|3|3|3|4|4|2019-10-22|Met|2019 30666700000000|Santa Ana Unified|3|Research supports that high family and community engagement has a positive impact on students’ social-emotional and academic success, regardless of school level (elementary or secondary), family income, ethnic background, or parental education; the entire community has a responsibility to all students. Not only does education impact individual students, but is also makes a difference on the economy and the quality of life of the community as a whole. Santa Ana Unified School district is in the beginning development of building capacity and supporting staff to effectively engage families in advisory groups and with decision-making. According to the California School Parent Survey, 92% of all parents who completed the survey feel the school allows input and welcome parents’ contributions and 93% agree that the school encourages them to be active partners with the school in educating students. Although Santa Ana Unified School District has a long history of parent involvement, the focus on true family engagement will require professional development and support for all staff and parents for only 12% of parents reported having served on a school committee despite 46% having participated in fundraising and 34% serving as a volunteer in a classroom. The focus in 2019-2020 will be to add support structure to all District-level and site-based leadership positions through a series of school leadership opportunities offered throughout the year.|In accordance with this function and to further support equity, access, and inclusion, the Community Relations department is responsible for supporting the practice of family and community engagement (FACE) throughout the entire District and community. Although the practice of engaging all stakeholders is the responsibility of all those who serve students, the District is committed in providing all the support, resources, and structures by establishing a Wellness Center at each one of the 56 sites in addition to a District Wellness Center. To support fidelity of this practice and provide additional support to schools, families, and community, sites are all staffed with FACE staff who act as facilitators in providing support, resources, and access to balanced menu of options reflective of the needs of each site. Family engagement is one of the most important characteristics of a positive school climate and quality education. When families are engaged at school, children perform better in both behavior and academic achievement. To further expand community engagement and relations, the District provides a breath of opportunities to engage all families through access to Wellness Centers, which offer a range of classes and resources, monthly parent meetings, annual parent conferences, and parent of the year recognition. Through the various workshops, presentations, classes, and partners, Santa Ana Unified School District provides all families with support in resources to support students’ learning and development at home and in school. Wellness Centers offer resources, capacity building opportunities, programming opportunities, and dedicated staff to support the goals of all families. The 2018-2019 focus was the establishment of all Wellness Centers and hiring of staff. In 2019-2020, the focus will be on the development of professional development comprehensive plan in collaboration with national FACE experts and researchers to provide professional learning and support to all staff in support of building partnerships and engagement linked to learning. According to the California School Parent Survey, 86% of parents feel the school actively seeks the input of parents before making important decisions.|SAUSD is dedicated to working collaboratively and comprehensively with staff, families, parents, and the community to strengthen the learning environment; focusing on raising the achievement of all students and preparing them for success in college and career. To further foster an inclusive community, SAUSD has prioritized engagement with all stakeholders by developing the practice of Family and Community Engagement (FACE) under the Department of Community Relations. The function of the practice is for all internal and external stakeholders (including local businesses, community/civic organizations, parent groups, other SAUSD departments, and school sites) to establish, develop, and leverage mutually beneficial relationships that improve the academic success of all SAUSD students. The practice of FACE is not a program, but rather a practice which focuses on promoting the academic success and social emotional well-being of all our students. For this practice to be sustainable, it is imperative that not only the needs of our students are met, but that our students’ families and community are as well. Through collaborating with service providers and organizations, SAUSD’s mission is to ensure all families’ needs are met. Students cannot succeed alone – it takes a village, and it is important that every individual in that village is healthy and social-emotionally well in order to be able to support our students to be productive citizens, ethical leaders, and positive contributors to our community, country and global society. In 2018-19, SAUSD has hired, trained, and placed over 36 FACE staff to support all 56 site Wellness Centers. Services, offerings, and resources offered at each Wellness Center are reflective of each school community interests and needs. The focus has been in the development of FACE staff. A group of 11 management members have attended the Harvard Family Engagement in Education Institute and are the leads in supporting the practice of FACE with fellow administrators. In order to ensure a welcoming environment for all families in the community, in 2019-20 a Family Friendly Survey has been included as part of each site’s Key Performance Indicators (KPI). This is a reflective tool to be used by all stakeholders to measure and address key elements necessary in creating a welcoming and friendly school. According to the California School Parent Survey, 93% of parents feel welcome to participate in schools and 94% feel staff treat parents with respect. Through the practice of FACE, SAUSD is beginning the development of supporting staff to learn about each family' strengths, cultures, languages, and goals for their children. The focus will be on engaging families to share and value their strengths, cultures, languages, and goals for their children through a series of collaborative and inclusive workshops led by staff and families and more community engagement opportunities. Last year, SAUSD participated in over 30 community events.|3|3|3|3|2|3|2|3|2|2|3|2|2019-10-22|Met|2019 42767866111603|Santa Barbara Charter|3|Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions. Parents were surveyed about their budgeting priorities in March 2019, with more than 46 families responding. Paper surveys were available for parents who were not able to complete the survey electronically. The information from the parent budget survey went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process. In May of 2019, classroom-based parents were sent a “Parent Satisfaction Survey” about the families’ experiences with school climate, student progress, staff responsiveness, and overall satisfaction. Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and classroom activities are sent to parents from the classroom teachers as well as the Director of Education. Input from these activities informed the LCAP drafting process. Thirty families participated in the Family Satisfaction Survey this spring. Based on the 2019 Family Satisfaction Survey data, parents rate their child’s interactions with teachers the highest, with a 4.88 weighted average, on a scale of 1-5. Parents reported “work habits” as the lowest category, with a score of 4.00. With regards to the school climate, parents report that their child feels connected to the school community (4.55). The lowest score in this category is 4.38, which is the weighted score for the question about whether their child feels respected in the school environment. Parents of Unduplicated Students: Both parents and students were surveyed about the strengths and weaknesses of the after school enrichment program, and the program was modified as a result of this feedback. As a result of parent and student feedback, we will combine two somewhat separate programs (After School Program and Homework Club) into one, offering tutoring, enrichment, homework help, and free play to all students for the 2019-20 school year. Full scholarships will continue to be offered to students with a financial need.|Santa Barbara Charter School classroom-based teachers hold student/parent/teacher conferences three times annually. Teachers and staff work diligently to ensure as close to 100% participation as possible, and teachers regularly report 22 or 23 out of 24 classroom-based families attending each conferencing event. Teachers in the HomeBased Partnership meet on a biweekly basis with families to monitor progress and discuss student outcomes.|Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships. We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment. When this happens, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know they are really making a difference in their child’s education. Participation develops a sense of community. We continue to focus on improvement. We are looking at our calendar of events and aim to find ways we can increase participation in these events by all families. We now offer free childcare for meetings that are held after school hours. We also are looking toward combining events so parents don’t need to come to campus so many times.|5|4|4|4|5|5|5|4|5|5|5|5|2019-10-17|Met|2019 42104210000000|Santa Barbara County Office of Education|3|We use the annual survey as our means of seeking input, because it enables staff and advisory committee members to review a broad range of input to inform decision-making. An example of survey information initiating a change in practice at the court schools includes the addition of fall phone conferences. Survey responses indicated clear support of our spring outreach, prompting us to create a similar type of outreach in the fall, thereby enhancing parent communication and home/school connectedness. We have a highly mobile student population whose parents work long hours. While we diligently try to engage our parents in the decision-making process through surveys, parent meetings and information nights, we find it difficult to build lasting capacity of our parents to support the planning and implementation phase of decision making due to language barriers and a revolving parent group.|Strategies for building effective parent partnerships differ at each site. Los Robles High School has had great success in partnering with Probation to provide family picnics and open houses. Sitting down at a table and sharing a meal with a family has encouraged meaningful conversation. At FitzGerald Community School, providing Parent Information Nights and inviting engaging speakers has proven to be an effective strategy. Topics during the 2018-19 school year included: parent/school meet and greet; what to expect when a student attends FitzGerald; and how to transition from middle school to high school. As previously mentioned, twice a year we calendar formal parent/teacher conferences when all parents are contacted to discuss their child’s progress and any concerns. Possible solutions are discussed about how we can work together to best meet their child’s needs. One area of growth is to be able to effectively communicate with our Mixteco parent population. We do have one staff member who is able to converse with this growing parent group, but one person is not enough. We recognize that as our community is changing, our staff must develop capacity in new communication tools.|Establishing relationships with the families of our students is a priority for JCCS, we take great pride in the process we have implemented to make sure all families are engaged in their child’s education. During the enrollment process teachers get to know the entire family. Throughout the school year, the teaching staff continue to build relationships by staying in contact with parents, updating them on their child’s progress and holding conferences as needed. Twice a year we calendar formal parent/teacher conferences when all parents are contacted to provide a progress update. Parents have really responded to this approach and often initiate conversations with the school asking for advice on how to assist their child. A recognized area of growth is with the rapidly expanding Mixteco community in Santa Maria. Until recently we did not have a staff member fluent in this dialect and had to rely on community-based organizations for translation support. We were fortunate in April of 2018 to hire a counselor who is trilingual. This has proven to be a resource that has greatly enhanced our ability to effectively communicate with our families.|4|5|4|4|3|4|5|4|4|4|4|4|2019-10-03|Met|2019 42767860000000|Santa Barbara Unified|3|SBUnified’s strength in seeking input for decision making is that over the past five years, we have established and continue to refine regular cycles for seeking family input for decision-making through the School Plan for Student Engagement (SPSA) and the district-level Local Control and Accountability Plan (LCAP). These annual planning and evaluation cycles are grounded in reviews of data and subsequent allocation of funds to address student needs identified through the review of school and district level data. The annual planning and evaluation cycles utilize several advisory group structures to gather input including, but not limited to each School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), Special Education Advisory Committees at the school and district levels, and the LCAP Parent Advisory Committee (LCAP PAC). Substantial work has been done with school leaders and families to make these input processes increasingly meaningful and informative to school and district decision-making around the allocation of supplemental state and federal funds to support the learning of Emergent Multilinguals, socioeconomically disadvantaged students, and homeless and foster youth as required by the state. Specific programming and advisory groups that develop families’ capacity to effectively engage in advisory groups and decision-making include the Parent School Partnership (PSP), SSC, ELAC, DELAC, DELAC LCAP Subcommittee, LCAP PAC, and the Reclassification Criteria Revisions Committee, for example. Parent survey results over the past four school years affirm SBUnified efforts to actively engage underrepresented families, with some of the highest levels of satisfaction consistently coming from families of Latinx, Emergent Multilingual, and socioeconomically disadvantaged students (see initial report to board, February 26, 2019). An area for growth is to improve communication with families around feedback loops that inform school and district decision-making. SBUnified continues to be a leader across the state in promoting parental participation amongst parents of Emergent Multilinguals through the ongoing development of translation and interpretation services to provide language access for monolingual Spanish-speaking families, as well as the recursive communicative system between the DELAC and the SBUnified Board of Education. However, parent survey results indicate that, of our underrepresented student groups, we need to also identify ways to more strategically engage and seek input from African American families and families of foster youth (see initial report to board, February 26, 2019); this links back with our need to further develop our programming and customized professional learning for educators and staff in helping them understand how to most effectively work with our diverse school community. For additional information: http://www.sbunified.org/board/board-meetings/|SBUnified’s strengths in this area are in working with underrepresented families, and specifically with Spanish-dominant families, in developing processes for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and in supporting families to understand and exercise their legal rights and advocate for their own students and all students. SBUnified employs a Family Engagement Unit (FEU) comprised of three District Family Engagement Liaisons (FEL). FELs support parent and family engagement programming across all schools sites focused on partnering with parents to understand such topics as the State academic standards, State and local academic assessments, as well as how to best monitor their child’s progress and work with educators to improve the achievement of their children. In addition, the FEU supports all families in accessing needed resources within and outside our schools to ensure families find the resources they need to help their children and families thrive. The FEU works hand in hand with our Special Education Department to ensure families are supported in attaining the information and resources they need to support their students’ progress. Several programs are principally directed towards parents of groups of students not yet experiencing high levels of achievement. These include Parent School Partnership (PSP), Latino Family Literacy Project, Padres Adelante, Family Equity Workshops, PEAC Parent University, and Family Service Agency school-based workshops. We support Regional Family Centers (RFCs) at three schools that provide school-based strategies and activities aligned with health and safety programs, family support, and social services. Parent-teacher conferences in elementary continue to focus on partnering with families for student outcomes. In part, we attribute gains in student achievement for Latinx and socioeconomically disadvantaged students, and substantial reclassification of Emergent Multilinguals, to this work. An area for improvement includes sustainably scaling professional learning opportunities to staff beyond school and district leaders. This is evidenced in part with just above 80% of parent survey respondents agreeing that the school keeps parents informed of academic expectations and returning parent inquiries, and around 70% agreeing that the school disseminates information well pertaining to progress between report cards, how to help at home with homework, and placement in courses or groups. We continue to offer programs to staff that have been available in the past, and will take advantage of redesigning the LCAP stakeholder engagement process to gather more specific input from underrepresented families to inform district and school improvement efforts in partnering for student outcomes to inform the development of the 2020-2023 LCAP.|Our greatest strength in this area is in developing two-way communication between families and educators using language that is understandable and accessible to families, with progress made in increasing capacity at school sites. Our state department of education recognized Language Access Unit (LAU), comprised of highly qualified interpreter/translators, provides translation of all communication from the district and supports site bilingual staff to provide the same level of service at each school. Simultaneous and bidirectional interpretation using headsets are used most often to increase efficiency of time during meetings and to increase levels of communication between monolingual English and Spanish speaking school community members. In addition, several actions funded through LCAP and/or federal funds are designed to support efforts for building stronger relationships with underrepresented families. These include school-based programming facilitated by the district Family Engagement Unit (FEU) such as Parent School Partnership (PSP), Families for Inclusion, Diversity, and Access (FIDA), Institute for Equity in Education (IEE) for staff and administrators, One Room Many Voices for administrators, and ELAC Training for school administrators and parents. In addition, our Family Engagement Unit (FEU) hosts coffee chats at all elementary schools; “cafecito” is an informal gathering for all parents get to know our FEU through learning about the Five Protective Factors to help strengthen family resilience. Through this connection, families feel motivated to participate in our many programs, institutes, and more importantly, school events. These relationship-building activities build family trust in our district and schools, as supported in part by 93% of parent survey respondents in 2018-2019 agreeing that “school staff treat parents with respect,” and 90% agreeing that “school staff are helpful to parents.” An area for growth is in learning about each family’s strengths, cultures, languages, and goals for their children. Parent survey results show that only 79% of respondents agree that their school “promotes respect of all cultural beliefs and practices,” and nearly a third of respondents either disagreed or didn’t know if the school “provides instructional materials that reflect [their] child’s culture, ethnicity, and identity.” We need to expand professional learning opportunities beyond school and district administrators, in preparation to support needed school transformation in this area, to more certificated and classified staff who have the most interaction with students and families. During 2019-2020, we will also redesign the LCAP stakeholder engagement process to gather more specific input from families of student groups identified by the state as needing supplemental support through LCAP and LCFF to inform the development of the 2020-2023 LCAP.|3|3|2|4|3|3|4|4|3|3|3|3|2019-10-22|Met|2019 43104390000000|Santa Clara County Office of Education|3|Multiple opportunities are created to support family and parent input toward decision making across the LEA. In addition to monthly School Site Council and English Learner Advisory Committee meetings, the LEA invites parents to quarterly LCAP Parent Advisory Committees and semi-annual District English Learner Advisory Committee meetings. All parents are invited to meetings via phone messenger and mailings in three languages. In addition, Vietnamese and Spanish interpreters facilitate meetings. The LEA also administers the LCAP Annual Survey each year for parents, staff, and student input. These venues all provide opportunity to engage parents and to build and support family members to effectively engage in advisory groups. Parents are involved in decision making as are community partners such as Probation and support providers. Meetings are structure to solicit parent input on policies, procedures, budget, and strategic plans and agenda items include training for parents on how to navigate the school system and support their children. A focus area for 2019-20 will be to provide further opportunity for families, teachers, principals, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at school and district levels. When outreach opportunities are facilitated, all families are included to include under represented families.|Professional Learning Regarding Parent Engagement An annual presentation regarding the value of parent engagement is provided for staff and is provided by staff and parents as available. Parents are included in multi-disciplinary team meetings when students enter and exit programs. All meetings, mailings, and phone messages are delivered in three languages to support parent engagement. Parent Resources to Support Student Learning and Development in the Home Agenda items during Parent Advisory and DELAC meetings include information for parents on accessing the school system, the value of parent engagement, tools for accessing the school district, and understanding test scores and grade reporting. In addition, parents are provided resources regarding the value of attendance and supporting student achievement in the home. The Parent Project, a parent education workshop, is offered for alternative education parents, migrant education parents receive parent workshops and services through outreach, special education provides series of parent workshops on how to support children in the home, and EL families are invited to the annual Advancing Latinx Achievement and Success Conference at San Jose State and the annual Families Learning Together Workshop at SCCOE. Meetings, notifications, and workshops are promoted through mailings and phone callers and translated in three languages. Interpreters, child care, and transportation are provided. A plan for 2019-20 is to create a Parent Transition Coordinator to work with parents of incarcerated students during the court process. Policies and Programs for Teachers to Meet with Families. The Student Services and Support Division (SSSD) hosts a variety of parent meetings like Back to School, Open House, and Community Events. Teachers are included in meetings and parent engagement sessions. In addition, teachers meet regularly to support enrollment of Independent Study and Community School students. Teachers are included in parent conferences and multi-disciplinary team meetings at institutional schools and in IEP meetings. Teachers input in conferences is guided through meetings facilitated by principals and Probation partners. All staff are invited to participate in parent trainings, DELAC, parent meetings, and conferences. Empowering Families to Advocate for Their Students Through meetings and parent outreach as indicated, parents are encouraged to advocate for their children. The SSSD values and advocates for parent and family engagement in all programs to the fullest extent possible. Social workers, counselors, principals, and IEP case managers and project specialists ensure that parents are advised of their rights and transparency in the systems. Under represented families are serviced through group focused outreach from the Student Services Support Division as well as outreach from other divisions in the SCCOE organization. (Migrant Education, Head Start, Early Learning).|SCCOE Student Services and Support Division (SSSD) advocates with staff to support parent engagement through trainings and opportunity to work with parents. Formal trainings are provided annually for staff regarding the value of parent engagement and positive environments. Family engagement is enhanced by offering parent events. In 2018-29, the SSSD held quarterly English Learner Advisory Committee and quarterly School Site Council meetings with an average of 8 members in attendance. Special Education, held 4 Parent Institutes with an average attendance of 14 parents. Special Education sponsored 9 PODD (communication device) trainings for parents with an average attendance of 9. Parents were also engaged in bi annual DELAC, and quarterly LCAP Parent Advisory Committee meetings. Parents respond positively regarding feeling welcomed in schools as indicated by the LCAP Annual Survey and anecdotal data. Staff members meet the needs of students through an understanding of academic and social emotional needs, input from families during intake process, and analysis of student progress. Community schools hold weekly sessions with staff to analyze student progress and needs. Institutional schools work with partners to meet and understand the unique needs of students. Special education staff utilize an individualized approach to meet student needs. Systems for two way communication with parents include phone caller messages and mailings. Notifications and phone messages are translated into three languages. Interpreters are available for meetings. The primary focus area for 2019-20 in the area of parent and family engagement is two-fold: • Continue to increase parent involvement in parent and family activities and outreach to all parents when parent activities are offered as a means of empowering parents as partners in their child’s education and obtaining parent input. • Continue to provide opportunity for parents and staff to collaborate to support student needs regarding: attendance, positive school behaviors, and collaboration with parents to improve student outcomes and engagement. Under-represented families are included in outreach activities via phone caller and invitations mailed and provided in three languages. EL families receive specific invitations to DELAC to and outreach activities such as the Advancing Latinx Achievement and Success annual conference at San Jose State and SCCOE Families Learning Together conference. Under-represented families affiliated with migrant education, foster youth, and Head Start receive services and support for families through SCCOE divisions. Families of incarcerated youth receive collaborative outreach and support SSSD as well as Probation and mental health partners.|3|3|3|3|3|3|3|3|3|4|3|3|2019-10-16|Met|2019 56725790000000|Santa Clara Elementary|3|Parents are encouraged to be partners in their children's education. Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Single School District Plan, Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing.|Santa Clara holds our annual Parent Information Night within the first two weeks of school. Parents are able to meet their child's teacher and learn about school and classroom expectations, policies and procedures. Progress reports are sent home midway through each trimester to inform parents of student progress. Parent/teacher conferences are held in the fall and in the spring to inform parents of how students are achieving. Translators are provided as needed. Resources are available and shared with parents as needed, including educational, emotional and financial. Adopted curriculum in both English Language Arts and mathematics has a digital component that parents and students can access from home, including tutorial videos of the daily lessons and online textbooks, practice activities and games. Our school website has resources and links available to families. SCESD is committed to continued efforts in providing resources to all families.|Santa Clara Elementary continues to work toward building trusting and respectful relationships with families. Staff strive to create open lines of communication to inform parents of their child's progress, to keep families and the community aware of school events, and to ensure that all families feel welcome and a part of the school campus. Communication is achieved through parent letters, emails, phone calls, social media, school website, and parent meetings. Information is available in both Spanish and English as needed.|4|4|4|5|3|4|4|3|4|4|4|4|2019-10-16|Met|2019 43696740000000|Santa Clara Unified|3|Family participation in stakeholder meetings continues to increase - family members are included at the district level on our Budget Advisory, Facilities Task Force, Bond Oversight, District Advisory, District English Learner Advisory, PTA Council, Step Up and Stop Harrassment, Boundary Advisory, Weighted Grades, Migrant Parent Advisory and Community Advisory for Special Education. There is a minimum of 2 identified representatives for each of these district committees. In addition, sites have at minimum, an English Learner Advisory, School Site Council and a parent group such as PTA where families are involved. All of these committees serve as formal and informal parent participation in decision making. To help engage more underrepresented families, an area of focus will be to hold community forums in locations that are easily accessible for most underrepresented families.|Liaisons provide annual professional development and support to teachers and principals in understanding the needs of the at-risk students. Wellness coordinators also provide professional development and support to help staff understand trauma informed practices and social-emotional learning practices that are helpful to our at-risk student. The Family Resource Center, liaisons, ELSATs and Wellness Coordinators are constantly interfacing with families to help connect them to their schools. To help engage more underrepresented families, an area of focus will be to hold community forums in locations that are easily accessible for most underrepresented families.|Family participation in stakeholder meetings continues to increase - family members are included at the district level on our Budget Advisory, Facilities Task Force, Bond Oversight, District Advisory, District English Learner Advisory, PTA Council, Step Up and Stop Harrassment, Boundary Advisory, Weighted Grades, Migrant Parent Advisory and Community Advisory for Special Education. There is a minimum of 2 identified representatives for each of these district committees. In addition, sites have at minimum, an English Learner Advisory, School Site Council and a parent group such as PTA where families are involved. All of these committees serve as formal and informal parent participation in decision making. The district funds and supports a Family Involvement Specialist and has opened a Family Resource Center as part of the LCAP goals to serve the needs of families by way of food distribution, clothes distribution, parenting classes, immigration assistance, and many other ways to connect families to the education of their children. We also have 4 district-wide community liaisons and English Learner Support & Assessment Technicians (ELSATs) at each school site that work to increase family connections. These measures were chosen as a part of our Family Engagement Plan for increasing involvement. An area of focus would be to make sure all resources and tools are being fully utilized, especially in the secondary schools where building family relationships can be more difficult. School Loop, Naviance, and Aeries Parent Portal are all ways that schools communicate with parents, so being sure that these are being used to their fullest and that training is available for parents as well as staff and students will be a focus.|4|4|4|5|5|5|5|5|5|5|5|5|2019-06-27|Met|2019 19651360117234|Santa Clarita Valley International|3|The LEA's current strengths and progress include the following: -Parent Advisory Committee - iSupport Meets Monthly -English Learner Advisory Council (ELAC) Meets 4x per Year The above meetings along with monthly coffee talks, show with purpose gathering input from parents and families. To ensure that all parents are able to participate in parent meetings in a meaningful manner need to improve translation interpretation and services for all meetings as well as creating site specific WASC and LCAP advisory committees.|There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning, Student-led conference, End-of-Year Showcase of Learning, and volunteer opportunities. In addition, the School provides opportunities for families to participate in trainings, ask questions, and provide input at the annual Student Support Symposium, informational Parent Universities, Coffee Chats, Ed Talks, and the LCAP Advisory Committee. The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.|Santa Clarita Valley International's area of focus is for ELAC parent meetings. Currently meetings are held once a month with low parent involvement. The LEA needs to improve communication and representation in monthly meetings by 50 percent. Current strengths and progress in this area include: -Email blasts are sent out regularly via Parent Square to inform families about major school events and areas of need. -Sign-up opportunities are made available at all iSupport meetings which are held monthly. -Monthly parent meetings with Directors are help for open communication and monthly updates. -Improved communication with parents by using the LMS (Learner Management Systems-Echo) to communicate with parents. Facilitators also included volunteer opportunities in their weekly updates. -A Parent Action Committee (PAC) meets once a month. Several parents have joined and participation is growing. They assigned a parent grade-level representative to reach out to other parents when volunteering is necessary.|4|4|4|3|3|4|4|3|3|3|3|4|2019-11-01|Met|2019 44698150000000|Santa Cruz City Elementary|3|Current strengths of SCCS regarding Seeking Input for Decision Making are that SCCS gathers input from a variety of stakeholders to inform the 2017-2020 Local Control Accountability Plan. For example, a series of meetings was held over eight months from September 2018 – May 2019. In fall, 2018, a survey was administered to parents, students and all staff for input to inform the Local Control Accountability Plan. A second survey was administered to District English Language Advisory Council and English Learner Advisory Committee in spring, 2019. Santa Cruz City Schools community groups (Superintendent’s Parent Leader Advisory Group, District English Language Advisory Council, Migrant Parent Advisory Council, District Advisory Committee, Board Community Meetings, and Budget Advisory Committee) provided input on the Local Control Accountability Plan through regularly scheduled meetings. The stakeholder involvement process is part of the district’s culture. The Board of Trustees is committed to engaging the community in many venues throughout the school year to inform all of the district planning. Again, SCCS is continuously working to improve the engagement of underrepresented families. To do so, we have included text survey options for parents to complete our district LCAP survey, which has helped to significantly increase the number of socioeconomically disadvantaged parents in providing LCAP input. Additionally, there have been concerted efforts to have Spanish speaking parents attend ELAC during the LCAP input meeting. These are areas we are continuing to focus on in order to increase the participation of underrepresented families.|Current strengths of SCCS regarding Building Partnerships for Student Outcomes is that we have an identified Student Study Team (SST) process at each grade span. During a SST, school staff partner with a student and their parent(s)/guardian to determine areas of need, develop a support plan to address these needs, as well as metrics to monitor the success of the plan and positive impact on student. In addition, another strength is that each school site works with the different parent groups (PTA, SSC, and ELAC) to bring relevant parent trainings and workshops to these parent groups to support parents/guardians with the knowledge and tools necessary to support their child both academically and social emotionally. SCCS is continuously working to improve the engagement of underrepresented families. Each school site has a School Community Coordinator that works one on one with families to connect them to needed resources as well as to positively engage them in the school community. Getting input and feedback from underrepresented families regarding barriers to being actively engaged in the school is something that is actively sought out and collected in our annual LCAP survey.|Current strengths of SCCS regarding Building Relationships is that every front office has bi-lingual staff. In addition, most counseling offices have bi-lingual staff. This is something that Spanish speaking parents have identified as extremely important in feeling welcomed and supported at the school. In addition, each school has a bi-lingual community coordinator that works one on one with underrepresented families to connect them with resources and support them in actively engaging in the school community. Additionally, each school's principal actively works to create as many opportunities as possible for parents/guardians and families to engage in the school community. Principal's Coffees, PTA, SCC, ELAC, parent/guardian trainings and workshops, and big school events are just some of the opportunities principals provide as avenues for parent participation. SCCS is continuously working to improve the engagement of underrepresented families. Texting is one way our district has found that often works best for underrepresented families. As a result, schools are using texts to quickly and concisely deliver info to parents/guardians.|4|4|3|5|3|4|5|5|5|4|4|3|2019-10-30|Met|2019 44698230000000|Santa Cruz City High|3|Current strengths of SCCS regarding Seeking Input for Decision Making are that SCCS gathers input from a variety of stakeholders to inform the 2017-2020 Local Control Accountability Plan. For example, a series of meetings was held over eight months from September 2018 – May 2019. In fall, 2018, a survey was administered to parents, students and all staff for input to inform the Local Control Accountability Plan. A second survey was administered to District English Language Advisory Council and English Learner Advisory Committee in spring, 2019. Santa Cruz City Schools community groups (Superintendent’s Parent Leader Advisory Group, District English Language Advisory Council, Migrant Parent Advisory Council, District Advisory Committee, Board Community Meetings, and Budget Advisory Committee) provided input on the Local Control Accountability Plan through regularly scheduled meetings. The stakeholder involvement process is part of the district’s culture. The Board of Trustees is committed to engaging the community in many venues throughout the school year to inform all of the district planning. Again, SCCS is continuously working to improve the engagement of underrepresented families. To do so, we have included text survey options for parents to complete our district LCAP survey, which has helped to significantly increase the number of socioeconomically disadvantaged parents in providing LCAP input. Additionally, there have been concerted efforts to have Spanish speaking parents attend ELAC during the LCAP input meeting. These are areas we are continuing to focus on in order to increase the participation of underrepresented families.|Current strengths of SCCS regarding Building Partnerships for Student Outcomes is that we have an identified Student Study Team (SST) process at each grade span. During a SST, school staff partner with a student and their parent(s)/guardian to determine areas of need, develop a support plan to address these needs, as well as metrics to monitor the success of the plan and positive impact on student. In addition, another strength is that each school site works with the different parent groups (PTA, SSC, and ELAC) to bring relevant parent trainings and workshops to these parent groups to support parents/guardians with the knowledge and tools necessary to support their child both academically and social emotionally. SCCS is continuously working to improve the engagement of underrepresented families. Each school site has a School Community Coordinator that works one on one with families to connect them to needed resources as well as to positively engage them in the school community. Getting input and feedback from underrepresented families regarding barriers to being actively engaged in the school is something that is actively sought out and collected in our annual LCAP survey.|Current strengths of SCCS regarding Building Relationships is that every front office has bi-lingual staff. In addition, most counseling offices have bi-lingual staff. This is something that Spanish speaking parents have identified as extremely important in feeling welcomed and supported at the school. In addition, each school has a bi-lingual community coordinator that works one on one with underrepresented families to connect them with resources and support them in actively engaging in the school community. Additionally, each school's principal actively works to create as many opportunities as possible for parents/guardians and families to engage in the school community. Principal's Coffees, PTA, SCC, ELAC, parent/guardian trainings and workshops, and big school events are just some of the opportunities principals provide as avenues for parent participation. SCCS is continuously working to improve the engagement of underrepresented families. Texting is one way our district has found that often works best for underrepresented families. As a result, schools are using texts to quickly and concisely deliver info to parents/guardians.|4|4|3|5|3|4|5|5|5|4|4|3|2019-10-30|Met|2019 44104470136572|Santa Cruz County Career Advancement Charter|3|The CAC offers high school diploma and CTEP job training courses in both county jails. The non-jail and re-entry students need a flexible program in south county that provides academic and career education. Many non-jail CAC students have a low paying job, and / or need childcare in order to be free to attend our job skills training courses. Evening courses in Career Exploration, ESL, Job Skills, Family Involvement, and Digital Literacy learning are educational options provided to all CAC students. The elective classes offer all students opportunities to apply academic and technical skills, and develop their employability while simultaneously maintaining their daily income to support themselves and their families. All CAC students now have access to career coaching and job training opportunities. Most CAC staff are bilingual and possess strong cultural proficiency skills.|Improved and more comprehensive collaborative partnerships have been established with stakeholders, mental health case managers, probation officers, community college and services agencies so as to better support student's and families successful engagement in our learning community. Additionally, an ESL teacher, Psychology Intern, Childcare Specialist and Job Skills Digital Literacy teacher were contracted to provide enhanced literacy development, job skills training, socio-emotional support, family engagement and childcare.|All staff are guided to conduct ongoing qualitative assessments of student demographics to better understand any barriers that students might experience that would impact their ability to access school resources. Overall student attendance and engagement in the primary academic classes is high, however attendance and participation in job training programs needs improvement. Student survey results identified two key barriers to access (the need for childcare, and the need for an evening meal program). The CAC is in the initial phase of implementing early childcare, school-age childcare and a new evening meal program for students. As a result, enrollment in the job training classes is steadily increasing.|4|4|4|3|4|3|5|5|4|3|3|5|2019-10-17|Met|2019 44104470100305|Santa Cruz County Cypress Charter High|3|Santa Cruz County Cypress Charter High School surveys parents annually to gather input regarding their perception of academics and services at Cypress. Questions in the survey were written to address state Priority 3 - Parent Engagement. The survey was most recently administered during the 2017-2018 school year. In order to measure if our parents felt informed about their children’s academics, we asked parents if they “felt their students were making adequate academic progress” if they believed their student was on track to graduate” and whether they knew if their students was “making progress towards a-g eligibility.” The majority of respondents answered “yes” to these questions, with the lowest yes response for the a-g eligibility question. This discrepancy prompted us to hold parent/student academic meetings to review graduation and a-g requirements so parents could be more educated about the academic expectations students are required to meet. Parents responded favorably that staff at Cypress is welcoming and supportive and available to answer questions about their students’ learning. From clerical staff to the principal, counselor and teachers, parents feel that their students are known and cared for at school and that staff are quick to respond to any concerns they might have. They overwhelmingly agree that Cypress students are provided with a rigorous and relevant curriculum and have access to unique learning opportunities. Parent participation is measured by the percentage of parents who attend events on campus such as Back to School Night. This fall, 48% of students were represented by at least one parent at Back to School Night, with higher percentages in 9th and 10th grade. Open ended responses included multiple requests for more outreach from teachers regarding grades and student performance, as well as a desire for more learning opportunities. Parents are interested in more education about our curriculum and instruction as well as issues related to parenting teens (discipline, drug and alcohol use prevention, vaping, etc.) As a result of these responses, administration implemented a policy that required teachers to contact parents every two week if students met one of the following criteria: D of F in any class Missing a major project or assignment, regardless of overall grade Slip of more than 2 letter grades (i.e. A-C) Change in behavior or class participation Teachers keep logs which are turned in every two weeks. Staff are also encouraged to reach out to parents to report positive information about student growth and achievement. Additionally, we will be holding multiple parent education night to support parent learning and provide all information in both English and Spanish.|Cypress has had great success in working with families to address their students social emotional, behavioral and academic needs. We have systems in place to identify at risk students early and to bring their families in to make support decisions as a team. We assist the parents in advocating for their students and the students advocating for themselves. Staff also regularly meets to discuss student progress and to identify students who need more support. A continued area of growth is to develop ways to connect and communicate with the families of our students for whom English is not their primary language.|SCC Cypress Charter High School continues to provide outreach to all families, including those who are underrepresented. We are working to translate all documents into Spanish and to make translators available at parent events.|5|4|4|4|3|3|5|4|4|3|3|3|2019-10-17|Met|2019 44104470000000|Santa Cruz County Office of Education|3|We have a system in place for seeking input for decision making and we are constantly trying to improve how we engage our community of families in a more empowering way. In addition to our ELAC, DLAC, and SSC meetings we hold LCAP and WASC focus groups to involve our families in providing insight and guidance for our continuous improvement plans. Our court programs partner with our probation department to enhance parents' awareness and participation in their student's educational journey. All families, including underrepresented families, are encouraged to be partners in improving our programs.|Our Alternative Education programs have built a culture of partnering with families to collaborate with regard to student progress and success. Schools make time to meet with families regularly to discuss student academic and social-emotional progress. Parents and educators often meet more frequently to discuss specific student goals and to work together to align school and community resources to meet each student's unique needs. We are currently working on providing professional learning to better support our staff to improve the capacity to partner with families through various means including, communication tools and school events focused on engaging families in their student's education.|The Santa Cruz County Office of Education, Alternative Education programs values building relationships with students and families. It is a strength of our organization that we genuinely get to know each of our students and their families and support teams. All school sites focus on creating welcoming environments for all students and families through a myriad of ways which include numerous student-teacher-family conferences, family/community events, and parent learning nights. Building relationships with families begins with our in-depth intake process that continues with a school orientation and family meeting. Families are encouraged to attend and participate in ELAC, DLAC, and SSC meetings. Communication to families is translated in the preferred language of the parent/guardian and we are currently beginning a pilot of a communication tool to streamline this process. We seek to empower students and families of all backgrounds through making meetings easily accessible, responsive to student and parental needs, and ensuring outreach to all students and families.|4|4|4|4|4|3|4|4|4|4|3|3|2019-10-17|Met|2019 42693100000000|Santa Maria Joint Union High|3|The District's greatest strength informing the Local Control Accountability Plan through parent engagement is through the Parent Advisory Committee. District-wide EL/Migrant LCAP Parent Advisory Committees provided a venue for parents to engage in the process to have a voice. There was a total of six evening meetings. Discussion topics included: an introduction to the Dashboard, Title IV information, data equity walks, District/site Renaissance progress monitoring data, history and context of the LCAP plan, a review of LCAP goals, as well as input from parents regarding services needed by students. All sessions included interactive small group discussions that engaged parents in looking at data and generating parent input. All meetings support the diversity of languages in the community including Spanish, Mixteco, and English. The focus will continue to provide all families with opportunities to participate in family engagement through meaningful dialogue and effective practices that strengthen parent voice resulting in actions that create services toward student achievement.|The Santa Maria Joint Union High School District continues its work building partnerships with families toward positive student outcomes. The District supports professional learning for teachers, administrators, and classified staff through opportunities to attend conferences or District-sponsored training. The District's Parents On a Mission (POM) program offers training to teachers, classified and principals and follow up collaborative professional learning days. The District has also provided training for Restorative Approaches to improve relations with students and families. The District provides resources to parents through school parent nights addressing college and career readiness, tutoring services, and parent engagement programs. The District's Parent Advisory Committee, District Language Advisory Committee, and school site meeting to informs the parent of resources such as counseling addressing the academic, social-emotional, and post-secondary, and informing parents of student academic data to support student learning in the home. The District's progress monitoring of students is done three times a year through a research-based program. Teachers are trained and informed on the data to be able to explain to parents. Parents are also informed on progress monitoring data through parent engagement meetings from the District's Parent Advisory Committee meeting through data equity walks to have an understanding of targeted student outcomes. Parent engagement through the District's Parent Advisory Committee is one of many ways that parents are informed to advocate for their students and all students. Parents are also informed of site parent involvement policy and parent/student compact.|The Santa Maria Joint Union High School District strengths are the parent engagement programs and activities we have in the District. Our Parents on a Mission (POM) program has provided parents with social-emotional skills dealing with adolescent communication and emotional growth. The program has over twenty staff members trained representing all schools. Staff members meet twice a year to review their strategies and improve on courageous conversations with parents. Parents who have completed the course can often be found volunteering in the next cohort of POM courses. POM courses offered in English, Spanish, and Mixteco to parents of the District. The District also offers the Parent Involvement for Quality Education (PIQE) in Spanish and Mixteco and school sites have developed their own parent nights to inform parents on college and career readiness. The District's Parent Advisory Committee has empowered itself with parents presenting on a variety of educational topics. The most recent learned practice with parents has been data equity walks. These programs have provided two-way communication for parents and staff members to dialogue on student educational progress and areas of growth. Parents involved in the programs are confident advocating for their student and has created a more welcoming environment. Learning more about the culture of our families, the culture of our community and the culture of the District education environment continues to be an area of growth. As a District, we are continually working to provide services and opportunities toward building trust, respect, and respectful positive relationships.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 42691200000000|Santa Maria-Bonita|3|Access to resource toolkits, technical support and district staff to promote and bolster the effective engagement of families in advisory groups continues to be provided to principals and staff. All 20 schools have School Site Councils (SSC) and English Language Advisory Councils (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Council (DELAC), LCAP Stakeholder Team, and the SMBSD Parent Leadership Team to review data, determine priorities, and assess the implementation of districtwide efforts related to our stated goals. Targeted efforts include the outreach to families of traditionally marginalized groups and have been designed to garner feedback and input that reflects the voices and lived experiences of underrepresented groups in the community. Families continue to work with district staff providing valuable input to inform our work related to family engagement activities through advisory committees and surveys. School sites work independently and with district staff to develop models of effective engagement.|SMBSD is exploring ways to expand the scope of professional development for teachers and administrators to include effective strategies for the growth of partnerships with families. Cross-departmental initiatives to provide families with relevant multiplatform and multilingual content focused on supporting student learning at home are being developed, implemented, and refined. The district’s 20 schools continue to offer a variety of opportunities for parents and families to engage with the school community, communicate about student learning and outcomes, and participate in parent education programs. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC) and English Language Advisory Councils (ELAC) meetings, parent education classes, English as a Second Language and citizenship classes, along with various family educational events, back-to-school, student recognition and orientations. Enhanced communication of multilingual content includes webpages in English and Spanish, informative videos, automated phone and text messages, written and email correspondence and individual parent phone calls. SMBSD is working to further advance our current systems and supports to increase school-home communication related to student outcomes. Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership committees including the District English Learner Advisory Council (DELAC), LCAP Stakeholder Team, and Mixteco Parent Leadership Team, and efforts to expand this learning to a larger audience will continue. SMBSD also partners with outside agencies to increase connections to services and community resources to build feelings of safety and security and to ensure we are fostering positive school climate, student engagement and parent involvement.|The Santa Maria-Bonita School District (SMBSD) is exploring ways to expand the scope of professional development for staff to include parent engagement, development of respectful relationships with families, along with cultural and linguistic appreciation and inclusivity. SMBSD has established goals, initiatives and the associated funding sources to support engagement efforts including expanded multilingual and multiplatform communication, the development and distribution of materials that provide information and context for our work and capacity-building outreach to promote student academic success. To support the school-home connection, bilingual community liaisons are at each of the 20 school sites and at the district office. These liaisons and all office staff participate in regular training related to creating a welcoming environment, supporting positive interactions and providing clear communication with members of the school community. Family and community outreach efforts are focused on measures to equip stakeholders with timely and accurate data to increase their capacity with multiple and targeted opportunities to provide substantial feedback and dialogue on difficult issues. After consultation with parent leadership teams the LCAP Parent and Community Member Survey was refined and all parents were invited to participate in this survey in early 2019. This survey inquired about perceptions related to student programs, supplemental services, and family engagement with both the school sites and the district. Survey results affirmed parent support for the increases in services and provided important feedback that helped inform our actions and services for the 2019-20 school year, including the creation of structures to support, enhance, and promote communication between school and home.|1|2|1|2|1|2|2|1|1|2|2|2|2019-10-23|Met|2019 19647336019079|Santa Monica Boulevard Community Charter|3|Santa Monica's foundation was developed around ensuring capacity for effective engagement. The schools local advisory committees consist of Instruction Committee, Personnel Committee, Finance Committee, Parent Advocacy Committee, and School Site Council. These committees meet once per month in public forums and are formed through the participation of our staff members and parents. Each year, instructional, operational, fiscal, and community engagement school policies are reviewed and revised in committee to ensure they are up to date and adequately meet the needs of our underrepresented families.|Santa Monica provides professional learning and support to teachers and administrators, information and resources to families that promotes development at home, implements policies and programs to meet with families and students to discuss and monitor student progress, and advocates for our families to ensure our community is both knowledgeable and knows when to act in support of their child. In the beginning of each year, the school staff undergoes training that defines and discusses the needs of the school's demographic. This conversation includes topics such as homelessness and foster care, as well as the needs of Special Education students and their families. Partnerships for student outcomes are developed at our school through parent attendance during parent teacher conferences, monthly coffee with the principal meetings, and yearly school surveys sent out to the community. Student Study Teams are also held to monitor student progress and parent teacher meetings are scheduled whenever necessary. Policies are also in place to ensure consistent, effective, and immediate access to administration when questions and ideas arise, as well as supervised access to classrooms when necessary. Throughout the year, Santa Monica also holds Parent Advocacy Committee meetings whose mission it is to provide families with information on school policies such as our Parent Involvement Policy and various extra-curricular programming happening at the school.|Santa Monica Blvd. Community Charter School prides itself in its ability to build trusting and respectful relationships with families, create welcoming environments for families and the community, support our staff by continuing to educate them about the needs and goals of our families, and in providing various opportunities to engage in 2 way communication between home and school. The schools strengths include beginning of school year with our student and family meet and greet where families have an opportunity to meet their new teacher and see their new classroom. The school then holds parent orientations at every grade level to allow parents to receive explicit information from their child's teacher to help prepare for the year. Throughout the year, parents join teachers in the classroom again during Parent Conference Week where they work in collaboration to identify student strengths and challenges. Our teachers also communicate with families on a daily basis through our student information system's parent portal, and various educational software applications. To support and provide a structure around this daily communication, our teachers and the school review Santa Monica's Parent Volunteer Handbook, Home School Agreement and Code of Conduct. These policies are a few of many that ensure constructive, student-centered dialogue. As Santa Monica moves forward, we look forward to continuing to emphasize the importance of building these relationships.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 19649800000000|Santa Monica-Malibu Unified|3|For the past two years, Educational Services staff, including the Director of C&I and Family Engagement Coordinator have provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. Furthermore, the Director of Assessment, Research & Evaluation and the Family Engagement Coordinator provided Principals with a training on SSC and SPSA. A Principal's SSC/SPSA Handbook containing various resources in Spanish/English was provided for all sites. The Director of C&I, Director of AR&E, and, the Family Engagement Coordinator provided on-going support and monitoring of parent advisory groups; including ELAC, SSC, and, LCAP PAC. The Director of AR&E and the FE Coordinator facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. FE Coordinator provided training for the DELAC officers to ensure that they exercised their leadership roles. Various opportunities were provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members.|The Family Engagement Coordinator provided presentations to various stakeholder groups (including parent advisory committees, principals, bilingual community liaisons, and parents) on the district's Family Engagement Framework. Along with introducing the district's Family Engagement Framework, several parent education opportunities were provided district-wide and at sites to provide families with information and resources to support student learning and development in the home. Some of these efforts include: School Smarts, CABE Conference, Latino Family Literacy Project, Parent Project, and, Parent Conference and Resource Fair.|Staff has participated in "Matrix of Bias" and "Restorative Justice" trainings that serve as a foundation for building trusting and respectful relationships with families. In addition, through the Site Leadership Team, and, as part of the work with the district Instructional Framework, staff has explored culturally responsive practices in the four domains of the Instructional Framework. 2. Principals and Bilingual Community Liaisons received training on the use of the CA Equity Toolkit. The Family Engagement Coordinator met with site teams to introduce the toolkit. Four schools used the toolkit to generate an action plan that they will use to inform their site's Family Engagement Policy. 3 & 4: During the 18-19 school year, Staff participated in Language Justice Trainings to begin the work of developing awareness around issues surrounding language access and culturally responsive practices as they relate to building relationships. Input was obtained from various stakeholder groups in the development of the Language Access Guidelines.|2|1|2|2|2|2|2|2|2|2|2|2|2019-10-17|Met|2019 56768280000000|Santa Paula Unified|3|Parents were given an opportunity to provide feedback and guidance on two occasions through a survey. A survey was distributed in the Fall with 1,552 respondents and the other in the Spring with a total of 791 respondents. Parents requested more training with Common Core Math. The Common Core Math training took place in May. In the month of February, parents are provided with an opportunity to give feedback on the LCAP goals at parent meetings at the site, committee meetings, and the District LCAP Advisory Committee. The district will continue to work with the parents to develop a plan to reach more parents and explore specific topics that parents need to learn more about.|The district has worked very closely with District English Learner Advisory Committee, Parent District Advisory Committee, Migrant Parent Advisory Committee, and LCAP to inform parents of their legal rights as well as to explain the process for any concern and ensuring the committee members receive UCP training. Parents concerns are addressed immediately. Parents are given specific workshops on Reclassification, English Language Development, California Assessment of Student Performance and Progress, English Language Proficiency Assessment of California, CA Dashboard, and Leadership. Committee members were given an opportunity to participate in a summer Leadership program. The parents presented to the board their learning's. Parents are also invited to attend Conferences to build their knowledge about parent and family engagement. The district needs to continue to work with the staff to provide cultural competence training.|The District has worked with a core group of parents to develop practices to ensure that parents feel welcome and valued. In addition, a concerted effort has been made to gather input from all district committee members to ensure the district is creating a welcoming environment. Parents have had the opportunity to present at the District Family Conferences. The conferences are held in both English and Spanish. The appropriate translation is available. Parents are invited to participate in multiple district committees. The parents helped organized a book away event and the family conferences. As we move forward, the goal of the district is to reach the families who are experiencing homelessness to provide them with support and to continue to build positive relationships with parents.|3|4|3|4|3|4|3|3|4|4|4|3|2019-10-09|Met|2019 27661910000000|Santa Rita Union Elementary|3|Our LCAP Stakeholder Engagement meetings during 2018-2019 school year had an average attendance of 30 participants, including a large number of parents and students. This level collaboration helped SRUSD build a strong LCAP and to ensure that our students' and families' needs are being addressed. Our focus area is to continue the work from the previous year, which set a high expectation of the level of involvement and engagement SRUSD is seeking in building strong partnerships with our families.|Our School Counselors have been integral in building capacity with our families in regards to the increasing positive student outcomes. Through educational avenues, such as sites monthly Cafecitos and additional events, the counselors have been able to develop and present poignant programming for our families regarding students socio-emotional and academic needs, while presenting parents with specific techniques and practices. Our focus-area will be to continue to develop appropriate programming for our families, with particular focus on delivery in the parents' native language.|Santa Rita Union SD developed its first Parent Resource Center during the 2018-2019 school year and is establishing a second location during the 2019-2020 SY at our most impacted site. Each site has maintained a monthly Cafecito in order to continue and build upon our efforts to engage with our under-represented families. Our focus are is the development of an additional PRC at Santa Rita Elementary, which will allow for further expansion of our Parent Education and Support program, as develop additional partnerships with community agencies.|4|4|3|4|4|3|4|3|4|4|4|4|2019-11-13|Met|2019 33671160109843|Santa Rosa Academy|3|Santa Rosa Academy developed a Parent Advisory Committee that consists of parents and staff members. This committee offers stakeholders an opportunity to provide input on policies and programs school-wide. Members serve a two-year term. A two-year term ensures a diverse population and a variety of voices and opinions to be part of the policies and procedures. Training for the committee is provided for new members by veteran members. In alignment with LCAP Goal 3 Action 2 (increase stakeholder involvement), Santa Rosa Academy’s parent committees meet with administration on a monthly basis to plan family engagement activities for diverse populations, such as a Family Fun Run, STEM Expo, Annual Gala, golf tournament, and a school carnival. A focus area for this school year is to increase engaging communication methods with parents to expand awareness of school events. Additional staff members have been added to support this goal.|Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent teacher conferences twice a year. In the partial site partial homeschool program (White Track) parents and teachers meet on a monthly basis, and in the full homeschool program (Red Track) parents meet with their educational advisor on a weekly basis to support student learning and discuss student progress. In addition, LCAP Goal 2 Action 1 (to monitor students through Safety Net and Student Study Team Meetings) occurs monthly and involves parents, teachers, and other support staff when a need is identified for more intense strategies to improve student outcomes. A parent training for incoming Transitional Kindergarten and Kindergarten parents is offered three times a year and provides parents with resources for school readiness. An area identified to improve is communication with our middle and high school families. We appropriated resources and launched our new parent communication system (Parentsquare). This allows teachers to create classroom posts, newsletters, and reminders of upcoming events in a very user friendly approach.|Santa Rosa Academy offers several programs to cultivate parent relationships. A parent support group meets three times a year to address identified areas of concern, provide parent assistance, and encourage a sense of connectedness. In addition, LCAP Goal 3 Action 2D (increase stakeholder awareness and involvement in school events) a parent tea was hosted three times in 2018/2019, which offered parents the opportunity to listen to administration regarding new policies and procedures being implemented, and provided a space for stakeholders to share feedback. A target area for this school year is to increase school events that strategically focus on incorporating a multicultural perspective.|4|5|4|5|4|4|4|5|4|4|4|4|2019-10-17|Met|2019 49402530102533|Santa Rosa Accelerated Charter|3|All administrators are trained in how to support a well functioning ELAC committee at the sites. Principals receive PowerPoint presentations in English and Spanish to support the training for parents. The goal is to build leadership capacity among our parents. The goal is that they understand that their voice matters and must advocate for their students. All ELAC minutes must reflect that parents' opinions/suggestions are sought. The focus of ELACs and the DELAC is to build parent capacity and to encourage active participation in the school and district setting. ALPS (Advanced Learner Plan & Services) Advisory Committee was formed in the Spring 2018 and includes teachers, administrators, parents and other school staff. Many SRACS teachers and parents are members of the district ALPS committe and out District ALPS TOSA is a part time teacher at Santa Rosa Acceleratred Charter School. Every site is encouraged to create a line item for translation services in each sites' SPSA. In addition, we have Supporting Our Language Learners (SOLL) counselors who are bilingual at our secondary sites. All site and district meetings, including Board meetings, have translation services provided.|At Santa Rosa Accelerated Charter School we don’t have an ELAC or DLAC committee as we do not have an EL population to support it. Our parent group, SFPO, has been invited to attend the district DAC meetings and some have choosen to attend. We value parent participation. An online parent survey is sent out each spring in order to obtain parent and staff input in regards to our district LCAP goals, school safety and quality of programs. Because we value parent voice and access, we offer translation at all district meetings and some correspondences are sent out in both English and Spanish. We currently do not have ELAC meetings, but we are working toward more ethic diversity.|Families are asked to become more involved as stakeholders in our district whether it is as at a site level or whole district. This includes decisions in policies as well as site plans and presently in creating the district’s next mission, vision, & district priorities for the next five year plan. The level of family engagement at SRACS is high. Parents feel well informed and actively participate in school activities.It has taken much work to grow in this capacity and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails). Most of the staff of Santa Rosa Accelerated Charter School have participated in the Equity & Tolerance training workshops to all of our staff to continually develop our cultural growth and appreciation towards the families we serve but depending on the comfort levels of each staff member this too varies from site to site. One area for growth would be that educators can do a better job facilitating the exploration of family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage in self exploration of identity and diversity in connection to particular standards in a specific discipline.|4|4|3|4|3|4|4|3|3|3|3|4|2019-12-12|Met|2019 49402530113530|Santa Rosa Charter School for the Arts|3|Our administrators are trained in how to support a well functioning ELAC committee at the sites. Principals receive PowerPoint presentations in English and Spanish to support the training for parents. The goal is to build leadership capacity among our parents. The goal is that parents understand that their voice matters and must advocate for their students. All ELAC minutes must reflect that parents' opinions/suggestions are sought. The focus of ELACs and the DELAC is to build parent capacity and to encourage active participation in the school and district setting. Santa Rosa Charter School for the Arts provides advance learners support through the district supported ALPS (Advanced Learner Plan & Services). Our staff is working with the district Teacher on Special Assignment to receive continued professional development and instructional coaching focused on serving advance learners. Parents, teachers, administrators and staff input to inform the ALPS program was collected through a district level Advisory committee which was formed in the Spring 2018. We are in our second year of providing a parent information night focused on teaching families about the Arts Integration methods we use in our common core based instruction. These information nights have been moderate in attendance. We plan to provide child care next school year, in hopes of increasing participation.|Each year we seek parent input during community meetings and online, from our staff and families. This year we are in the process of renewing our school charter. Families and Staff input have been collected through meetings and the renewal process of rewriting our charter. We value parent participation. An online parent survey is sent out each spring in order to obtain parent and staff input in regards to our district LCAP goals, school safety and quality of programs. Because we value parent voice and access, we offer translation at our ELAC meetings and all district meetings and correspondence is sent out in both English and Spanish.|Families are asked to become more involved as stakeholders in our district whether it is as at a site level or whole district. This includes decisions in policies as well as site plans and presently in creating the district’s next mission, vision, & district priorities for the next five year plan. We are working to increase the level of family engagement at Santa Rosa Charter School for the Arts as much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails). Some of the staff at Santa Rosa Charter School for the Arts have participated in the Equity & Tolerance training workshops provided by the district to continually develop our cultural growth and appreciation towards the families we serve. We will continue to support staff in participating in the important professional development opportunity. One area for growth would be that educators can do a better job facilitating the exploration of family, culture, and communal strengths by students. This will require pedagogy that is student oriented and explicitly set up to engage self exploration of identity and diversity in connection to particular standards in a specific discipline.|4|4|3|5|4|4|4|4|3|3|3|4|2019-12-12|Met|2019 49402530000000|Santa Rosa City Schools|3|All administrators are trained in how to support a well functioning ELAC committee at the sites. Principals receive PowerPoint presentations in English and Spanish to support the training for parents. The goal is to build leadership capacity among our parents. The goal is that they understand that their voice matters and must advocate for their students. All ELAC minutes must reflect that parents' opinions/suggestions are sought. The focus of ELACs and the DELAC is to build parent capacity and to encourage active participation in the school and district setting. ALPS (Advanced Learner Plan & Services) Advisory Committee was formed in the Spring 2018 and includes teachers, administrators, parents and other school staff. We have a CTE District Advisory. Local CTE Program Advisory Committees are in the have been developed for all CTE programs as well. At SRCS we value parent participation. To this end, we ensure that all of our communication is provided in English and Spanish. Every site is encouraged to create a line item for translation services in each sites' SPSA. In addition, we have made a concerted effort to provide more language supports to parents by hiring bilingual/biliterate Family Engagement Facilitators for each of our sites. In addition, we have Supporting Our Language Learners (SOLL) counselors who are bilingual at our secondary sites. All site and district meetings, including Board meetings have translation services provided.|The focus of our ELACs, DELAC and DAC is to build parent capacity and to encourage active participation in the school and district setting. We are actively seeking ways to increase attendance at these meetings as numbers of parents attending DELAC and DAC are low. We do offer childcare and light snacks as an incentive. This year the Board sought input during community meetings and online, from our staff and families in the development of its mission, vision and priorities for the district. We value parent participation. An online parent survey is sent out each spring in order to obtain parent and staff input in regards to our district LCAP goals, school safety and quality of programs. Because we value parent voice and access, we offer translation at all district meetings and correspondence is sent out in both English and Spanish.|Provided mandated training for all site administrators that oversee ELAC. The goal was to ensure administrators understood the importance of providing a voice for our underrepresented families. Parents and community members were invited to meetings to give input on the proposed strategic plan the Board is developing. This work will continue throughout this school year. Families are asked to become more involved as stakeholders in our district whether it is at a site level or whole district. This includes decisions in policies as well as site plans and presently in creating the district’s next mission, vision, & district priorities for the next five-year plan. The level of family engagement varies from site to site but much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails). The district has also worked very hard to offer Equity & Tolerance training workshops to all of our staff to continually develop our cultural growth and appreciation towards the families we serve but depending on the comfort levels of each staff member this too varies from site to site. One area for growth would be that educators can do a better job facilitating the exploration of family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage self-exploration of identity and diversity in connection to particular standards in a specific discipline. Provided mandated training for all site administrators that oversee ELAC. The goal was to ensure administrators understood the importance of providing a voice for our underrepresented families. Parents and community members were invited to meetings to give input on the proposed strategic plan the Board is developing. This work will continue throughout this school year. Families are asked to become more involved as stakeholders in our district whether it is at a site level or whole district. This includes decisions in policies as well as site plans and presently in creating the district’s next mission, vision, & district priorities for the next five-year plan. The level of family engagement varies from site to site but much work is involved to grow in this capacity with providing opportunities for all families to gather information in their home language and increase the communication of inviting their participation to all events in multiple methods of communication (electronic, phone, written, newsletters, flyers, and or emails). The district has also worked very hard to offer Equity & Tolerance training workshops to all of our staff to continually develop our cultural growth and appreciation towards the families we serve but depending on the comfort levels of each staff member this to|3|3|3|4|3|3|3|3|4|4|4|4|2019-12-12|Met|2019 49402530125831|Santa Rosa French-American Charter (SRFACS)|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49709120125831|Santa Rosa French-American Charter (SRFACS)|3|SRFACS has extremely active Parent Association Foundation (PAF), School Advisory Board (SAB) and English Learner Advisory Committee (ELAC). SRFACS has made good progress with building a stronger ELAC and creating bridges between the ELAC and PAF. The school will continue to work in this area. The SAB, PAF and ELAC have monthly meetings and all three groups enjoy lively public comment. PAF and ELAC speak at Back to School Night. The SAB will meet most weeks in the coming months in order to write the charter renewal petition. All groups and stakeholders will review and provide input on the charter petition. The Family Engagement Facilitator will continue to provide Spanish-language support. Interpreters are provided for parent-teacher conferences and Parent Information Nights.|a. Our Family Engagement Facilitator is a Spanish-speaking liaison with our Spanish-speaking families and is present at all ELAC meetings. Administrator did mandated training for the oversight of ELAC. SRFACS is making a concerted effort to build and empower our ELAC. This work will continue throughout this school year. Students have homework folders for communication between school and home. Parents are encouraged to communicate concerns with teachers and the administrator. Parents receive a digital Parent Handbook. The Handbook as well as a school calendar, Advisory group information and other resources are available on the school web site: https://srfacs.srcschools.org/. School events, news and activities are communicated through the school app so families receive information promptly on their mobile phones.|SRFACS embraces a community of families who are interested in cultivating global and multi-ethnic perspectives. SRFACS is the first public school to provide this unique education, proudly offering equitable access to all students. SRFACS enjoys an active school community with many opportunities for parent-teacher communication and relationship-building beginning with an incoming family orientation before school starts, and continuing with casual and structured events throughout the year. Parent volunteers work alongside staff on such events as International Week or the Week of Taste. During International Week, parents read a fairy tale or poem in their native language over the PA system for all to enjoy. We celebrate our diverse population in our mission to educate global citizens. Our Family Engagement Facilitator is a Spanish-speaking liaison with our Spanish-speaking families and is present at all ELAC meetings. An end-of-year celebration honors the re-classified students. The administrator did a training for the oversight of ELAC. SRFACS is making a concerted effort to build and empower our ELAC. This work will continue throughout this school year. All stakeholders provide input to the LCAP including the Parent Association, School Advisory Board, English Language Advisory Board and staff.|3|4|3|4|3|3|3|2|3|3|3|3|2019-12-12|Met|2019 42691796118434|Santa Ynez Valley Charter|3|The responses in the section related to Seeking Input for Decision Making are the result of teacher surveys and they reflect the school's strengths in this area. The governance of the school is overseen by a committee of selected parent volunteers who represent the constituents of the school and seek to engage them in the decision-making process. The school also has a strong Parent-Teacher-Student Organization that meets on a regular basis to support school decision-making and planning of events. The school mission is centered on a collaborative community that works to provide support to students. An area of improvement for the school is to further develop parent participation using a committee structure. The school will improve the engagement of underrepresented families by addressing the issue at the PTSO level and determining initiatives to include more families.|The responses in the section related to Building Partnerships for Student Outcomes are the result of teacher surveys and they reflect the school's strengths in this area. The school has a robust system of feedback to monitor student progress and has two scheduled parent student conference weeks per year. The school prides itself on providing relevant information to families on student progress. An area of improvement for the school is to further articulate student outcomes and to develop more ways to communicate with families, and in particular to engage with underrepresented families in sharing academic progress and providing resources to ensure student needs are met.|The responses in the section related to Building Relationships are the outcome of teacher surveys and they reflect the school's strengths in this area. The school has a robust system of parent student conferences and prides itself on its welcoming environment and ability to build trusting and respectful relationships with families. An area of improvement for the school is to further articulate the mission and values of the school and to develop more ways to communicate with families, and in particular to engage with underrepresented families.|4|5|4|4|4|4|4|4|4|4|4|3|2019-10-29|Met|2019 42693280000000|Santa Ynez Valley Union High|3|Two substantial opportunities exist for parents to help the school identify focus areas for improvement. The first of these is the Western Association of Schools and Colleges (WASC) accreditation cycle which typically happens every six years with a mid-term evaluation at three-years. In writing the self-study, the school includes all stakeholders including parents and students. Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably. The self-study results in the writing of an action plan which takes into account all of the input from stakeholder groups and identifies areas of strength and weakness and lays out a course of actions to address the most notable deficiencies. The second is our tri-annual strategic planning process which is an opportunity for all stakeholders to help identify goals and actions charting the course of the district for the next three years.|Annually, the school hosts meetings for parents by grade in both English and Spanish. At these meetings, parents are given general information about academic topics relevant to their student’s age and grade and how to support their learning at home. Guidance Counselors are available by appointment to meet with parents on a more personal level. The school also provides MCFT interns to provide counseling to students and families as needed. The school also publishes an annual notification of parent rights and responsibilities on the school website. All parents must confirm the document has been read as part of the mandatory summer online data confirmation process.|The school seeks parent input in a variety of ways. The school holds Parent Ambassador meetings four times a year to present information about the school and to seek parental input on a variety of topics. Ambassadors are selected by application, and efforts are made to choose ambassadors who are demographically similar to the school’s population and whose students participate in a diverse variety of academic coursework and co-curricular pursuits. The English Learner Advisory Committee regularly seeks the input of Hispanic parents on relevant issues. School Site Council gives yet another opportunity for parents to contribute in decision-making. Over the course of the 2018-19 school year, the district engaged in a thorough strategic planning process where parents were given voice in the form of a survey and through several focus groups and a community forum. Next steps in engaging the parent community include adding technology trainings to existing parent meetings to encourage greater parental use of tools such as the Canvas learning management system and the Aeries Parent Portal student information system. The school recently added the Aeries Communication module to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication.|4|4|4|4|5|5|4|5|4|4|5|5|2019-10-15|Met|2019 37683610000000|Santee|3|The District will provide an Executive Summary for the LCAP that reviews multiple data points. A review of this data will be done as part of a Needs Assessment with all Stakeholder groups to ensure all Federal money is allocated to meet the needs of students. Data will be assembled into a user-friendly format to report trends within data from 3 prior years or to establish baseline data. This information will be available, and there will be the opportunity for stakeholders to provide input through a link on the District’s website, through email or during one of our stakeholder meetings throughout the comprehensive stakeholder input process. This stakeholder input process informs our strategic planning for all district resources including state and federal allocations. The District will conduct meetings with bargaining units, administrators, teachers, classified staff, District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), School Site Councils (SSC), English Learner Advisory Committees (ELAC), parents/community members, and students during which participants will be asked to provide answers to guided questions. These responses will be assembled in a database and categorized by themes to determine priorities for improving student learning outcomes. analysis of our current program and through stakeholder input. One area we can continue to improve on is evaluating the current family engagement offerings at each of our school sites. This can be done as part of a professional learning team session, and administrators can be given the opportunity to share what is taking place at their sites so their colleagues can learn from them. Sites can also survey parents to determine family engagement activities they feel are successful, and areas they would like to learn. This year our families had the opportunity to participate in the Speak Up Survey, and principals were provided a break down of the data to assist them in making decisions related to many areas, including parent engagement.|The LEA trains school and district staff on ways to communicate with parents through technology, as well as through meetings and informational trainings. Some Title 1 school sites employ a site Community Liaison specifically to increase family engagement. The Community Liaisons' sole responsibility is to engage families in the learning environment as partners in their child's education. All parents are encouraged to volunteer at their child's school site. Our Director of Community Collaboratives provides training for teachers, school leaders, and classified staff on best practices on engaging families into our schools to ensure they feel valued as partners in their child’s education. Some of these trainings include resiliency training, conflict resolution, academic institutes, and college and career readiness. Positive Parenting Partnership is an example of one of the programs we have in place to build a partnership with our families. We communicate through various methods including newsletters, email, school messenger, social media, and district and site level meetings and events. We ensure information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and language parents can understand. We ensure that we provide special accommodations as well as accessibility needs for all families with special needs, which include one to one meetings when necessary. All sites hold parent-teacher conferences. These conferences involve beginning of the year goal setting, review of data based on these goals, and review of other student outcomes academically, socially, and emotionally. When we hold parent conferences, we provide any accommodation for parents with disabilities and our English Learner parents. Families receive student progress on assignments, assessments, progress reports, and other academic achievements along with school and any other communication. We also provide intervention services for students before and after any break in attending school for any period of time when necessary, which may include students of migratory families and foster students. To encourage greater parent/guardian informed participation, we work to resolve identified barriers for participation and communication for families with disabilities and English Learner/immigrant parents to further support their child. We have identified the need for a Social Emotional Learning Curriculum, and are piloting that his year to support our students, we will also look at how we can support our families in this area, particularly around trauma-informed care.|Schools develop a family engagement policy with input from parents, teachers and needs assessments. The policy is distributed to all families, Title I schools post this policy on their website, and include it in their School Plan for Student Achievement (SPSA). All school sites have an active Parent Teacher Association (PTA) English Learner Advisory Council (ELAC), and School Site Council (SSC). At a District level, we have an active District Advisory Council (DAC), Special Education Advisory Committee (SEAC) and District English Learner Advisory Council (DELAC). Meetings are held on a regular basis with these district and school site groups, and their input is used to make informed decisions regarding budget, academics, and social-emotional needs to support student achievement. We provide information to parents of children served by the schools to better understand topics such as the challenging California standards, state and local academic assessments, and how to monitor a child’s academic progress with educators to improve a child's performance (e.g. literacy, mathematics and science nights). All identified Title I schools hold their annual Title I parent meeting in addition to these other workshops. We provide opportunities for informed participation in all of these meetings, activities, workshops, and the accommodations for families with disabilities, English Learner families and immigrant families. These accommodations can include sign language interpreter, braille materials, primary language interpreter, and any other necessary accommodations. Our homeless liaison meets with staff members at each school site to identify concerns; monitor academic, social, and emotional progress; and better support the individual needs of each homeless child and their family. In order to improve this, we have developed a system for tracking the progress and needs of each individual foster child and homeless children is part of our Multi-Tiered System of Supports (MTSS). We will review this data and use it to continue to make improvements on how to best support our homeless and foster youth.|4|4|3|4|3|4|4|4|3|3|3|3|2019-10-15|Met|2019 30666216085328|Santiago Middle|3|Each Santiago family is encouraged to contribute 12 service hours a year. There are multiple ways for families to be involved, ranging from attending Santiago’s Parent Institute to helping with clerical work in the library. Santiago has diverse methods of communicating and engaging with the community and Santiago stakeholders. Communication frequently occurs through the Android and iOS Santiago App, Santiago’s Social Media Sites, Santiago’s Website, Student and Parent Portal, and Pace Calls and Emails.|We support families through various means and employ many local partnerships to support success. A few, of many, Santiago Community Partnerships Include: Orange Unified School District: specifically, El Modena High School and the East Orange Feeder Schools Battelle for Kids: P21 Exemplar Network Chapman University and Santiago Canyon College Ford, Orange County District Attorney, Orange Police Department and GRIP (Gang Reduction Intervention Program) Orange Home Grown, Katella Grill and Waste Not OC Community Foundation of Orange (CFO): Field of Valor, Foundation Games, KidsPlay Safe Kids Inc.: Deliver Intruder Response Curriculum to Santiago Students Pure Game: Soccer for Students Well Street Psychological Raptor Technology: Scan and Check-In Visitors to the school El Dorado Charter SELPA|Santiago Charter works in partnership with parents and the community to provide support for students and families. Through ELAC, Charter Board, Parent Support Classes and Stakeholder Feedback, Santiago determines best way to support underrepresented families and ensure students grow academically and behaviorally during their time at Santiago. We examine various points of data, including reclassification data, ELPAC data, CAASPP data and in classroom data to look for points of success and growth.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 43696820000000|Saratoga Union Elementary|3|District personnel works closely to offer many types of parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, and comprehensive sexual education. Additional opportunities such as a social-emotional task force comprised of teachers, administrators and parents are formed on a regular basis. Task forces have taken place for mathematics, comprehensive sexual education, extended day kindergarten and the arts. The focus area that was identified in 2019 is Social-Emotional Learning. The task force will be meeting monthly to determine how best to meet the unique needs of students, parents, and educators in our district.|SUSD works closely with families to provide parent education opportunities in a variety of subject matters including: Math Placement workshops and online videos Positive Prevention Plus Curriculum Overviews How to talk with your child about sex education Social-emotional community workshop meetings|Saratoga Union School District focuses on creating multiple opportunities for parents to participate in school functions and to give input into the functions and programs provided in the district. These opportunities include community committees and surveys. SUSD continues to encourage families of underrepresented families to participate in DELAC and school events. Surveys: District LCAP Survey (215 responses) Comprehensive Sexuality Education Survey Educational Technology (Bright bytes) Survey Extended Day Kindergarten Survey Committees: Superintendent’s Advisory Committee District English Language Advisory Committee Emergency Preparedness Committee Community Math Study Group Comprehensive Sexuality Education Group School Site Councils Saratoga Education Foundation PAC|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 43693856046494|Sartorette Charter|3|Consultation through the LCAP process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, pour Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using IMagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops. Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for stakeholders, including parents, is posted beginning in February. Requests for feedback and participation is sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch. Although none of our over 40 language groups meet the 15% threshold required for translation, event fliers for families of English learners are mailed home in several different languages.|CSD LCAP Community survey had 781 respondents, a steady increase of respondents over the last 3 years. The district used the Annual LCAP Community Survey to assess parents’ involvement with their children’s school life. Based on the survey, -86% of parents agree or strongly agree that they are involved in school life at their child’s school. -85% of parents agree or strongly agree that they are informed about what their child is learning at school. -86% of parents feel they receive information about what is happening in school. -Overall survey data confirm parent satisfaction with their level of input in school and district decisions. -Parent education workshops at various times of day (we usually offer morning and evening sessions). -Each school's H&SC and other parent groups welcome and orient new families to the school/district. In addition, the district took an active role in garnering input from our English learner parent. The district sent out a needs assessment survey to all 466 English Learners’ parents/guardians. It was provided in multiple ways, online, paper/pencil and both in English and Spanish. Of the 466 surveys, 123 parents responded, an increase of 32 responses from the prior year. Based on the survey, El parents stated the need for -Additional staff and resources to provide more support for EL students -Parent outreach throughout the school year -Community support to build an understanding of CSD’s English Learner Services and processes. -After school programs that give EL students more opportunities to use English. -Provide samples of state tests so parents can work on them with their children at home. -Provide students more opportunities to learn test-taking skills in English. -Understanding homework is difficult for some parents. -Provide more frequent progress reports of children. -Hold meetings in the evening because most parents work during the day.|Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students. Stakeholders engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC). From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district level. This involvement is reflected throughout the information below. The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based upon Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy. We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports. The LCAP process provides many opportunities at the site and district level to assist parents with understanding expectations for their children. Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area. Regular communication from school and district leaders reinforces the importance of parent involvement.|4|5|3|5|3|4|5|4|5|4|4|5|2019-10-02|Met|2019 54721080000000|Saucelito Elementary|3|A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.|Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include continued professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.|Strengths include administrative support for certificated staff, parent reports that Saucelito School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be deepening use of successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.|4|4|4|4|3|3|4|4|3|4|3|4|2019-10-08|Met|2019 19649980000000|Saugus Union|3|SUSD believes that parents provide a strong voice in the decision-making process of the schools and district. While we believe that our inclusion of parent voices, staff voices, student voices, and administrative/leadership team voices are equitable, there is always more that can be done. One of our mottos is "Together WE achieve more!" To accomplish this goal, SUSD has implemented several stakeholder activities to both share information with the public and gather input from the public. These activities include the annual LCAP meetings, the monthly PAC meetings, various site level council meetings (ELAC, SSC, etc.), the State of the District series, connectedness surveys, evaluation forms for various activities and many more. During the 2019-2020 school year, SUSD will revise its connectedness survey to include additional questions related to stakeholder inclusion in site/district decision making. In addition, all site administrators are responsible for annually monitoring the responses to these surveys and increasing the satisfaction rating in these areas. The data for each site is reviewed between the Superintendent and the site administrator to determine needs and/or challenges to improving collaborative decision making within the school and/or district. Finally, our "start/stop/continue" survey is administered annually to stakeholders to determine trends in strengths, concerns, and needs in order to gain additional stakeholder involvement.|SUSD believes in strengthening its partnerships with families to better support student learning and academic achievement. The District, as well as individual school sites, have hosted parent education workshops providing parents with an opportunity to engage in learning more about the California State Standards, LCAP, homework support, research on Growth mindset, educational technology, and special education resources. These well attended workshops led by teachers, administrators, and our parent liaisons provide parents with the opportunity to further participate in their child’s education. SUSD continues to improve the engagement of underrepresented families through use of its parent liaisons and through the outreach of its individual school sites. Our liaisons strive to increase parental participation by offering workshops at a variety of different times, providing child care as needed, and by doing home visitations when necessary. Our school site teams are developing site specific outreach activities to increase parent participation in activities other than school carnivals and parent conferences. SUSD will monitor this participation through its parent survey results.|Saugus Union School District (SUSD) strives to ensure that all stakeholders are included in its processes and that communication is appropriate to the needs of the receiver of information. Our schools welcome families and students to each school environment by providing programs that engage students, are supportive of parents, and help all members of the school to function in a multi-cultural setting. Because communication with stakeholders is crucial to student connectedness and student success, SUSD purchased (in spring 2019) and is currently implementing a district-wide communication platform - Parent Square. This platform allows families to easily communicate with ALL of their children's teachers in the same format and allows schools to easily communicate information in each parents preferred format (i.e., text message, email, phone call, or app.). Language supports are provided with this platform allowing ease of communication each way. Most importantly, each family determines how and when it will receive communication from the school/classroom/district so that information is read rather than filtered into space. Parent support and participation is generally high throughout the district. There is a strong sense of family and community on each of our 15 campuses. SUSD believes that positive interaction between staff and parents strengthen the feelings of support all children need for school success. Parents are encouraged to become active participants in their child’s education. To support parental partnerships, SUSD offers several Parent Engagement activities. These activities offer opportunities for parents to learn and practice skills to support their child(ren)'s development and achievement. Other activities, like Coffee with the Principal, give parents an opportunity to hear directly from the school leadership about a variety of topics and a chance to voice any concerns and share suggestions. In addition, parents can be involved in a variety of other ways - helping in their students’ classrooms, participating on our Site Council, joining our English Language Learner Advisory Committee, PTA activities and Community-Based Education Training. SUSD also has two Parent Community Liaisons who help increase awareness and create opportunities for underrepresented families. This includes cultural celebrations as well as translated communications to provide families with local resources.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-11|Met|2019 21654740000000|Sausalito Marin City|3|We have had begun having parent school alliance meetings so that parents have access to Title 1 information and provide feedback on the parent school compact. We will ensure that we have Spanish speaking parents participate in our DELAC and on our LCAP committee. We have launched a Shared Governance Team and will include parents and students. We are implementing a dual capacity building community engagement framework based on the work of Dr. Karen Mapp and using Joyce Epsteins 6 keys to parent engagement to inform the kinds of capacity building we will offer parents and staff. This area remains a challenge for our LEA. Expectations are that with the development and implementation of a full service community school these shortcomings will be remedied and that we will see improved parent engagement across all parent groups.|Parents are being actively recruited to engage with our school through outreach from our teachers, administration, and parent resource center staff (Jahmeer Reynolds - Community School Manager and Phil Logan - Community School Fellow). Back to School Night was well attended with approximately 75% of our students represented by an adult family member. A Desegregation Town Hall Meeting was held and parents were in attendance. The Parent Resource Center is being fully equipped to support parents and partners. Outreach regarding Parent Resource Center offerings by text, email, phone, and home visits is occuring. The Parent Resource Center, along with Performing Stars, hosted a Credit Recovery presentation and discussion with parents on October 2, 2019. Parents are being surveyed for input on how to best meet their child's/family's needs through a Panorama ED parent survey. Blackboard messages are sent out regularly to keep parents informed of school and district activities. Sausalito Marin City School District/Bayside MLK has a lot of work to do in this area. We have opened a parent resource center with a corresponding Community School program in 2019-2020 and have begun to engage in data driven community engagement. Outreach to all families and most especially our non-English speaking families is a significant need for our LEA.|We have hired a community schools manager, and using Panorama Education have begun putting out regular community engagement surveys to all students and families in the enrollment boundaries of our school district. We regularly conduct home visits to support engagement and will begin holding engagement events where our families live instead of at our school facilities. We plan to conduct at least three community engagement surveys in the 2019-2020 school year and based upon our data realign our community engagement efforts to closely align with the needs and wants identified by our community in this survey. We will also begin regularly translating documents into Spanish and providing Spanish translation at meetings.|2|3|2|1|2|2|3|2|1|1|2|2|2019-11-14|Met|2019 34765050114272|SAVA - Sacramento Academic and Vocational Academy|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design and implementation of school level programs and practices.|Counselors and at-risk specialists partner with teachers to identify student needs and provide resources for students and their families. Both Counselors and at-risk specialists meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students at risk and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, Twitter, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area identified is the improvement in the area of early behavior and academic intervention with strategies to create a sustainable strong start for students.|5|5|4|4|4|4|4|3|3|3|4|3|2019-10-22|Met|2019 34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design and implementation of school level programs and practices.|Counselors and at-risk specialists partner with teachers to identify student needs and provide resources for students and their families. Both Counselors and at-risk specialists meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students at risk and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, Twitter, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area identified is the improvement in the area of early behavior and academic intervention with strategies to create a sustainable strong start for students.|5|5|4|4|4|4|4|3|3|3|4|3|2019-10-22|Met|2019 34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|3|A strength in this area is providing families with opportunities to engage in and provide input on policies and programs through School Site Council, feedback surveys, personalized/small group program orientations, and inclusive IEP meetings. A focus area is to increase the level of engagement of families in the planning, design and implementation of school level programs and practices.|Counselors and at-risk specialists partner with teachers to identify student needs and provide resources for students and their families. Both Counselors and at-risk specialists meet individually with families to provide resources and offer support. In addition, once per semester, teachers provide academic conferences led by the student to inform their parents and/or guardians. The LEA also provides orientations for both the students and the families as they enroll at SAVA. Other strengths include expanding connections with local organizations and forming partnerships with industry businesses to develop a school to career/college pathway for student success beyond high school. A focus area for improvement is to equip teachers to identify students at risk and proactively meet with families (extending beyond the positive student-teacher relationships already established) to better equip them to support student learning and successful outcomes, identify family-specific needs, and connect families with resources to improve the learning environment beyond the classroom.|Strengths and progress in the area of engagement include the strategic use of a variety of communication tools to reach all families and provide a means for all families to connect with and build meaningful and positive relationships with the LEA. These communications include traditional mail, surveys, digital communication (text, email, Twitter, website, etc.), phone and in person events, conferences, focus groups, and an open door practice. Additionally, the LEA proactively involves families in the IEP process to ensure the whole child is served through the identification of present levels, goals and needs of each child. Inclusion of student voice and parental/guardian input is a strength as measured by parental and student feedback, the growth of retention of students with special needs and the ability to provide individualized instruction and other supports for these families. Further strengths include identifying students and families experiencing challenges (i.e., homelessness, pregnancy, foster care, trauma, and other personal and environmental factors) and providing support including counseling, community resources, personalized education plans, and family and community events that offer activities and support for the whole family. A focus area identified is the improvement in the area of early behavior and academic intervention with strategies to create a sustainable strong start for students.|5|5|4|4|4|4|4|3|3|3|4|3|2019-10-22|Met|2019 30666960000000|Savanna Elementary|3|Savanna School District continues to seek input for decision making in various ways. Each school site actively promotes and seeks parents to be a part of their School Site Councils, Parent Teacher Associations, Title I Committees, and their English Language Advisory Committees. School sites seek input for parent engagement activities to involve their communities and families. At the District level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote various surveys throughout the year through Thought Exchange and the Healthy Kids Survey for Parents as well as for Students. All of our communication through surveys are offered in English and Spanish, and all communication home through phone calls and written fliers are also translated. There are translators available at the various meetings for translation needs as well. Seeking input, providing families with opportunities and working together with families continues to be a priority for Savanna School District.|Savanna School District continues to help foster the partnerships between families and our schools. We strive to provide families with information and resources and continuously reach out to strengthen our partnerships for positive student outcomes. We offer Parent Academies at our Saturday Academies and hold parent informational events at our sites with various topics such as Cyber Security, Career Events, STEM Events, etc. Every year we host a Reach the Reader Night where both students and parents come to learn about how they can support their children at home. Savanna School District provides regular communication through fliers and newsletters that are distributed in English and Spanish as well as through conferences, SST and IEP meetings, Back to School Nights and classroom DOJO.|Building stronger relationships has been a focus for Savanna School District. After analyzing survey results, it was determined that we are in full implementation in all areas, but also see the need for a continued focus on this. Savanna currently uses the Blackboard messaging system in both English and Spanish to help better communicate with our families. We have translators at each school site and communicate using our social media and marquee messages. We encourage parents to come to Back to School Nights, Parent Conferences and volunteer at our school sites.|4|5|4|4|4|5|5|4|4|4|4|4|2019-10-08|Met|2019 36678760137935|Savant Preparatory Academy of Business|3|Savant Preparatory Academy of Business (SPAB) has recently implemented programs that build strong parent and family engagement based on parent input. They are foundational in supporting strong school-family partnerships in our school community. Outreach services are organized through the principal and community stakeholders. Shared leadership occurs through our parent committees, School Site Council (SSC), English Learner Advisory Committee (ELAC), African American Parent Advisory Committee (AAPAC) and Parent Engagement. To ensure site councils and advisory groups understand their leadership roles, elected members will receive training on their roles and responsibilities, LCAP planning and input, school budgeting, and decision making. We mitigate the impact of poverty by bringing service providers into the school and family partners providing home support. Staff are also trained on ways to effectively engage families and adequate resources are entitled to support parent engagement activities. SPAB receives Title I parent involvement funding that is integrated into the School Plan for Student Achievement (SPSA). SPAB has an annual meeting of parents to describe the schools Title I program with flexible meetings during the year as part of the process used to advise on issues relating to the education of their children. In addition, an annual survey of parents is conducted to assess needs, determine barriers, and evaluate the effectiveness of parent involvement activities along with the LCAP parent survey that requests feedback on the schools aligned goals and actions. These results are disaggregated and provided to support SPSA planning. Parent feedback is crucial for the decision making process. SPAB has developed ongoing communication through site-level timelines, calendars, website information, social media sites, school notifications, and newsletters.|Parents/Guardians are encouraged to become active in developing their student’s learning plan and the school’s curriculum, evaluation process, and other programs. Parent/Guardian group meetings will be established on campus. They will be used for parent/guardian education meetings, sharing resources, and parent/guardian organizing efforts for school improvement and community leadership. Assessment information reflecting student academic progress is shared every trimester at parent-teacher conference. Student progress and parent information on state and local standards are explained at parents including grade level expectations for proficiency, data report on CAASP and local assessments, and available interventions in reading, language arts, and mathematics for students needing assistance. Half of the teaching staff at possess administrative credentials, numerous awards for excellence in education and mentor the more inexperienced staff towards mastery. Teachers are observed and evaluated using the California Standards for the Teaching Profession and provided with professional development that totals 3 hours a week. This development includes and indepth study of “Teach Like A Champion” and weekly coaching sessions that total 1 hour a week. With the expectations and support provided by administration, there are not ineffective teachers at Savant Prep. All teachers are required to prepare weekly lesson plans that include small group for scholars who need both enrichment and reinforcement. Teachers analyze weekly data results to strategically plan for instruction and diverse needs of the students. Teachers also provide regular communication to parents to keep them aware of the state standards and how parents can assist at home. Teachers take extra time to collaborate and plan enrichment for learning.|Savant has participated in several community events within the first two years of operation. Founders, parents, and scholars of SPAB attended numerous community events. On June 23, 2018, a few months prior to opening day, Savant Prep attended the San Bernardino Community Block Party; on January 21, 2019, SPAB gathered parents and scholars to attend the IECAAC’s Dr. Martin Luther King Breakfast; on February 10, 2019 Savant attended the San Bernardino Black Chamber of Commerce’s Black History Expo; on March 17, 2019 the Savant Team was honored for their work in the community by the San Bernardino City Chapter of Lily of the Valley; on April 6, 2019 SPAB attended the National Black Grad Scholarship Banquet and purchased an ad to support the non-profit’s efforts to provide scholarships to the youth of the Inland Empire. On April 13, 2019 Savant Prep participated in San Bernardino Cares Day as part of the San Bernardino Charter Consortium. Savant scholars and parents volunteered to clean up Seccombe Lake and gathered at Perris Hill park to provide games and food to the community. On April 20, 2019 Savant Prep families attended an Eggstravaganza hosted by All Nations’ Worship Assembly at a local high school where there was plenty of food and fun. On May 11, 2019, Savant attended The Links, Inc. Scholarship Breakfast. Savant purchased an ad to support this event that provides scholarships to the youth of the community, and on May 17, 2019, Savant Prep attended the Young Visionaries Gala to support a nonprofit organization that provides opportunities to disadvantaged youth in San Bernardino. Savant consistently updates and engages stakeholders in our program. Savant Prep hosts formal monthly meetings with parents and coffee with the principal to receive feedback, keep them updated on all events, and remind them of school procedures and policies. SPAB sends out monthly|4|4|4|4|4|5|4|4|3|3|3|3|2019-10-30|Met|2019 37764710000000|SBC - High Tech High|3|HTH SBC schools solicit parent feedback on HTH SBC’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 18/19 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 18/19 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH SBC schools include: -Monthly coffee and conversation events with directors -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH SBC school, is developed by educational researchers and provides a national percentile ranking allowing HTH SBC to interpret survey results in the context of results realized by other schools nationally. For example, HTH SBC families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH SBC including how to address barriers to greater family participation. HTH SBC staff work to address these barriers with the goal of continually increasing parent access and engagement. As described above, HTH SBC has many practices in place to facilitate and encourage parent and family engagement. This year we will be formalizing these practices in the form of a Parent and Family Engagement Policy. This policy will be developed jointly with, and agreed upon, by families of participating children. We will distribute the policy to families via our Student and Parent Handbook (in both English and Spanish) and post on each school’s website.|HTH SBC schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH SBC is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers. Each HTH SBC school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH SBC seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2018/19 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2018/19 school year indicated that HTH SBC schools were at the 91st national percentile for families believing that families and teachers care about each other.|Parent and family engagement is a core practice at HTH SBC. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH SBC. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way. “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH SBC families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work. HTH SBC uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2018/19 school year indicated deep relationships between students and teacher. HTH SBC schools were at the 91st national percentile for families believing teachers and students care about each other according to this survey. One specific method of family engagement at HTH SBC is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH SBC recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events. Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf|4|4|4|4|4|4|4|4|3|3|4|3|2019-06-20|Met|2019 37771720000000|SBE - Baypoint Preparatory Academy San Diego|3|Parents and students are given the opportunity to participate in the planning process (ex: LCAP, Parent Engagement Policy) by attending BPA board meetings, PAC, ELAC meetings, and volunteering their time to help the school achieve its goals. In order to implement an effective means of outreach to the families including parents of limited English proficiency, the BPA Leadership sends translated notices of these meetings, provides language translators at parent meetings to the extent practicable, and schedules meetings to enable families to share information about culture, background, children's talents and particular needs for the school. Moreover, during these meetings, families, and staff are provided with the most current student assessment, achievement results, and activities that support the school's mission and student learner outcomes. Parents will have an opportunity to participate in BPA-SD’s LCAP parent committee where the group will unpack the academic year’s goals, and provide feedback on the overall effectiveness of the goals over the next three-years of the LCAP cycle. The process for evaluating the goals, assessing the needs, identifying services, and providing feedback, motivates all the parties involved to support the plan's implementation.|BPA Leadership annually educates staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the School. BPA has adopted the Parent and Family Engagement Policy in order to promote learning and provide a more positive learning experience for the students, parents, and staff. In order to ensure effective parental involvement and support a partnership among the BPA Leadership, families, staff, and the community to improve student academic achievement, the school leadership: - publishes on its website, descriptions, and explanations of CCSS and policies - educates families on how to monitor their child's progress and work with instructional staff to improve the academic achievement of their children - holds meetings to discuss how families can work with instructional staff to improve their child's academic achievement - trains parents on how to monitor academic progress and tutor their children at home.|The school's purpose is to provide a rigorous, college-prep program to the underserved student populations. Parent and community engagement is vital to the success of all students. To build stakeholder support, BPA-SD reaches out to all parent and community support systems through the Parent Advisory Committee (PAC), and the English Learner Advisory Committee (ELAC) groups. Baypoint Leadership devises a timeline for parental involvement activities throughout the academic year. It provides the necessary technical assistance for planning and implementing effective parent involvement activities to improve student academic achievement and school performance. The instructional staff schedules meetings (in the morning or evenings) to enable families to share information about culture, background, children's talents, and particular needs for the school. The staff provides assistance to parents to the extent feasible and appropriate as parents may request. BPA-SD Leadership seeks input to establish how the school can provide the best possible opportunities for parents to be involved. Moreover, BPA-SD expectations surveys are annually sent out to students, staff, and parents to ensure that the BPA-SD vision, mission, and schoolwide learner outcomes are representative of the needs of the students, families, community, and to seek information on what types of parental involvement programs in which parents would likely participate.|4|4|4|4|4|3|4|4|4|4|4|4|2019-10-28|Met|2019 19772890000000|SBE - Los Angeles College Prep Academy|3|All families are able to attend board meetings. LACPA also has a SSC that assists in policies and decision-making processes of the school. These are reviewed yearly and voted upon by the governing board and the committee. LACPA needs to recruit more parents to be a part of this committee and retain them on the committee.|LACPA has a community service requirement of students, serves as ambassadors for the anti-bullying program Be Smart. LACPA has a reserved account for foster and homeless youth and provide families with special education services, counseling services, after school tutoring and breakfast, lunch and dinner. LACPA also provides transportation TAP cards to families living over 1 mile from the school. LACPA also provides uniforms for families that cannot otherwise afford it. LACPA has developed a plan to recruit more students in-need. We currently only have one family that falls in this category.|In 2016 LACPA offered a 6 course schedule to the students with the only 3 electives: Spanish, Art, and P.E (which is a state requirement). The new administrative team surveyed the parents and students to garner interest in what students wanted to learn via the SSC committee and school climate survey. After receiving the feedback, administration added 11 new elective courses, 1 of which was funded 135k from the State Board of Education. Parents and students also indicated that they wanted opportunities to gain college experience; and in 2019 administration added a dual-enrollment program. Parents, students and staff participated in the renewal and rewrite of the charter, choosing the charter's new name, voting on policies and creating behavior and academic plans to best fit the needs of our students.|4|5|5|5|4|4|5|5|4|4|5|5|2019-06-25|Met|2019 42772140000000|SBE - Olive Grove Charter - Buellton|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 79% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42772060000000|SBE - Olive Grove Charter - Lompoc|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 92% State Percentile and 92% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 99% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|3|4|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 42772220000000|SBE - Olive Grove Charter - Santa Barbara|3|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|Olive Grove Charter School utilizes the WestEd School Climate Survey annually. Olive Grove Charter School received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for Middle School. OGCS received a 97% State Percentile and 99% Similar Schools Percentile School Climate Index for High School. 71% of high school parents feel welcome to participate at school and 95% of Middle School parents feel welcome to participate at school. Parents meet weekly with teachers for grades K-8 and monthly for grades 9-12. Parents assist teachers with monitoring weekly assignment completion. Olive Grove Charter School has an Advisory Council/ ELAC and a parent sits on the Olive Grove Charter School Board of Directors. Parent response to both internal parent surveys are similar to the WestEd findings, with Middle School families that attend weekly meetings feeling more welcome to participate in school decision making and parental participation in programs than the High School parents that attend monthly meetings. OGCS chose the WestEd Healthy Kids Survey because it is comprehensive and is funded by the California Department of Education.|3|4|3|3|3|3|4|3|3|3|3|3|2019-09-10|Met|2019 19753090129411|SCALE Leadership Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 33671810138610|Scale Leadership Academy - East|3|The SCALE engagement counselor along with the entire counseling department, plan orientation meetings for parents. During these meetings parent involvement is promoted through the communication of the parent/teacher conference schedule, key field trips, and parent information sessions. With respect to field trips, parents are encouraged to attend as chaperones and active participants. SCALE Academy’s parent information sessions occur several times monthly, are designed to give parents tech training on the school’s information system and the school’s learning management system. Teachers receive additional training prior to parent teacher conferences and are given resources such as parent login sheets, student performance data sheets, and grade reports. The goal being to further increase the parent’s capacity to understand how their child is performing academically while also empowering them to take an active role in their child’s progress and overall success. Parent Student Orientation Academic counselors communicated Communication flow is shared Parent Teacher conferences serve as micro trainings Understanding student data Platform login sheets Student Growth Reports. Star 360 reports inform parents of student learning gaps and ZPD reading level, and where to target intervention. Parent information sessions Scheduled several times monthly Training on monitoring child’s progress Login help on the SIS and LMS (parent portal) Empowering the parent in regards to educational access is the foundation for seeking input for decision making. We welcome feedback in the decision-making process from all stakeholders, but again we recognize an area of improvement to gain further feedback from all subgroups, and getting representatives of those subgroups from our parent population.|SCALE plans and implements a variety of professional learning and support for teachers geared towards collaborative engagement with parents and other school stakeholders. Commencing during the fall training session with teachers and school staff, procedures for communicating with parents are reviewed. Changes and or updates are communicated to all staff. This includes reviewing procedures as to when initial parent communication is to take place and knowing the frequency of ongoing parent communication. Professional learning and support for teachers to offer support and partner with families is a high priority and is continued each year. We provide a multitude of resources to support learning. We offer support for students throughout the year to improve outcomes. We offer support for families and understanding their legal rights for their children. We recognize a need to add additional parent feedback in a group setting. We recognize an area of improvement to gain further feedback from all subgroups, and getting representatives of those subgroups from our parent population.|SCALE Leadership Academy-East understands and continuously seeks opportunities for two-way communication between educators and families. Teachers, administrators, and classified staff find numerous ways to make themselves available to families to help support their students with learning and creating a positive learning environment. SCALE Leadership Academy-East is committed to finding alternative ways to communicate with and engage parents in their child's education. Most communication with families is in their primary language. We are continuously improving to ensure that all correspondences are transcribed and translated as necessary. Solicited input isn’t always received, however, we are also committed to providing ways where parent input is given to support decision making continually regarding school matters. SCALE Leadership Academy- East will seek Parent representation on a variety of committees for the sake of transparency, and to benefit from the host of strengths any parent brings to the school community.|3|4|4|4|5|4|5|4|3|3|3|2|2019-11-15|Met|2019 30103060134288|Scholarship Prep|3|We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings. The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of parents that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.|The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families. Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings. The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.|Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, parent education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant parent trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for parents to be a part of the educational process (especially through our project-based learning showcases). An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging parents will be done through amending the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.|5|5|4|5|3|4|4|4|3|3|3|4|2019-10-15|Met|2019 37103710136085|Scholarship Prep - Oceanside|3|We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings. The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of parents that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.|The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families. Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings. The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.|Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, parent education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant parent trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for parents to be a part of the educational process (especially through our project-based learning showcases). An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging parents will be done through amending the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.|4|5|4|5|4|4|5|4|3|3|3|4|2019-10-15|Met|2019 37683380122788|School for Entrepreneurship and Technology|3|SET High board meetings are public and students and their families are encouraged to attend. Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics. We have events regularly, such as Exhibition, Back to School Nite and SET Connects, where students and parents can engage in open dialog with teachers, staff and administration. We are in the initial phases of having a formal LCAP planning group that meets multiple times throughout the year to provide guidance on the future school direction.|SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level. This includes connecting students and their families with programs like DOR, to assist in finding jobs and partnering with SAY San Diego to utilize their aid and services. SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free. We help our students through that registration and selection process, thus providing a head start on their higher education.|SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school. They can check their student's assignments and grades, input community service hours, reserve school lunches, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families. To keep parents in the loop about all school activities, the Principal sends out a bi-weekly informational email, that also points them to our Master Calendar. That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event. A new outreach that SET has started this year is SET Connects, a night for parents and their students to come to the school and participate in a fun and educational event. SET's first event, a painting and chat night with art teacher Mr. Heid, was very successful in bringing families together for a night of 2-way communication, and opening up the school as a welcoming environment. To extend that environment to the whole community, we host several events, like blood drives and our annual Halloween Fright Night, to which all are welcome and encouraged to attend. To improve upon what SET is already doing, we will try to flesh out the SET Connects nights to include some classes that might be interesting and/or educational to our families, such as a Life Skills class or Computers 101. In addition, this year the parents are committed to starting an official SET Parent Association that will fundraise for the school and help give voice and a sense of belonging to the school. We also need to improve our written communication with parents in their language of choice.|5|5|5|3|4|4|4|5|3|3|3|3|2019-10-23|Met|2019 19756971996693|School of Arts and Enterprise|3|The SAE's most laudable progress in seeking input for decision making is the empowerment of our School Site Council by educating parents on school funding and budgeting for LCAP oversight and annual update. SSC meets monthly. We also have hired a new director of student engagement charged with increasing student and parent communication, support, and retention. The SAE also continues to host coffee with the director monthly and School as a Whole (SAW) meetings Quarterly. Last year we hosted our 2nd annual EL Empowerment Night where families with English learner students were provided dinner with admin, activities for the kids, and discussions on educational and political issues surrounding English learners and immigrant families.|In addition to School as a Whole meetings, School Site Council meetings, and Coffee with the Director, The SAE provided half-day professional development for teachers twice monthly plus full day professional development 10 times per year. In addition to academic PD, teachers received training on trauma-informed teaching practices and teaching students with special needs. The SAE continues to partner with CSLA psychological counseling interns to provide ample personal counseling services to all students. The SAE Peer Mentorship Program is designed to help students transition and stay engaged at The School of Arts and Enterprise. The SAE is a unique school environment which has little in common with traditional middle or high schools. New students can feel overwhelmed and a bit lost when they first arrive at The SAE. The SAE Peer Mentorship Program develops current SAE students to act as peer mentors to new SAE students. SAE Peer Mentors will be a friendly and supportive resource to incoming students, showing them where they can find student services on campus, spending time with them at lunch, answering questions, and sharing contact information so they can reach out if they need anything. Through fun activities, catered lunches, and regular check-ins, SAE Peer Mentors and their new student partner(s) will form a bond that will benefit all involved.|These SAW meetings have been a foundational part of the school culture and vehicle for parent voice from the school’s inception. However, beginning in the spring of 2017, the school shifted to incorporate much more specific content and parent input around the Local Control Accountability Plan for the school. Since then, the quarterly SAW meetings have been consistently utilized for the LCAP cycle of continuous improvement, including monitoring of progress on LCAP actions, goals and metrics, providing input on any changes. The SAE also provides regular opportunities for parent input in meetings such as Coffee with the Directors, Parent Support Group, and Steering Committee. The SAE also initiated a Student Ambassador program. Student Ambassadors are the public student representatives of The School of Arts and Enterprise. New students coming to The School of Arts & Enterprise will be welcomed by one of The SAE’s Student Ambassadors. The initiative was created because of expanding enrollment and the desire to raise student expectations; additionally, the program serves as an outreach to the community in which The SAE is located. Since transferring schools can be a very confusing and difficult time for families, The SAE Student Ambassadors make sure every new student gets the attention and consideration they deserve and need to be successful. The Student Ambassador’s main job is to be a helpful, friendly face for new student, or a visiting community members, for the remainder of the school year. Students are matched based on their gender, language and class schedule. Teachers, counselors, and staff will approve Student Ambassadors because they have proven to be positive, responsible, respectful students.|5|5|4|5|5|5|5|5|5|5|5|5|2019-06-20|Met|2019 19649070115170|School of Extended Educational Options|3|Be design of the charter to serve at-risk students, family engagement has been a challenge for SEEO. However, through the launching of School Site Council and the required specific stakeholder membership, we hope to improve in this area. There has been a huge welcome of our families and outreach efforts to have more participation. This group has the task of increasing engagement of our underrepresented families.|The focus area for improvement will be to improve our school's capacity to partner with families through regularly scheduled meetings through the School Site Council and other opportunities. Due to the nature of the typical student at SEEO, reaching out to students and their families is a crucial component of engagement. Making connections and fostering partnerships has helped students enjoy greater academic success.|SEEO has recently initiated a School Site Council that will improve engagement of underrepresented families. Our SSC will meet to ensure that the needs of our students and their families are met on an individual level. Many of our students require very specific needs and with group our resource and efforts will be more focused and directed to particular students and families, especially those that are underrepresented.|3|4|3|3|3|4|5|4|4|3|3|3|2019-09-27|Met|2019 37103710136192|School of Universal Learning (SOUL)|3|SOUL parents have actively supported the school from its inception. As a newly operational school, we have relied upon parent input to further advance the school and make improvements. As a result, SOUL parents have made various contributions to the school including volunteering, being a part of Synergy (our PTO), creating a Steering Committee (to support additional action items as needed), fundraising, and contributing financially. One measure related to seeking input from our parents/guardians in the school decision making, as represented in our LCAP is: Provide parents with opportunities for decision-making input through a variety of monthly meetings. We engage our parents in our mission, vision, and schoolwide learner outcomes, as well as in the future planning of the school in the following ways: “The SOUL Way”: At the beginning of the year an orientation is provided to parents to go over the important Policies and Procedures. They are given the Parent & Student Handbook. Additionally, the leadership team shares information regarding the school’s goals, finances, data, enrollment, etc. During this time, parents are provided a list of ways that they can get involved, share input, provided feedback, make suggestions, etc. Professional Development: The SOUL team meets every Monday from 1:30-3:30 pm. During this time, we discuss progress on student outcomes, review data, and create PLCs. Student assessment results (as well as student/parent feedback) also inform Guide Development and the areas of focus for our professional development. Synergy Parent Organization: Monthly meetings in which parents actively work on initiatives to support and improve the school. Surveys: Are given to parents to gain their input and feedback. One measure related to promoting parental participation in programs as represented in our LCAP is: 80% of parents including parents of unduplicated pupils and individuals with exceptional needs will complete at least one survey sharing their thoughts, needs, and desires for SOUL. We provided the following surveys this year in which we asked for feedback from our parents: An initial parent survey, a semester survey, an end of year reflection survey. We saw an increase in participation on these surveys from the beginning of the year. Additionally, SOUL offered at least ten opportunities for parents to participate in programs throughout the year. The majority of parents reported that they participated in at least six of these opportunities. We know that our student outcomes both academic and holistic will be marginal without the support of our parents. Overall, SOUL parents are empowered to get involved and share ideas for future improvement and continuous evolution of SOUL. An improvement we’re working on is encouraging more families to join Synergy and the Steering Committee. To date, there are several parents who are actively involved (on a weekly or monthly basis) driving several initiatives of the school.|Beyond building relationships with our families through connection and keeping open lines of communication, the next step in supporting students’ academic and holistic development is engaging parents/guardians in their student’s learning process. Included above, there are many avenues in which we involve parents in students’ learning. An improvement we’re working on developing is creating a more streamlined process for parents to know where their child is within the projects he/she is engaged in and, as a result how they can support their child in staying on track.|At SOUL we recognize the vital role our families play in ensuring a student’s success and overall well being.. We are committed to growing the FAMILY, not just the child. We seek to create a united front in which the school and the home support the needs of the child and both entities work together to achieve this. There are many ways in which the school seeks to build a connection with our families, some of which include (but are not limited to): Integra Guides: Integra guides serve as the primary liaison between the home and the school. Integra Guides are expected to keep open lines of communication with their tribe parents to support students’ academic and holistic success. Weekly Progress Tracker: Every week, students are expected to email their parents and include an update regarding their growth toward mastery in each of their explorations (classes). This process included students logging into their PowerSchool account, recognizing how they’re doing in each course, and include an action plan for improvement (if needed). This weekly practice encourages students to take ownership of their education while keeping their parents/guardians informed and involved. SOULfull Sessions w/ Leadership: Monthly coffee talks in which parents have an open forum to share their thoughts, needs, feelings, concerns, ideas, etc. SOULfull Update: Weekly newsletter sharing successes, important information, updates events, asks, etc. Student Led Conferences: student lead the conversation in sharing their academic and holistic growth w/ their parents and Integra Guide. Presentations of Growth/Self: Students present in their Integra tribe and discuss their holistic growth. Parents participate and complete a rubric to assess their child. Growing the Family Workshops: Free monthly workshops for our families to help them improve their relationship with their child(ren). Exploration Night Extravaganza: An evening geared towards parents to help them understand the explorations (projects) their child will be engaging in for the next nine months. This was instituted mid year as a result of feedback from parents requesting further knowledge of the projects their student was working on. Exhibition Night: Students present their final projects to an audience including their parents. Parents have made suggestions, which we’ve implemented, to improve the organization of these events. Meetings, phone calls, emails with leadership: Parents have direct and frequent access to administration. Parents report that administration is accessible, approachable, and well qualified in supporting their child and family. Overall, we continue to find additional ways to build bridges between the home and school and strengthen our communication efforts.|4|4|3|4|4|3|4|4|3|3|4|4|2019-10-30|Met|2019 10621661030642|School of Unlimited Learning|3|SOUL administers student surveys three times per year, in the fall, winter, and spring. The Fall 2019 student surveys indicated that students feel safe at the school and regard the learning environment as engaging and productive. Bring a small school, students feel that they can approach adults, obtain effective feedback, and also feel that they are making more progress than in their previous school.|While SOUL has made tremendous progress with students in the classroom-based program, the school continues to seek ways to engage more parents of Independent Study students who have been traditionally less involved in their students’ academic lives. Another goal is to have more parents of students in both programs access the school’s student information system to keep abreast of their child’s progress. Additional creative efforts are needed to engage parents of Independent Study students.|SOUL has developed an annual parent involvement plan, which encourages all parents to attend scheduled meetings and activities throughout the year. The parent involved plan is shared with all students, parents, and school staff. Increased parent participation and communication with staff has correlated with increased student attendance, academic improvement, and positive student behavior and motivation. Truancy prevention efforts, pro-parent activities, academic support, and case management referrals have proven to lead to increased student attendance, an increased number of credits earned per semester, and more positive student behavior. SOUL’s Truancy Prevention Officer works closely with the Principal to organize parent meetings focused on best practice parental strategies that can be used in addressing a child’s lack of engagement in regards to education. Graduation roadmaps are developed for all 12th grade students. Graduation roadmaps include parent meetings, case management support, academic, personal, and career counseling, and a variety of community service referrals to insure a prescriptive course of action for each individual is prepared. Meetings for non-English speaking parents and are conducted in the parents’ primary language. Moreover, an ASL interpreter is provided for hearing impaired parents. Pertinent written material is translated into the parents’ primary language to ensure that all parents are informed. School staff work closely with the sponsoring district’s Special Education Department (our school’s SELPA) and parents to identify student needs and present educational options and resources through regularly scheduled IEPs, student study teams, and counseling meetings. All students, regardless of language, disability, or socio-economic situation are treated with equal importance at SOUL. While SOUL has made tremendous progress with students in the classroom-based program, the school continues to seek ways to engage more parents of Independent Study students who have been traditionally less involved in their students’ academic lives. Another goal is to have more parents of students in both programs access the school’s student information system to keep abreast of their child’s progress.|5|5|5|5|5|5|5|5|5|5|5|5|2019-05-14|Met|2019 57727100121749|Science & Technology Academy at Knights Landing|3|As a school community we all contribute to updating and revising our LCAP. This document is available on our website and parents are encouraged to review it and contact us to suggest changes and improvements. The PTO, ELAC, the Governance Committee, and the Advisory Committee (all of which have parent members) review this living document and are instrumental in contributing to its contents. Parents are always welcome on campus and are encouraged to participate in our many different committees and advisory groups. Parents are given an annual survey and are encouraged to give input and feedback on every aspect of student life here at Sci-Tech. We make sure that all correspondence that goes to families is available in a language that they understand. As ever, there’s always more improvement to be made. We strive to provide more opportunities for parent feedback and participation.|Sci-Tech has consistently provided various educational trainings for staff in order to ensure that we provide the best learning experience for each child. In the past year, teachers have attended trainings in ethnic studies, restorative practices, and grieving workshops. Last year Sci-Tech did not have an onsite counselor for students, so the principal reached out to local mental health organizations that support students and families. We were able to have workshops here for educators as well as provide these services for students and families. In terms of student outcome, PLPs are instrumental for teachers and families to not only set goals for students but actively track and document if and when those goals are reached. PLPs are in addition to report cards so parents have 4 opportunities throughout the year to sit down with their child’s teacher and discuss student progress. We feel that parent involvement is crucial to a child’s success. We have close to 100% attendance at Back to School Night where we not only welcome families back, but also inform families about school-wide progress and long term goals. We actively seek feedback from families and welcome comments and suggestions that help to further our mission. Our parent survey allows us to see where our areas of success are and where we need to put our energy. Additionally, we have many parent-centric committees and groups that focus on improving the educational environment for our school population. Our SST, IEP, and 504 meetings are heavily staffed and give us an opportunity to target the needs of individual children. As a part of the process, parents attending these meetings are required to give feedback as to whether or not the school facilitated parent involvement. We would like to continue to do more training so that staff learns more ways to support our families. Last year we were without an EL specialist and now that we have one we want to continue to reach out to different organizations within the community.|Based on the results of our annual parent survey, parents feel welcome, heard, and respected at SciTech. We have strong family support. Family participation at our monthly evening events is high and we are never short for class volunteers or chaperones for school field trips. For example, we had 90 chaperones on our recent whole school field trip to the Exploratorium in San Francisco. Twice a year (between report cards) teachers meet with parents to discuss each student’s PLP (Personalized Learning Plan). PLPs give teachers the opportunity to design a road map for a student’s academic, social, and emotional progress with parents. Teachers are able to maintain regular contact with each family using Seesaw, Remind, and weekly newsletters. Principal Maria Martinez makes a weekly all call on Sunday evenings to remind families of important upcoming dates and to keep families informed about the week’s activities. This year Sci-Tech participated in the Global Read Aloud reading the book Front Desk, Stella Diaz Has Something to Say and several picture books in the primary grades written by Yuyi Morales, at the same time as students all over the world. Students Skyped with other classrooms in different states and different countries sharing a common experience. Students bring these experiences home with them and share their ideas with family. Moving forward we plan to create more opportunities to highlight different cultures and languages. We want to celebrate diversity and work with families to continue to build a culture of diversity and acceptance.|5|5|4|5|4|5|5|5|5|5|5|5|2019-10-30|Met|2019 12630240000000|Scotia Union Elementary|3|The Scotia Union School District seeks input from parents/guardians in a number of ways. Stanwood A. Murphy Elementary School has a School Site Council and Parent Teacher Organization which both allow for opportunities for regular parent and public input. Notes and automated phone messages, as well as text messages and emails, are sent out regularly to families to inform them of upcoming opportunities for participation and input. Additional opportunities for input are available during parent teacher conferences and the large number of annual family events. Additional formal input meetings, including LCAP advisory meetings, will be scheduled during the 19-20 school year in order to increase parent input opportunities.|The Scotia Union School District promotes parental participation in a variety of ways. The District encourages parent classroom volunteers, parent participation at school events, and parent attendance at parent teacher conferences, Student Study Team meetings, and IEP meetings. The District is focusing on student social emotional growth and development for the 2019-2020 school year, and will continue to improve engagement of underrepresented families by providing professional development for staff on how to promote parent participation in their child's educational experience. Though the Scotia Union School District has only a small number of English Learners, the District will continue to provide translation services to allow parent/guardians to participate in educational programs and individual meetings with school staff related to their child’s education.|The Scotia Union School District provides a welcoming environment for families and community members. On the annual stakeholder survey, 97% of responses agreed with the statement "I feel welcome at Scotia School." The staff of Scotia School attend multiple school events in order to build relationships with the school's families. Regular staff meetings are held to discuss relationship building. The school provides interpretation and translation services to allow parents/guardians to participate fully in educational programs and individual meetings with school staff related to their child’s education. An area the District is focusing on for improvement is an increase in staff training encouraging greater understanding of family strengths and cultures.|5|5|4|5|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 47764550000000|Scott Valley Unified|3|Utilizing the Site Councils and the LCAP District level team, families, teachers, principals, and district administrators work together to increase the capacity for families to engage around student achievement and other activities at the District and Site level. We still struggle ( particularly at the junior and senior high level) in active participation around advisory committees on academic achievement.|SVUSD has a comprehensive system of student support, including regular Student Study Team meetings, parent conferences, active and regular home to school communication. We are working to expand the system with a comprehensive Multi-Tiered System of Support and a Digital Safety program that begins at 3rd grade and supports parents to be active participants in monitoring student online behavior.|SVUSD Current stregnths include active and regular email and web based communication with all families for each site and the District office. Each site also maintains an active Site Council and Parent Booster organization, through which all academic and site initiatives are run for input and feedback. Further, our District's parents are active participants in extra curricular activities, Fundraisers, and classroom volunteering. Our area of struggle continues to be diversity engagement and ensuring all students and families are welcomed in an equitable and engaged fashion.|4|4|3|4|3|4|5|4|4|4|4|4|2019-10-16|Met|2019 44754320000000|Scotts Valley Unified|3|Please see the narrative above regarding parent groups at each site. The Scotts Valley Educational Foundation works closely with representatives from the school district to provide opportunities for parents to be engaged in school and district activities. Additionally, SVUSD invites all to parents to participate in the Parent Advisory Committee, made up of parents from all four sites and various grade levels. The purpose of the group is to seek input on the Local Control Accountability Plan, and its goals, actions and services. Parents of unduplicated students are personally invited to attend these meetings.|There are student study, 504 and IEP teams at every site to support students. Parent trainings have been offered throughout the year, and every elementary student family is invited to at least one parent-teachre conference. Many of SVUSD's curricular and supplementary materials are available on line and can be accessed at home. Students that do not have devices to use at home are loaned them for as long as they are needed. At this writing, no students from underrepresented families have reported that they do not have access.|SVUSD has implemented the Illuminate Student Information System, allowing parents regular feedback to student grades, assessments and progress. Over the past several years, all five domains have converted the websites to be 508 and ADA compliant. There are parent/teacher groups, School Site Councils at each site. Every sites sends a parent survey and analyzes feedback regarding the perception of engagement by families. There is a district DELAC for parents of English Learners. For 2019-20, both elementary schools will be establishing an ELAC (English Learner Advisory Committee) in support of the English Learners on their Site. Additionally, schools that receive Title I funds will review their Parent Compac and Policy.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-22|Met|2019 37683380121681|SD Global Vision Academy|3|Current representation for decision-making includes membership on our School Site Council (SSC), ELAC, Governance Board, annual parent surveys, and in the annual update and development of our school’s LCAP. We are moving this year to complete the Healthy Kids Families survey for annual LCAP and creating meaningful incentives to increase parent/guardian participation. We’ve accomplished our previous goal to provide Spanish translations for all of our annual handbooks including the Volunteer & Student/Parent Handbook. We are working on providing Spanish translations on monthly documents such as field-trip permission forms, progress reports and other classroom documents required between school & families. Our SDGVA staff will be signing up to join in our SDGVA Family Fundays. We have 4 “free” family events schedule on Saturdays from 9am to 11am scheduled for 2019-2020. We will promote Mission Trails Hike Day, Mission Bay Day, Ward Park & Play Day & Explore Our Beaches Day. We are also bringing back Scholastic Book Fair again given we have new room in our facility to host it and training parent-volunteers to run it this year. A focus area for improvement is to continue to develop, implement and provide parents with opportunities to provide input in decision-making.|SDGVA continuously builds partnerships that impact student outcomes, as outlined in our school’s LCAP Goal #3. We believe professional development is a hallmark of our organization for all team members. Educators, Instructional Associates, Office Team & Administrators complete professional development on equity & privilege trainings that support an inclusive view on how to serve our culturally and linguistically diverse families. This is our third year delving into the work of Zaretta Hammond’s Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement & Rigor Amongst Culturally & Linguistically Diverse Students. Other texts we’ve utilized this year include Mindful Practice for Social Justice by Raquel Rios, Leading for Social Justice by Elise. M Frattura & Colleeen Capper, We Want to Do More Than Survive by Betinna Love, White Awake by Daniel Hill & Learning As A Way of Leading by Stephen Preskill & Stephen D. Brookfield. At our Mission & Vision Day 2019 we continued with the theme Know My Name, Know My Face & Know My Story, derived from the MTSS California Conference August 2019. We provided protocols for our entire staff to help us to learn the following: • Reframe Our Language in reference to students we serve in Special Education • Conscious Discipline techniques that invests in restorative justice practices and • Equity Literacy refers to the knowledge and skills we need as educators to be a threat to the existence of bias and inequity in our spheres of influence (Gorski). It is the knowledge and skills that prepare us, not to fix the cultures or mindsets of this group or that group of students, not to merely appreciate diversity, but to root bias and inequity out of our classrooms, schools, and communities. We utilize Class Dojo with the ability to translate into multiple languages for our families. SDGVA also provides progress reports three times a year prior to the end of official trimester report cards, conduct parent-teacher conferences face-to-face 2x a year with a high success rate of connection and completion TK-8th. We provide access via Illuminate to families to view their child’s attendance records (TK-8th) and grading purposes (Gr 6-8) to keep our families up-to-date on their child’s academic progress. A focus area of improvement is to continue to support families to understand and exercise their legal rights and advocate for their child(ren).|SD Global Vision Academy utilizes Class Dojo to connect families with their classroom educator, the Director of Academics and/or Executive Director if needed for academic and behavior leadership. Every year we strive towards our goal of 100% participation rate for all SDGVA families via Class Dojo. We host Coffee with Kane meetings (morning/afternoon), which are designed to meet the needs of families and serves as a direct line to Administration. We provide updates at this meeting of schoolwide events and solicit input on challenges we may face as a school-wide community. We have a high participation rate for our evening events such as Open House & STEAM Night which are packed with families from across all grade levels. We host monthly awards ceremonies where students are recognized for academic and behavior achievement. These ceremonies have a high parent participation rate. A focus area for improvement is to research effective and more efficient communication platform for our families|4|2|2|2|2|4|4|3|2|2|2|2|2019-09-17|Met|2019 49709386113039|Sebastopol Independent Charter|3|Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics with mixed results. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.|The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.|The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a fabulous job in communicating with all parents, including underrepresented families.|4|4|4|5|4|4|4|4|3|3|3|3|2019-10-07|Met|2019 49709380000000|Sebastopol Union Elementary|3|The District used a contractor to create a survey to provide input into the school program and overall satisfaction with the schools. It also allowed for open-ended questions, providing further means for input. Several questions gauged parents’ perceptions of the ways their schools welcome their participation and involvement, and the effectiveness of school and district communications with families. Six items related to the extent to which parents feel welcomed and respected by the schools and how encouraged they are to participate in the schools, classrooms, in school- and district-wide involvement opportunities and in the decision-making process. Participation and Parent Involvement Both parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. Parents gave higher ratings for feeling welcomed by the schools and being encouraged to help and participate in their school. Teachers gave slightly higher ratings than parents for the items related to school and district encouragement of parent participation and opinion sharing in local-level decisions. Both sites use the School Site Councils as an avenue for parent participation and involvement as well as ELAC and DELAC. There are also other ways for parents to get involved through volunteering and assisting with school-wide activities. Parents meetings are created based on need including immigration assistance, how to talk to teens and hot teen issues as well as parent education on positive parenting.|Professional Learning Building Capacity (5) Staff had been trained in Risk/Protective Factors through Clay Roberts and in ACES (Adverse Childhood Experiences Study) in order to better understand students and families from all backgrounds. These trainings and opportunities will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children Proving Information to Parents for Working Together (6 and 7) Parents believe the schools and district do a good job of communicating with families and that teachers respond to their concerns quickly. Brook Haven parents also find the Aeries Portal to be a helpful communication tool. A strong majority (80%) of parents receive email communications from the school, and this is a method of communication that 90% prefer. Along these lines, both schools provide electronic communication weekly that include strategies for working with children at home. Both sites make time for parent conferences and provide login information for students to use programs in the home. Those responding indicated they agree that the schools are doing a good job communicating with, including, and seeking feedback from Spanish speakers. Almost half indicate they feel comfortable approaching their child’s teacher. Resources such as books and activities in addition to translation services were also noted as supports that the schools provide that are highly valued by Spanish speaking parents. Support Families Understanding of Advocacy for Students (8) Parents are given a copy of their rights at the beginning of the school year and at all IEPs. Furthermore, parents of English Learners receive specific information on programs offered for their students. The website includes information on Uniform Complaint Procedures (UCP) and Title IX complaint forms. In the District Survey, teachers agreed with each statement provided. The strongest agreement was noted for respect for all families, regardless of any personal characteristics which were rated at 3.48/4. The strongest agreement was noted for respect for all families, regardless of any personal characteristics which was rated at 3.48. Even the lowest rated item (i.e., district encourages parents to participate in the school and classroom) was still rated above “agree” receiving an average of 3.22/4.00. Parents gave higher ratings for feeling welcomed by the schools and being encouraged to help and participate in their school. Teachers gave slightly higher ratings than parents for the items related to school and district encouragement of parent participation and opinion sharing in local level decisions.|Capacity of Developing Relationships (1 and 3) Staff had been trained in Risk/Protective Factors through Clay Roberts and in ACES (Adverse Childhood Experiences Study) in order to better understand students and families from all backgrounds. These trainings and opportunities will continue to support staff to learn about each family’s strengths, cultures, languages, and goals for their children Welcome, Participation, and Parent Involvement (2) The District has made progress in developing the capacity of staff to build trusting and respectful relationships with families. This is evidenced by creating a welcoming environments for all families. Both parents and teachers gave the schools similarly high ratings for welcoming parents and families and encouraging parent participation and involvement in the schools. Communication (4) Parents and teachers overall rated school and district communication with families as positive. Parents gave school-generated communications higher ratings than district-generated communication, with communications about school district changes getting the lowest ratings at just below the “agree” mark. This might be a reflection on the recent lack of any major changes to report or discuss. Or, equally likely, it may be reflective of the reconfiguration of the schools two years ago, over which there was strong reactions among some families. Regardless of the root concern, district communication as well as school communication is something that always needs constant attention. Creating the right mix of message, frequency, and mode of communication is a challenge. Survey results indicate that the largest share of families (90%) prefer email communications to stay informed. Keeping close track of email addresses and communication preferences can help keep this element of school life trending in a positive direction. A few items were added to the Spanish survey this year to determine the level of support that Spanish-speaking families are experiencing at the SUSD schools. The responses from the 12 individuals completing the Spanish survey. Those responding indicated they agree that the schools are doing a good job communicating with, including, and seeking feedback from Spanish speakers. Almost half indicate they feel comfortable approaching their child’s teacher. Resources such as books and activities in addition to translation services were also noted as supports that the schools provide that are highly valued by Spanish speaking parents.|4|3|3|3|3|3|4|3|3|3|3|3|2019-10-10|Met|2019 13632220000000|Seeley Union Elementary|3|Seeley will provide additional opportunities so that all stakeholders have input on family engagement activities within the school district.|Seeley School continues to provide professional learning and support to teachers and the principal to build a sense of community and capacity with families. We will focus on ensuring that online supplemental materials and resources are available for students and their families in order to ensure their academic success.|Parents are encouraged to get involved in their child's learning environment by either volunteering in the classroom, participating in a decision-making group, or attending school events. Surveys were provided to all parents during parent/teacher conference week at the end of the first semester. The key findings included: 96% of parents feel that they are well-informed about their child's education. 93% of parents stated that information was provided in a timely manner. 97% of parents participate in activities on a regular basis, 99% feel that their opinions are considered during the decision making process, and overall 100% feel that the school is parent friendly. In addition, 97% of parents at Seeley School feel there are many opportunities to become involved in activities that support academic programs. Parents would like to receive additional training that help this process. 39% of parents would like classes that involve parenting skills, 51% would like classes on technology, 28% would like assistance in reading, and 54% feel they would benefit from mathematics.|4|4|3|5|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 47704580000000|Seiad Elementary|3|The school seeks input from all stakeholders and meets twice annually to garner a diverse discussion of ideas and participation for upcoming events and concerns/requests to be implemented. In addition, all community members are invited to attend monthly board meetings as well, to provide input on decisions affecting the school. A focus area for improvement in this area is to continue to approach communication of meetings in varied ways for optimal participation.|Our teacher and administrators regularly participate in professional learning to facilitate further school-wide engagement with families. Independent study provides families flexibility and alternate resources of study when there is a prolonged absence. An online intervention and enrichment program also provides families with data and access to classroom curricula from home. Two parent/teacher conferences are held annually to communicate student progress; our LEA's student support team meets with families as needed to ensure additional student support. Annually, all families receive parents' rights information. Home visits from staff are offered to build community and promote further engagement of all families.|Our school staff regularly seeks families' engagement in school activities and communicates concerns and praise of our students. 2-way communication between families and the school is conducted regularly by e-mail, telephone and in-person as we have under twelve families in our rural school at this time. Currently, our focus area of improvement is to continue to seek involvement of all families; we offer home visits from our staff to seek families' hopes and dreams for their students. As well, all staff are participating in professional learning for school wide restorative practices.|4|5|4|4|5|5|5|4|4|4|4|4|2019-10-01|Met|2019 10624300000000|Selma Unified|3|While the district provides access to all parents so that they may engage in advisory groups, there is room for improvement in engaging more parents so that they participate in advisory groups and in the LCAP process. This is supported by data that shows only 16% of the parents who responded on the Parent Survey stated they had engaged in an advisory committee. However, 91% of parents reported on the parent survey that they felt the schools actively sought their input when making important decisions. Another area of growth is providing opportunities for collaboration that engages all stakeholders, including parents, for the planning and evaluation of family engagement activities at both the district and school site level. An area of strength is the support provided to principals and staff so that they make effectively engage the parents who do participate in advisory committees. This includes district level training for a cohesive understanding of roles and responsibilities.|The district provides parents and families with opportunities to engage in learning that will assist them in helping their child meet their college and career goals. The district does this by entering into partnerships with a variety of local organizations in order to provide parents with information that supports their understanding of legal requirements and school policies in order to advocate for their child. These include providing multiple opportunities to participate in the LCAP process and on advisory committees. An area for improvement is providing families with information and resources they can use at home to support their child. Something that will be in place in the 2019-2020 school year is the Parent University. This initiative will provide families with information in a variety of manners that they can use to help their child at home.|Parents reported on the Parent Survey that they felt that school sites were welcoming and positive. This was reported by 94% of parents that responded to the Parent survey. During the 2018-2019 school year the district provided professional learning in the area of Social Emotional Learning as a resource to expand the capacity of our staff as they work to build trusting relationships with their students and their families. In addition, the district has a well established practice of ensuring that communication between our families and our schools is supported by providing materials and interpreting services at all parent and family events. The language most spoken in the district is Spanish, however there are families that speak other primary languages. The district has begun discussions about providing these same services in other languages including, Punjabi and Arabic. An area for improvement is to provide more support to staff in order to enhance their understanding of the cultures and languages of the students they serve.|5|5|3|5|4|3|4|4|5|5|4|5|2019-10-22|Met|2019 15637680000000|Semitropic Elementary|3|We had 135 parents from all grade levels complete a survey during our parent-teacher conferences that took place the last week of September. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 94.8% agreed and 5.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 96.4% agree and 3.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2019.|We had 135 parents from all grade levels complete a survey during our parent-teacher conferences that took place the last week of September. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 94.8% agreed and 5.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 96.4% agree and 3.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2019.|We had 135 parents from all grade levels complete a survey during our parent-teacher conferences that took place the last week of September. The survey was provided in both English and Spanish. When parents were asked if they feel welcomed when they visit the school, 94.8% agreed and 5.2% disagreed. When asked if parents feel they participate in decisions that improve student achievement, 96.4% agree and 3.6% disagree. Overall, parent response were such that the overall parent engagement was positive. The results of the survey were shared with the board and public at a public board meeting in October 2019.|4|5|4|5|4|3|2|2|4|3|4|4|2019-10-03|Met|2019 54721166054340|Sequoia Elementary Charter|3|The LEA works hand in hand with the School Site Council, Parent's Guild, and the School Board to engage all families. The LEA working in chorus with these groups is developing a Strategic Plan that includes improvement of the School Culture and Climate. Engagement of all families is inclusive in this plan. Teachers help with this outreach through interaction with parents via electronic media, phones, letters, and personal conversations. The LEA has evening events for families and is always seeking new or improved means to ensure all families are aware of and have a voice in the vision, mission, and growth of the school.|The LEA has a strong School Site Council and Parent Organization. These groups are actively involved in school activities and in providing recommendations on all areas of the school: facilities, curriculum, governance, and school climate/culture. There is always room to improve the school. The LEA is working to improve Parent Engagements events above and beyond our Open House Nights, 6th Grade Transitional Meeting, 8th Grade Information Meetings, and other informational events. We recognize that more effort needs to be made to engage unduplicated and underrepresented parents, and are working with School Site Council, Parent's Guild and the School Board to accomplish this task.|The LEA recognizes the need to engage all parents. Individual teachers are contacting parents through electronic media, phones, and in-person conversations in an effort to engage all parents. A new tracking system has been developed and is in a practice phase so that staff and administration can desegregate data to confirm contacts, as opposed to assuming when, how, and of contact was/is being made. Administration is reaching out to various community members and local dignitaries to provide them with the opportunity be a productive member of the school stakeholder population. The Administration has an "Open-Door" Policy to provide parents and stakeholders with the opportunity to contract the school, even after regular business hours. Our "Underrepresented" population is growing and we are strategically planning to meet current populations and potentially larger future populations needs and encouraging them to actively participate in all aspects of the school.|4|4|3|3|3|3|4|4|3|4|4|3|2019-09-12|Met|2019 54721160000000|Sequoia Union Elementary|3|The LEA has a very strong School Site Council and Parent Organization. However, it is recognized that many of our younger families are not as involved as those families who have been with the district for a number of years. The Administration, Lead Teachers and the Parent Organizations are working in chorus to reach out to younger families and to our newest population of EL parents to help them understand that their input/engagement of the school and its programs is wanted and needed.|Teachers go beyond what is regulated to find new and creative ways to reach out to parents. Administration is readily available to parents as well,: in person, by phone, or by email. Lead Teachers work with their grade level groups to see how parent engagement is working, and what other means of engagement might benefit the students, parents, and staff. The LEA recognizes the need to work with/reach out to its increasing EL parent population. This need is being reviewed to determine how to engage these parents and make sure they feel invited and valued.|THe LEA has been working with various format to improve engagement with all families. The LEA transitioned between to SIS Systems between the 2017 - 2018 and 2018- 2019 school year and struggled with electronic engagements/information getting to parents. Teachers access parents through Letter, Class Dojo, and other media to keep all parents informed of what is taking place in the classroom. The LEA has increased its use of surveys (both paper & electronic). The LEA has a very robust Parent Organization and a fully involved School Site Council. Several School Board Members are actively involved in the school and are available to other parents, as well as helping out in classrooms. The LEA is always looking to improve its relationship with parents especially English Learner parents, as many are very new to the school and to the community.|3|4|3|4|3|3|4|4|4|4|3|3|2019-09-12|Met|2019 41690620000000|Sequoia Union High|3|The Panorama survey asked parents the following questions in regards to their input in decision making. The survey indicated an overall rating of 3.0 / 5. The rating was similar across demographics. How often are parents asked to give input in district and/or school decisions? 2.7 / 5 39% of families responded almost never 33% of families responded half the time 16% of families responded almost always 8% of families responded never 4% of families responded always How often does the district/school promote parent participation in district/school programs? 3.3 /5 22% of families responded almost never 32% of families responded half the time 33% of families responded almost always 3% of families responded never 10% of families responded always Each site has a School Site Council (SSC) composed of parents, students, staff, and community members who play an important role in the governance of the schools. In addition, SSC includes a representative from ELAC. Parents who participate in the SSC monitor, review, and approve the Single Plan for Student Achievement (SPSA)/WASC. Recommend the approved SPSA/WASC to the SUHSD governing board. Develop and assess the Site Council budget so that it is aligned with the SPSA/WASC. Allocate categorical and discretionary funding budgets that are consistent with the California Education Code (CDE). Measure the effectiveness of improvement strategies. Reaffirm or revise improvement strategies, goals, and expenditures. Guide, advise, and seek recommendations from various advisory committees. Take any other action required by the California Education Code (CDE). The English Learner Advisory Committee (ELAC) is comprised of parents, guardians, and interested community members to represent the needs of English Learners, review School Plan, and make recommendations to the Principal and School Site Council. Parents in the committee learn about various topics ranging from school programs, policies & guidelines, importance of attendance & school participation, academic & graduation requirements, to available resources/activities for students and families. Each site is continuing to increase parent engagement. Various sites have combined their PTSA and ELAC committees in meetings to create bridges across their school communities. This year, Sequoia High School held a Parent Leadership Training day to empower families to advocate at their school as well as to increase participation in workshops throughout the year. Parents who completed the full day of workshop participated in a walkthrough activity to observe classes led by the Principal. The workshops and subsequent walkthrough are an example of how sites want to foster relationships with families and create a platform to seek input from underrepresented groups in the school community.|Under the section of Family Engagement, families were asked about the degree to which families become involved with and interact with their child's school. This area did not change from the previous year, our families gave an overall rating of 2.3 / 5 in this area. A specific area for improvement is the accessibility for families to meet in person with teachers at their school. 46 % of our families reported that they almost never meet with teachers; 42% meet with them once or twice per year. This score increases to 68-76% when looking at families with students in our SPED programs, specifically, our STARS and ILS - special day classes. When families were asked how involved they have been with a parent group (s) at their child’s school, the answer was similar across demographics, 39% of families reported not being involved at all, 33% slightly involved, 16% somewhat involved. 7% quite involved and 5% extremely involved. When asked, in the past year, how often have you visited your child’s school, the answer was one of the highest rated in this section 30% have visited once or twice, 28% every few months, 19% monthly, 17% weekly or more, 6% almost never. The district is continuing to improve on parent outreach. As parents indicate a hard time getting to school due to their busy schedule, each site continues to increase the opportunities for parents to connect to their student’s education by providing various workshops. This year, SUHSD will provide the Parent Project Workshops at each site during each semester. Each school’s Bilingual Parent Liaison will lead workshops at their site in Spanish. We will also offer the workshop to English speaking parents in collaboration with San Mateo County’s Behavioral Health and Recovery Services. The district also offers a Parent Education Series which provides high-quality education to parents, students, educators, and community members. The series focuses on critical issues—mental health, substance misuse, social media, and more—that impact the health and well-being of teens. Each site has an English Language Learner Committee which also connects parents to the DELAC where parents have the opportunity to engage in issues going on in the district impacting their students as well as provide feedback on the district’s LCAP. This past summer for the second year in a row, our bilingual Parent Liaisons led the Summer Compass Parent Workshops to inform incoming parents on important topics as their students transition to high school. Finally, the Superintendents' Community Engagement Series will continue to meet with parents, teachers, administration, and key community members at each of our sites to gather feedback from stakeholders, to align their vision, and improve student outcomes.|SUHSD conducts an annual survey using Panorama. This survey addresses 5 areas: Family Engagement, Barriers to Engagement, School Climate, School Safety, Parent Input/ EL Program and is administered to all families across grades and subgroups. Under the section of Barriers to Engagement, families were asked about factors that can create challenges for families to interact with or become involved with their child’s school. Survey-takers responded to the question, “How big of a problem are the following issues for becoming involved with your child’s current school?” Childcare need? 4.7 / 5 Transportation- related challenges? 4.5/ 5 Concerns about getting to school safely? 4.6/ 5 How busy your schedule is? 3.0/5 School staff seem too busy? 4.0/5 You feel unsure about how to communicate with the school? 4.2/5 The school provides little information about involvement opportunities? 4.3/5 The school is not welcoming to parents? 4.5/5 The school does not communicate well with people from your culture? 4.8/5 You do not feel a sense of belonging with your child's school community? 4.4/5 Negative memories of your own school experience? 4.8/5 Your child does not want you to contact the school? 4.5/5 You worry that adults at the school will treat your child differently if you raise a concern? 4.3/5 This area made small gains from the previous year, our families rate 4.4 / 5 in this area. Important highlights to consider is that more than 70% of the families who participated in this survey feel that school is welcoming to parents. Our Latino families rated this area a 4.7 / 5. Our families also rated at 86% positive in how the school communicates well with people from their culture. In general all families feel the school treats them positively, our highest rating was from White families 4.9/5, Hispanic Families 4.7 / 5 and our African-American families 4.4/ 5. An area to improve is to make sure families know how to communicate with the school, families who responded to the survey rated this area at a 4.2 / 5 which communicates the importance of making sure families receive clear communication about the various processes established at the sites to communicate with administration, counselors, teachers, or any other support staff. District schools provide communication in Spanish and there are several bilingual staff at each site that can help parents navigate information received. In conjunction with this rating, it is important to note that parents also rated 4.3 / 5 about their worry that adults at the school will treat their child differently if you raise a concern. Finally, parents also rate that their busy schedule is a problem when getting involved White families 2.8/5, Hispanic Families 3.3 / 5 and our African-American families 3.0/ 5. 80% of our families do not think childcare is a problem at all and 73% of our families do not think Transportation- related challenges are a problem at all.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-16|Met|2019 19647336019111|Serrania Avenue Charter For Enriched Studies|3|We maintain an effective program for parent and family involvement that includes meaningful opportunities for providing and gathering parental input and involving parent stakeholders in sharing and receiving information through our Governance Council meetings, Charter Committee meetings, and English Learner Advisory Committee meetings. School staff and our Friends of Serrania PTO also provide opportunities to work together to plan, design and implement family engagement activities at the school level. An area of focus is to improve the collection and analysis of the parent suggestion box.|Parent workshops, such as supporting student work and study habits, cultural responsiveness, attendance, positive behavior supports, standardized assessment, GATE/Gifted instruction and assessment processes, navigating and transitioning through school, etc. are provided throughout the school year by Serrania Staff, District Personnel, and our Parent & Community Representative. A focus area for improvement is to ensure that our underrepresented families are registered on the Parent Portal.|Communication channels such as weekly Connect Ed messages, Coffee with the Principal, Governance Council, ELAC, FOS/PTO and school community events are used to invite parents into the decision making process. Parents are invited to monthly Committee meetings where specific school needs and recommendations for the Governance Council are developed. Parents are also invited to the publicly held Governance Council meetings where they can participate in discussions that lead to decisions made for the school. We have made progress in improving our Parent Center Room and have made it more inviting for parents by upgrading the furniture and including relevant bulletin board materials. A focus area for improvement is to have more engaging workshops that are relevant to parent interests to improve parent attendance.|5|5|5|5|4|5|5|5|5|5|5|5|2019-10-31|Met|2019 18641880000000|Shaffer Union Elementary|3|Our LEA strength is having a dedicated Parent Teacher Organization, School Site Council, Parent Advisory, and ELAC committees. One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making. This upcoming school year, in an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. This will allow greater opportunity for parent input. We will continue to reach out to parents to encourage participation in all of our ongoing planning committees as well.|Shaffer has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available. The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent. The district utilizes a Student Study Team to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success. The district will look to continue the efforts of providing professional learning opportunities to our teachers, paraprofessionals, and administration in developing our capacity to partner with families.|We regularly encourage participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook. We hold monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, Talent Show, Shaffer Community PRIDE night, athletic competitions, PTO Field Day, and the school-wide Walk-A-Thon. This year, we held a nine-week course called Parent University to help parents prepare to support their students in high school, college and career development. We also encourage parents to join the Parent Teacher Organization, School Board, School Site Council and Parent Advisory Committee meetings. We currently utilize an interpreter during our parent-teacher conferences, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress. We also provide an interpreter during our ELPAC parent-teacher meetings and during our district ELAC meetings. Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information. Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications. The district provides Adult Education classes in learning English as a second language. Part of this class will include English-speaking personnel the ability to increase their understanding of the Spanish language.|3|4|3|4|3|4|4|4|3|3|3|3|2019-05-21|Met|2019 40688330000000|Shandon Joint Unified|3|The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their student(s). School wide events such as Superintendent's Coffee, Fall Carnival, Parent-Teacher Conferences with translation services encourage parents to come to campuses for academic support and school wide events. Additional bilingual personnel would be beneficial to the number of bilingual opportunities offered by the LEA.|The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their student(s). School wide events such as Superintendent's Coffee, Fall Carnival, Parent-Teacher Conferences with translation services encourage parents to come to campuses for academic support and school wide events. Additional bilingual personnel would be beneficial to the number of bilingual opportunities offered by the LEA.|The LEA has bilingual staff in all offices to assist parents and guardians in obtaining information about the school and/or their student(s). School wide events such as Superintendent's Coffee, Fall Carnival, Parent-Teacher Conferences with translation services encourage parents to come to campuses for academic support and school wide events. Additional bilingual personnel would be beneficial to the number of bilingual opportunities offered by the LEA.|4|3|2|2|2|3|4|3|2|2|2|2|2019-10-08|Met|2019 45701364530267|Shasta Charter Academy|3|Parents and students participate and give feedback through many interactive avenues: meeting face to face with the Director, sharing ideas in facilitator meetings, sharing during Advisory Board meetings, responding to surveys, becoming a part of the Advisory Board. These methods are both formal and informal and allow for insightful, timely, and organic feedback to SCA's leadership.|Parents and students participate and give feedback through many interactive avenues: meeting face to face with the Director, sharing ideas in facilitator meetings, sharing during Advisory Board meetings, responding to surveys, becoming a part of the Advisory Board. These methods are both formal and informal and allow for insightful, timely, and organic feedback to SCA's leadership.|Parents and students participate and give feedback through many interactive avenues: meeting face to face with the Director, sharing ideas in facilitator meetings, sharing during Advisory Board meetings, responding to surveys, becoming a part of the Advisory Board. These methods are both formal and informal and allow for insightful, timely, and organic feedback to SCA's leadership.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 45104540132647|Shasta County Independent Study|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 45104540000000|Shasta County Office of Education|3|In our initial survey to parents, we asked if they would be willing to belong to a committee to allow them to be part of the conversation regarding students' education. We had over five positive responses and others who offered to become involved in other ways to support students. We have a collective effort to build stronger relationships this year. In one of our first collaboration meetings, we put photos of every student on the wall and had each teacher place a star next to each student they had a connection with. It was illuminating. We will do this exercise throughout the year with different questions about connectedness. Our staff is very clear that we need to serve the whole family in a wrap-around fashion. Our Family Resource Coordinator has created an online list of resources posted on our website. She also continues to work with students and families on an individual basis.|We have hired a registrar to keep more accurate records and streamline the process for informing students and parents of a student's progress. To improve communication, we will place a television in our reception area with a continual loop of information. In addition, we are planning to disseminate a monthly newsletter (electronically) to all of our families. We keep all pertinent information posted online and hard copies in our reception area.|Our strength is our Independent Study model. Often parents accompany students to their appointments, providing opportunities for teachers to interact with the whole family. This year we implemented a parent and student survey during a registration activity. We also created a student study area, staffed with a paraprofessional to assist students with their work. We continue to improve our communication with families who may be homeless and our Foster youth. Our student body is primarily made up of students who are credit deficient. It is clear that many of these students have experienced adversity and the credit deficiency is a symptom of that. We plan to increase parent engagement by offering classes/speakers of interest to families, like suicide awareness, positive parenting and money matters in regards to how to afford post-high school training.|5|5|4|4|5|5|4|4|4|4|4|4|2019-10-09|Met|2019 45701280000000|Shasta Union Elementary|3|The LEA will continue to hold Parent Advisory Committee meetings and School Site Council meetings. The focus will be working on sustaining these best practices. The focus will be on improving participation of underrepresented families through the personal communication of school staff in order to connect and build relationships which will increase equity and access.|The LEA conducts Parent Conferences, Student Study Teams, Individualized Education Plan meetings, 504 meetings, Back to School night, Open House night, and Family Engagement nights, along with having active School Site Councils and Parent Clubs. The focus will be on maintaining the engaging opportunities for families, while increasing participation of underrepresented families. This will be done by personally connecting with underrepresented families in order to engage in school activities in order to increase equity and access.|The LEA's strength is the focus in relationship building through the implementation of Capturing Kids Hearts, which results on positive relationships with all stakeholders. In addition, the LEA has a functioning District Advisory Committee, as well as a Parent Advisory Committee that meets during the year.|4|4|4|4|4|4|4|4|4|4|4|4|2019-06-24|Met|2019 45701360000000|Shasta Union High|3|Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through "town hall meetings, and with surveys sent to all homes. All of our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reaches out to parents through the Student Success Academy. This academy is a series of three nights where school staff partner with parents on academic, behavioral, and social issues so families gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, and other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at both our ELAC and DLAC meetings and have increased opportunities for the informed participation of parents and family members with disabilities, and parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our district and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin etc.) so they can completely partner with the district in serving their students. We also provide sign language interpreters for classroom instruction as well as on athletic fields and at after school activities.|Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through "town hall meetings, and with surveys sent to all homes. All of our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reaches out to parents through the Student Success Academy. This academy is a series of three nights where school staff partner with parents on academic, behavioral, and social issues so families gain an understanding on such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, and other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at both our ELAC and DLAC meetings and have increased opportunities for the informed participation of parents and family members with disabilities, and parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our district and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin etc.) so they can completely partner with the district in serving their students. We also provide sign language interpreters for classroom instruction as well as on athletic fields and at after school activities.|As a LEA we value and need family engagement to seek feedback and gain insights for the needs of our students. We utilize "town hall meetings, SITE Council meetings, District LCAP meetings, Student Success Academies and surveys from students/staff/parents to work seek feedback about student needs and our academic programs. Each school in the LEA has developed a written family and parent engagement policy. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling from social and emotional issues. As a result, we have contracted with an outside counseling agency to provide social and emotional counseling to our students. In addition, we needed to increase access for our low Socio-Economic Status students to AP testing, our students were taking the classes but not taking the exams so they could earn college credit. Our transition rate to college was extremely low at our Alternative School of Choice (North State Independence High School) so we have added a transition counselor beginning next school year (2019-20). All of these adjustments to our programs were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board AP statistics on the number of students taking an Advanced Placement course and the number of students taking the Advanced placement exam at the end of the course, and by measuring how many of our students are transitioning to higher education.|5|5|5|5|5|5|5|5|5|5|5|5|2019-09-11|Met|2019 45699480139543|Shasta View Academy|3|Response: Shasta View Academy (SVA) is a new school that has implemented multiple methods of seeking input for decision making. 1. Teachers have frequent communication with parents providing an opportunity to seek input from families as well as discussing all school policies, programs, and avenues for participation in the school’s Advisory Council and School Board. 2. The SVA Advisory Council will meet a minimum of four times per year and will include opportunities for parents to help in a decision making capacity. The council includes three parents and two high school students. 3. The school board that oversees SVA has three parent members. The Board of Directors are involved in school planning and important decisions made throughout the year. SVA has established goals for the LCFF priorities that included parent/guardian input in the LCAP. The school will have multiple parent meetings in the 19-20 school year to review LCAP goal and action item progress and to gather information for the 2020-2021 LCAP. The school will develop and circulate surveys for parents, students in grades 5-8, students in grades 9-12, and staff in the spring of 2020. Specific survey questions will be tailored to the values important to our school, families, and community.|Information is exchanged daily between parents and SVA staff as our personalized learning/independent study model requires parents to be fully committed and involved in their children’s education. A key element to SVA’s personalized learning model is the positive and open relationships that develop between the assigned teacher, the school's staff, and parents and students. Teachers meet with families at least once every 20 days. Many meetings are held weekly to provide additional academic support to students. These meetings concentrate on improving student outcomes and continued academic growth. SVA will assess the staff’s effectiveness and look for areas for improvement throughout the 2019-2020 school year. Areas needing improvement will be addressed as the year progresses through internal communication, monthly teacher meetings/trainings and parent meetings. Training offered will include professional learning and support to improve the school’s capacity to partner with families. SVA provided a full day parent workshop in August of 2019. The training offered parents/guardians with ideas and information on the following topics: Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction. Parents and teachers collaborated to present each topic. The workshop was well attended and received by participants. SVA will offer similar seminars throughout the year focused on supporting student learning and academic growth.|Shasta View Academy’s personalized learning/independent study learning model is based on the relationships established between parents/guardians, credentialed teachers, students and all staff. Our teachers will work closely with families to develop a plan to educate their children and will implement the plan throughout the school year, taking into account the family’s strengths, culture, language and goals for their children. Our teachers and administration are flexible, knowledgeable, and dedicated to building trusting and open communication with the families they serve. Shasta View Academy (SVA) is working toward the establishment of a resource center at Mountain View Middle School for small group classes, tutoring, student support, and internal and state assessments. The resource center will have a welcoming environment and will be clean and safe for all visitors. A school safety plan is being developed to ensure student safety at all times. Through Parent Square (SVA's internal communication tool), teachers and administration communicate with families on a regular basis regarding opportunities for participation in all school activities and events as well as parent meetings, school board and advisory council meetings. SVA staff will receive training throughout the year to help build trusting and respectful relationships with families. Parents are encouraged to participate in our programs, not only by engaging in the daily education of their children, but also by attending parent meetings, field trips, and by taking advantage of extended educational activities.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 03100330129692|Shenandoah Valley|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 43693936046692|Sherman Oaks Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19647336019186|Sherman Oaks Elementary Charter|3|We have our Charter Governance Council which is made up of 40% of parents. Sherman Oak parents and families are our partners to help inform, influence, and create practices and programs that support pupil success, and promote civic participation during the participation in the council. Members of our school’s governing council help support school policies and regulations ethics and conflicts of interest and all LAUSD ethics codes. All stakeholder groups have a voice as voting or non-voting members in the following functions and responsibilities: Developing and implementing schedules of school activities, events, special schedules, policies and procedures; Establishing and maintaining fiscally-sound budget practices; Facilitating communications and collaboration among members of the school community and between the school and the community at large; Interviewing and selecting personnel; per District policies and procedures and affiliated charter policy bulletin Developing school curriculum, programs and appropriate assessments; Evaluating the effectiveness of school curriculum, programs and assessments; Establishing a discipline policy with a code of student conduct, parent conduct and faculty conduct; Establishing and maintaining the effectiveness of school committees; Developing and implementing site safety procedures; Amending and revising the charter and its bylaws; All Sherman Oaks Elementary Charter members will monitor, support and assist in the execution of Sherman Oaks Elementary Charter policies and plans. There are 6 Charter Governance committees in place where parents are encouraged to attend and participate in the decision making process. These committees help guide and they advise the governance council on issues that arise in the following areas: 1) Curriculum 2) Budget and Finance 3) Positive Behavior Support 4) Technology and Strategic Planning 5) Safety 6) Communications We also have a very active Booster Club which is highly engaged in our school community and fundraises to support our exceptional instructional programs.|Sherman Oaks Elementary Charter acts as a focal point for families to come together and engage in capacity building by providing many school wide events. The school sponsors family night throughout the year, monthly after school playdates for Kindergarten families, movie night, monthly informative parent meetings, which include topics, such as, GATE, Progress Reports, and SBAC. The school also has a school website that provides parents with timely, engaging, and current information.|Sherman Oaks Elementary Charter had a 43% parent completion rate. In order to determine whether Sherman Oaks Elementary Charter has met the performance standards regarding parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. I feel welcome to participate in this school. 89% This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 86% This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 95% This school provides instructional resources to help me support my child’s education. 85%|5|5|4|4|4|4|5|4|4|4|4|4|2019-10-30|Met|2019 20652430100016|Sherman Thomas Charter|3|Sherman Thomas Charter School has developed a strong structure for parent engagement in the Parent Advisory Council (PAC). Board members and administrators attend and present to the PAC regularly. Administrators solicit and receive parent input via survey, informal discussion, and the advisory council. As a focus area, we plan to increase presentations and seeking of input from PAC, particularly in planning for family engagement.|Sherman Thomas Charter School has made great progress in building partnerships for student outcomes. We achieved excellent parent-teacher conference attendance in Fall 2019. We also have a strong Student Support Team process that addresses academics and behavior as necessary and includes links to community organizations for additional supports. As a focus area, we would like to continue to offer trainings for parents to better understand their student’s curriculum and assessment data and how best to support their child’s academic progress in the home. We will also continue to strive to further increase parent access to translation when needed.|Sherman Thomas Charter School works to ensure strong relationships between families and school staff. We are proud that 92% of families attended our Fall 2019 Parent-Teacher conferences. We have also made progress in facilitating communication between families and school staff. We currently utilize an app called Bloomz for messaging between families and school. Usage increased over the past year by 80%. The app allows parents and staff to select a language preference for receiving and sending messages, making it easier for families to communicate in their preferred language. In the coming year, we plan to focus on adding groups within the app in order to customize messages and communications for various stakeholder groups within the community.|4|4|4|5|3|4|4|4|4|4|4|3|2019-10-22|Met|2019 20652430118950|Sherman Thomas Charter High|3|Sherman Thomas Charter High School has continued to strive for a parent/guardian advisory group. Yearly we send out information on this group and elicit participation. We have yet to have a fully implemented parent/guardian advisory group. Families like to be involved through informal avenues. We continue to have an "open door" policy where all voices can be heard and concerns addressed. We continue to get 95-100% participation in our yearly Parent/Guardian and Student Survey. From this survey, a priority needs assessment list is generated and implemented for the next school year.|Sherman Thomas Charter High School has made great progress in building partnerships for student outcomes. Family participation in student course and post-graduation goals is encouraged. Parent/guardians and students meet a minimum of twice a year to discuss students progress to their graduation plan and goals (which is created and modified by all three parties).|Sherman Thomas Charter High School works to ensure strong relationships between families and school staff. We are proud that 100% of families attended our Fall Registration and Orientation this school year. We have also made progress in facilitating communication between families and school staff through our Parent/Student portal, email communication system through our School Information System (SIS), staff work cellphones (text messaging apps), and other various forms. We have continued the success of our Family Nights from the previous school year and have already had a great turnout at our first family night with over 60% of school population attending. Our staff continue to meet with students and parent/guardians a minimum of once a month, though more opportunities are available on a daily basis. This year, 30% of our staff are bilingual. We have noticed an incline in participation of underrepresented families because of language accessibility.|4|5|4|5|4|4|5|4|3|3|3|4|2019-10-22|Met|2019 20652430134510|Sherman Thomas STEM Academy|3|Our monthly parent meetings, which we call STAff chats, provide a great opportunity for parents to provide meaningful feedback on all areas of the school. Topics have included field trip locations, lunches, uniforms, etc. Suggestions are made by parents and discussed as a group. While all groups within the school are represented in the parent meetings, there are many times where the group decides it is best to send a survey out to the school at large, to ensure all parents have an opportunity to have their voice heard. Many meetings have a topic/idea for parents to discuss and make a decision on and all meetings have a portion set aside specifically for questions, areas of concerns, and suggestions. An area that we are focusing on developing is utilizing parents to evaluate family engagement in activities as well as implementing those activities. We have had a few occasions were an entire school activity was planned and ran by a parent, but we have not had a group of parents do that.|STA believes strongly that parents and teachers are a team, working together to bring out the best in each child. As such, we do all that we can to work together and "be on the same page". Most parent teacher conferences last for approximately one hour, so that there is plenty of time for parents and staff to work together. All parents are provided with numerous resources and strategies that they can do at home to help their child grow, regardless of their academic level. We also offer conferences in the evenings, with many beginning after 5pm, as well as on Saturdays and Sundays, so as to be sure to accommodate families work schedules. We have seen all groups represented in school activities - evening events, conferences, field trips, and parent meetings. An area that we are focusing on for improvement is training for our parents for non-academic issues - such as internet/social media safety and awareness.|Sherman Thomas STEM Academy (STA) believes strongly in the partnership between family and school. As of our most recent parent survey, 100% of parents reported being satisfied to very satisfied with our school, 95% were satisfied with teacher communication, 95% were satisfied with teacher feedback on assignments, and we had a 99% turn out for parent teacher conferences. All teachers send out a weekly communication with all assignments and tests, the principal sounds out a weekly recap of the week to all families as well as a weekly email for any school wide information for the week, grade checks go home every week with work from the previous week, and we have a monthly parent meeting. All groups have been represented at our monthly parent meetings. At STA, we believe strongly in the power and importance of building relationships with parents.|5|5|5|5|5|5|5|4|4|4|4|3|2019-10-22|Met|2019 04614240121475|Sherwood Montessori|3|A School Survey for parents and other stakeholders was administered during the 2018-2019 school year with results summarized in our 2019-2020 LCAP. Survey results indicate that the greatest gains were made in the opportunities the school has extended to learn about the Montessori approach to education. From our community survey, the highest needs identified were in the support given to struggling learners and the level of academic challenge. Strategic Planning has begun with these needs as a focus.|A School Survey for parents and other stakeholders was administered during the 2018-2019 school year with results summarized in our 2019-2020 LCAP. Survey results indicate that the greatest gains were made in the opportunities the school has extended to learn about the Montessori approach to education. From our community survey, the highest needs identified were in the support given to struggling learners and the level of academic challenge. Strategic Planning has begun with these needs as a focus.|A School Survey for parents and other stakeholders was administered during the 2018-2019 school year with results summarized in our 2019-2020 LCAP. Survey results indicate that the greatest gains were made in the opportunities the school has extended to learn about the Montessori approach to education. From our community survey, the highest needs identified were in the support given to struggling learners and the level of academic challenge. Strategic Planning has begun with these needs as a focus.|4|5|4|3|3|4|3|4|5|4|4|4|2019-10-17|Met|2019 50712740121558|Shiloh Charter|3|The district has focused resources over the last several years to ensure that documents which are pertinent in regards to including parents in the child's education are translated while also establishing practices at meetings and conferences that provide translation when needed. Parents are encourage to participate in numerous events as described as well as attend field trips, volunteer in classrooms and enjoy community events such as the Carnival/Spaghetti Night. All of these events encourage community participation and involvement to ultimately support students. Discussion over the last few years have centered on adding variety to events which promote cultural inclusiveness.|The district has focused resources over the last several years to ensure that documents which are pertinent in regards to including parents in the child's education are translated while also establishing practices at meetings and conferences that provide translation when needed. Parents are encourage to participate in numerous events as described as well as attend field trips, volunteer in classrooms and enjoy community events such as the Carnival/Spaghetti Night. All of these events encourage community participation and involvement to ultimately support students. Discussion over the last few years have centered on adding variety to events which promote cultural inclusiveness.|To begin each year, the district provides each family and their child with an envelope which contains a wealth of information designed to support parents and students in experiencing a positive, productive academic year. The information includes test scores from the prior year, as well as annual rights, a handbook to support positive behavior and good study habits as well as login information for parents and students to access assignments results and quarterly grades. Formal events such as Back-to-School Night and Parent/Teacher Conferences along with Community Meetings focused on specific groups of students and their parents (Title I, ELL, low-socioeconomic) are held throughout the year with the goal of providing additional support and resources to promote student achievement. When needed, translators are provided at events to facilitate communication. This process encourages collaboration between parents and teachers throughout the year. In addition, the district administers the Parent Survey that was recently developed and first administered in 2017-18 to collect information from students and parents on school practices and staff performance. The results are shared at the various meetings previously described for additional feedback and the information is discussed with school board members, administration and staff to address areas of concern, guide the use of school expenditures, and ultimately set goals for the school.|5|5|4|5|5|5|5|4|4|4|4|4|2019-11-12|Met|2019 50712740000000|Shiloh Elementary|3|The district has focused resources over the last several years to ensure that documents which are pertinent in regards to including parents in the child's education are translated while also establishing practices at meetings and conferences that provide translation when needed. Parents are encourage to participate in numerous events as described as well as attend field trips, volunteer in classrooms and enjoy community events such as the Carnival/Spaghetti Night. All of these events encourage community participation and involvement to ultimately support students. Discussion over the last few years have centered on adding variety to events which promote cultural inclusiveness.|To begin each year, the district provides each family and their child with an envelope which contains a wealth of information designed to support parents and students in experiencing a positive, productive academic year. The information includes test scores from the prior year, as well as annual rights, a handbook to support positive behavior and good study habits as well as login information for parents and students to access assignments results and quarterly grades. Formal events such as Back-to-School Night and Parent/Teacher Conferences along with Community Meetings focused on specific groups of students and their parents (Title I, ELL, low-socioeconomic) are held throughout the year with the goal of providing additional support and resources to promote student achievement. When needed, translators are provided at events to facilitate communication. This process encourages collaboration between parents and teachers throughout the year. In addition, the district administers the Parent Survey that was recently developed and first administered in 2017-18 to collect information from students and parents on school practices and staff performance. The results are shared at the various meetings previously described for additional feedback and the information is discussed with school board members, administration and staff to address areas of concern, guide the use of school expenditures, and ultimately set goals for the school.|Shiloh Elementary has made significant strides in recent years to both adopt curriculum aligned to academic standards approved by the State Board of Education and monitor student, teacher and school progress in meeting those goals. In addition to having instructional materials which are current and aligned for ELA and Mathematics, the district has purchased supplemental resources to track and monitor student progress. By incorporating these tools, reviewing the formative and summative results from both curriculum and supplementary resources, as well as using ELPAC, CAASPP and PFT state testing results, the district believes that the foundation of an academic system has been established and built upon over the last few years to promote student and school success. The district is currently focused on implementing a new Math curriculum in grades 2-5 which increases rigor for students as well as running a pilot for Social Studies in grades 6-8. Over the next three years, the district anticipates adoptions of both Social Studies and Science curriculums while adding additional academic opportunities and classes when additional facilities have been built and allow for space.|5|5|4|5|5|5|5|5|5|4|4|4|2019-11-12|Met|2019 21733610000000|Shoreline Unified|3|The District's work to address equity is anchored in our desire to remove barriers to full participation by all of our families.|The District's Family Advocates are engaged in developing and providing a wide range of development and training opportunities for parents that complement the staff's work with Epoch Education and the Excellence Through Equity process.|The District fully funds three family advocates assigned to school sites, whose job responsibilities include being a liaison between families and school staff. The District is currently engaged in an Excellence Through Equity process to pursue goals in relationships, consistency and student voice.|4|4|4|4|3|3|4|4|3|4|3|4|2019-10-17|Met|2019 37684520106120|SIATech|3|The school has developed several ways to solicit input from families regarding its goals. Parents and community members are invited to site based informational meetings in the spring. An Accountability Website was developed that provided information to and solicited information from all stakeholders. A Flyer was mailed to parents of minors with instructions on how to provide feedback via the accountability website. The website and survey were made available in both English and Spanish. Students were given handouts with information about how to access the website and online survey to take home to their parents. Information regarding access to the accountability website and LCAP survey were published in newsletters (intended for parent outreach). Due to the open-entry/open-exit nature of the program and the fact that many of the minor students are enrolled in Job Corps, establishing parent advisory committees continues to be a challenge. The school continues to seek out new ways to engage parents and community members, including special events at the sites, parent advisory committees and community outreach events.|Seventy percent of the students who attend SIATech are over the age of seventeen. Parents of minor students who are enrolled in an Independent Study program attend orientation meetings, meet their student’s teacher, sign the Independent Study Master agreement, and regularly receive progress reports. The school utilizes Schoology, a learning management system, to deliver the curriculum. Parents are provided with accounts that allow them to connect to Schoology via a parent portal where they can access information regarding their student’s progress, announcements and grades. The school publishes regular e-updates that highlight student achievement and special events at the school. These newsletters are sent to all students and parents. The site also maintains a website that provides important information to parents about the school sites. Sixty-eight percent of the student population is enrolled in federal Job Corps programs. Minors who are enrolled at Job Corps live on campus and the Job Corps serves as the parent for education and medical decisions. Parent involvement at the Job Corps centers is low because in many cases the child has been removed from the home or was homeless due to a lack of parental oversight and in some cases, abuse. SIATech does reach out to the parents of minors who attend Job Corps when appropriate, but participation in surveys and outreach events is low due to the nature of the program. Each student has a Job Corps counselor who checks the student’s progress regularly. School staff participate in student evaluation panels every sixty days to ensure that the student is making adequate progress and is receiving services to overcome any barriers to their education. During the enrollment process, parents receive an InfoSnap account that allows them to access the school policies and their rights. Staff review these rights with the parent and student at the time of enrollment. Students and parents in the Independent Study program also review and commit to a Rights and Responsibilities agreement that includes sections for the parent, student, and teacher.|Seventy percent of the students who attend SIATech are over the age of seventeen. Parents of minor students who are enrolled in an Independent Study program attend orientation meetings, meet their student’s teacher, sign the Independent Study Master agreement, and regularly receive progress reports. School sites also serve as resources for students and their families to connect with services they may need in order to overcome their barriers to education. Staff are provided with training and opportunities to interact with parents and community members at a variety of events including outreach and recruitment events, job fairs and open houses to encourage parents to visit the sites. School sites also hold community building events to encourage parent and community participation. School sites are located in neighborhoods close to public transportation. Parents are welcome to visit the school sites and to take advantage of the resources that are available to them and their children. Some sites are also food distribution centers for the local food bank. Sixty-eight percent of the student population is enrolled in federal Job Corps programs. Minors who are enrolled at Job Corps live on campus and the Job Corps serves as the parent for education and medical decisions. Parent involvement at the Job Corps centers is low because in many cases the child has been removed from the home or was homeless due to a lack of parental oversight and in some cases, abuse. SIATech does reach out to the parents of minors who attend Job Corps when appropriate, but participation in surveys and outreach events is low due to the nature of the program. The school is currently developing staff training around trauma informed practices and diversity. This professional development will provide staff with a better understanding of the culture and history of their students and families. There are also plans to create formal parent advisory committees to encourage parent participation in the development of the school’s programs and to facilitate two-way communication between families and the school.|4|5|5|2|3|4|4|4|2|2|4|2|2019-10-22|Met|2019 19753090131383|SIATech Academy South|3|The school has developed several ways to solicit input from families regarding its goals. Parents and community members are invited to site based informational meetings in the spring. An Accountability Website was developed that provided information to and solicited information from all stakeholders. A Flyer was mailed to parents of minors with instructions on how to provide feedback via the accountability website. The website and survey were made available in both English and Spanish. Students were given handouts with information about how to access the website and online survey to take home to their parents. Information regarding access to the accountability website and LCAP survey were published in newsletters (intended for parent outreach). Due to the open-entry/open-exit nature of the program and the fact that many of the minor students are enrolled in Job Corps, establishing parent advisory committees continues to be a challenge. The school continues to seek out new ways to engage parents and community members, including special events at the sites, parent advisory committees and community outreach events.|Seventy-three percent of the students who attend SIATech Academy South are over the age of seventeen. Parents of minor students attend orientation meetings, meet their student’s teacher, sign the Independent Study Master agreement, and regularly receive progress reports. The school utilizes Schoology, a learning management system, to deliver the curriculum. Parents are provided with accounts so they can connect to Schoology via a parent portal where they can access information regarding their student’s progress, announcements and grades. SIATech Academy South employs an intervention protocol that identifies students who are not meeting their academic goals and provides them with support to overcome their barriers to education. Parents are an important part of this process and the school work with each family to provide support when possible. The school publishes regular e-updates that highlight student achievement and special events at the school. These newsletters are sent to all students and parents. The site also maintains a website that provides important information to parents about the school sites. During the enrollment process, parents receive an InfoSnap account that allows them to access the school policies and their rights. Staff review these rights with the parent and student at the time of enrollment. Students and parents in the Independent Study program also review and commit to a Rights and Responsibilities agreement that includes sections for the parent, student, and teacher.|Seventy-three percent of the students who attend SIATech Academy South are over the age of seventeen. Parents of minor students attend orientation meetings, meet their student’s teacher, sign the Independent Study Master agreement, and regularly receive progress reports. School sites also serve as resources for students and their families to connect with services they may need in order to overcome their barriers to education. School sites are located in neighborhoods close to public transportation. Parents are welcome to visit the school sites and to take advantage of the resources that are available to them and their children. Staff are provided with training and opportunities to interact with parents and community members at a variety of events including outreach and recruitment events, job fairs and open houses to encourage parents to visit the sites. School sites also hold community building events to encourage parent and community participation. The school is currently developing staff training around trauma informed practices and diversity. This professional development will provide staff with a better understanding of the culture and history of their students and families. There are plans to create formal parent advisory committees to encourage parent participation in the development of the schools programs and to facilitate two-way communication between families and the school.|4|5|5|2|3|4|4|4|2|2|4|2|2019-10-22|Met|2019 29663570124834|Sierra Academy of Expeditionary Learning|3|Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the representative Site Council to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. These goals are directly in line with our budget and decisions made about the budget. There are representatives on our Site Council and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The Site Council has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Admin. Every LCAP, Charter Renewal, and WASC visit there are representative groups contributing to the work and feedback. It is and ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.|SAEL’s model, EL Education, has a commitment to creating positive partnerships with families to ensure the success of students in high school and beyond. This involves the biannual Student Led Conference process where students present to their families and Crew Advisors about their evidence of progress, goals, and plans for next steps to ensure both academic and character success. Our Guidance Counselor’s website is up to date, bi-monthly newsletters are sent, and there is an open door policy for 1:1 meetings to discuss socio-emotional and/or college and career goals. With Crew Advisors at ~15:1 and the Guidance Counselor open to one to one meetings, this provides opportunities for families to connect and support learning in the home. In addition, families can see mastery based grades in JumpRope and access assignments in Google Classroom. There is tech access in the school to do this as well knowing some families do not have access to internet at home. There is ongoing education with families to learn about how best to communicate with and about these tools. . Our UCP (Uniform Complaint Policy) is up to date, in our Handbooks, posted on our website, referred to, and followed up on when parents or students may have greater concerns. Feedback is incorporated into how we communicate with families and this helps modify our practices. The school provides PD to teachers about how best to partner with families as Crew Advisors and educators in general. The teachers and staff are trained and then practice culturally responsive interactions, teaching, and learning with families. This is an ongoing consideration that requires attentiveness and responsivity to the needs of each cohort of students that comes through the high school. Teachers and staff sustainability and longevity definitely support greater relationship development and sustainability of these relationships in the long term. SAEL is in its 6th year and continues to grow as a program and to work to retain high quality educators and staff. In house and off site PD is ongoing on how best to partner with families to support student success. The PTC (Parent Teacher Crew) at SAEL continues to grow. It was launched after the school was created and has begun to attract even more families to the monthly meetings due to a reinvigoration of connection and positivity. The PTC continues to grow its speaker series to include presentations from staff, local experts, and other requested experts based on parent input each year. This is an ongoing process to ensure underrepresented family groups are feeling supported, welcomed, and engaged in PTC activities as well as the school as a partner in the big picture. The PTC will continue to recruit and connect with all families at school events as well as engage in targeted outreach for any underrepresented groups through emails, phone calls, recommendations from school staff, and one on one meetings with the PTC president and families.|SAEL works continuously to build staff capacity in engaging with all families and students in our community. This means staff engage in PD and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator regularly leads PD and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check ins, and the biannual Student Led Conference (SLC). This allows for regular 2 way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an open door policy in order to ensure all students and families have access to proactive and reactive wellness, college & career, socioemotional, and character supports. SLCs allow parents to engage in two 30 minute presentations led by their student each year with their Crew Advisor. This allows face to face, one on one check ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Coffee with the Principal, PTC Meetings, Senior Character Focus Group, Site Council, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized EL Education learning model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a charter school with representative student subgroup percentages that match and sometimes exceed our County. The school will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. This looks like posting specific information about recruitment in local online groups like Sierra Madres and Padres and ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies like the Board of Directors, Site Council, WASC Committees, Charter Renewal groups, and the PTC will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and students eligible for free and reduced lunch are represented through our official decision making bodies and this must be ensured every year and in every opportunity.|5|5|4|5|4|4|5|5|5|5|4|5|2019-10-14|Met|2019 10621660114355|Sierra Charter|3|The advantages of being a small charter school gives families regular access to administration, teachers and other staff. Their opinions and suggestions are readily accepted and encouraged. Google Voice is used to communicate with all families and those not responding are pursued until communication is restored.|One on one meetings are regularly scheduled to provide parents with information on student's progress. At these meetings parents are given an opportunity to advocate for their student and step-by-step plans are developed to improve student outcomes when needed.|The 2018-19 surveys conducted at SCS for parent engagement indicated that the school is very good at communicating all information and that they listen to any concerns or opinions/suggestions; parents feel a part of the learning process and are encouraged to be involved; and the survey was designed to provide information for WASC, Title I and LCAP.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 46104620000000|Sierra County Office of Education|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 31669440121624|Sierra Expeditionary Learning|3|After many years of growth from a start-up, there has been little need for family input. Surveys are conducted but currently there is little involvement in strategy development; this is something for us to work on.|Information is readily available in the needed languages, and involved efforts are always in effect to connect with families and provide information on student progress. We continue to work on best communication methods and assess this regularly.|Most documents and correspondence is translated in our primary secondary language, Spanish. We have a dedicated translator for meetings and phone calls. We could work on better communication avenues for families without (or with poor) access to the internet, in part conducting more phone calls/texts instead of emails.|5|5|5|4|5|5|5|5|5|5|4|4|2019-10-14|Met|2019 22655320125823|Sierra Foothill Charter|3|In order to sustain our quality programs and provide the best academic environment possible for our students, parent and guardian support is critical. SFCS encourages input and feedback from parents/guardians and community members and includes these stakeholders in decision making in the following ways: - LCAP input and review meetings - Annual surveys - Participation on school/district committees - School Board Meeting attendance and participation - Parent/Guardian/Student Handbook Goal areas for the future include increasing outreach to expand representation on committees and increase participation at meetings, particularly focused on underrepresented families.|Multiple resources for parents/guardians and community members were added to the SFCS website. Parent conferences, Student Study Team meetings, 504 Plan meetings, and IEP meetings were held to provide individualized feedback and support. PARENT/GUARDIAN SURVEY DATA The results of the spring 2019 parent/guardian survey include the following: 100% of parents/guardians feel welcome at SFCS 100% have visited the school 70% have visited classrooms 100% have attended at least one meeting about their child's progress 100% feel adequately informed about their child's progress 97% feel they understand the teacher's expectations 100% feel communication from the teacher is adequate 100% feel the SFCS communication tools provide adequate information 97% feel the teacher helps the parent/guardian support learning at home 100% feel SFCS has a positive public image Each staff member individually met with the Principal/Superintendent a minimum of twice in the year to provide feedback on the school goals and to identify needs. Teachers expressed greater confidence in implementing new curriculum, and felt teaching was more effective. All teachers expressed confidence and effectiveness in communicating progress to families and identifying tools and resources to support learning at home. Professional development needs for teachers include Next Generation Science Standards, reading and math interventions, and technology integration. Instructional aides identified engagement strategies and behavior management tools as training needs. Overall, staff reported increased cohesiveness of the team, a feeling of support and gratitude for their work, and an awareness of their positive impact on the success of the school. Goal areas for next school year include professional development in MTSS, specifically increased targeted intervention programs and monitoring tools. This will assist staff in providing more precise communication regarding student progress.|The number of approved volunteers increased by 67% in 2018-19. The Office Manager assists with communication and record keeping regarding the volunteer approval process. Volunteer opportunities are shared by teachers and through all modes of communication. Parents/guardians are encouraged to complete a volunteer interest survey. SFCS assists parents/guardians who cannot afford the fees associated with fingerprinting Various communication tools are used regularly, including Weekly Bulletin, Parent/Student Handbook, Class Dojo, SFCS website, SFCS Facebook, flyers, bulletin board, marquis, email blasts, mailings, and teacher blogs/websites. PARENT/GUARDIAN SURVEY DATA The results of the spring 2019 parent/guardian survey include the following: 100% of parents/guardians feel welcome at SFCS 100% have visited the school 70% have visited classrooms 100% have attended at least one meeting about their child's progress 100% feel adequately informed about their child's progress 97% feel they understand the teacher's expectations 100% feel communication from the teacher is adequate 100% feel the SFCS communication tools provide adequate information 97% feel the teacher helps the parent/guardian support learning at home 100% feel SFCS has a positive public image Each staff member individually met with the Principal/Superintendent a minimum of twice in the year to provide feedback on the school goals and to identify needs. Teachers expressed greater confidence in implementing new curriculum, and felt teaching was more effective. All teachers expressed confidence and effectiveness in communicating progress to families and identifying tools and resources to support learning at home. Professional development needs for teachers include Next Generation Science Standards, reading and math interventions, and technology integration. Instructional aides identified engagement strategies and behavior management tools as training needs. Overall, staff reported increased cohesiveness of the team, a feeling of support and gratitude for their work, and an awareness of their positive impact on the success of the school. Goal areas for next school year include professional development for all staff in cultural proficiency and trauma-informed instruction and support.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-29|Met|2019 29102980114975|Sierra Montessori Academy|3|Although Sierra Montessori Academy does well with providing communication, a focus area for Sierra Montessori is to have more parent involvement in general.|Sierra Montessori Academy is successful at providing families ideas for supporting student learning at home. A focus for improvement is to provide more professional learning on building partnerships with families.|Sierra Montessori Academy creates and builds relationships with parents on a daily basis. We have provided many opportunities for families to come onto campus and build those solid parent/staff relationships. Our focus area for improvement is to continue the two way communication piece where all parents are being communicated with and staff are making sure families know that they are welcome to contact staff at anytime with questions or concerns.|4|5|4|4|2|3|4|3|2|2|2|2|2019-10-02|Met|2019 15737420000000|Sierra Sands Unified|3|2019-20 is the first year of the California School Dashboard's Local Indicator Self-Reflection Tool (Priority 3) – Parent Engagement. The 2019-20 ratings are baseline data which will be used to identify strengths and a focus area for improvement. Building the capacity of and supporting principals, staff, and families to effectively engage families in advisory groups and with decision-making is an area of strength. Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is a focus area for improvement. The district will improve engagement of underrepresented families through improved and increased opportunities through School Site Council, Parent Teacher Organization, Title I meetings, Family Nights, and LCAP Forum to work together to plan, design, implement, and evaluate family engagement activities.|2019-20 is the first year of the California School Dashboard's Local Indicator Self-Reflection Tool (Priority 3) – Parent Engagement. The 2019-20 ratings are baseline data which will be used to identify strengths and a focus area for improvement. Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes and supporting families to understand and exercise their legal rights and advocate for their own students are areas of strength. Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is a focus area for improvement. The district will improve professional learning and support to teachers and principals through professional development in topics of Equity, Cultural Proficiency, and Positive Behavior Supports and Intervention.|2019-20 is the first year of the California School Dashboard's Local Indicator Self-Reflection Tool (Priority 3) – Parent Engagement. The 2019-20 ratings are baseline data which will be used to identify strengths and a focus area for improvement. Creating welcoming environments for all families in the community is an area of strength. Supporting staff to learn about each family's strengths, cultures, languages, and goals for their children is a focus area for improvement. The district will improve engagement of underrepresented families through improved and increased communication regarding engagement opportunities as well as providing more flexible opportunities for parents to engage in school and district meetings/events.|2|3|1|2|1|1|3|3|3|3|2|1|2019-10-17|Met|2019 10752750000000|Sierra Unified|3|Formally, the district provides parent input through School Site Council, Parent/Faculty Groups and a few parent/community advisory groups. It is planned that the staff and administration will work toward using less formal opportunities to gather parent/family input on topics in an open forum setting once a month at each school site. Topics for discussion will be pre-planned to focus input and suggestions from the community.|Based on parent feedback through surveys on school climate and communication, many of our families report that they are regularly met with respect and a welcoming environment that hears their concerns. In progress is the development of academic counseling sessions to assist all families and students to build an academic plan to include avenues toward academic excellence for the individual that may include CTE courses, advanced tracks in math and science, and participation in honors and Advanced Placement-leveled courses.|Based on parent feedback through surveys on school climate and communication, many of our families report that they are regularly met with respect and a welcoming environment that hears their concerns. There is still work to be done in developing the capacity of staff to include the building of relationships that expand on the existence of respect that we hold for our families and community. Our growth in professional learning can be strengthened in learning more about our families' cultures and cultural practices.|4|4|3|4|3|3|4|4|3|3|3|3|2019-10-14|Met|2019 54722490130708|Sierra Vista Charter High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Parents participate in school site council meetings and DAC and provide their input on programs and policies. As we district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students." Our district also hosts parent information nights to discuss programs and activities to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Students and their parents/guardians are invited to Sierra Vista prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming students and their parents/guardians during incoming registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. School site council and DAC parent meetings are held on a regular basis and translation is provided. The administrative team also meets individually with parents/guardians on a regular basis to address the needs of their students. As a district we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|4|5|4|4|3|4|1|5|4|4|4|2|2019-10-17|Met|2019 46701770000000|Sierra-Plumas Joint Unified|3|All schools within the district conduct site council meetings to involve all stakeholders in decision making and planning.|Parents have realtime access to teacher grade books and student progress through our student information system PowerSchool. All sites conduct RTI meetings when needed and send out multiple reports of progress throughout the school year. Site admins communicate directly to parents via weekly informational all calls.|Sierra-Plumas provides many opportunities for staff to interact with parents and build strong relationships. All sites have many parent outreach meetings that take many forms: - Parent teacher conferences - Back to school nights - Student concerts, science nights, art show, dinners....|5|5|4|4|4|4|5|5|5|5|5|4|2019-05-14|Met|2019 09619860000000|Silver Fork Elementary|3|District staff consists of two certificated staff, one classified and a Superintendent/Principal. The staff meet to discuss programs and policies and to develop goals and actions as they relate to the LCAP. The staff consistently reach out to families to solicit participation in school activities.|The school staff works very closely with parents on monitoring student outcomes. Staff and parents communicate almost daily throughout the school year. Staff makes themselves available for families that might have concerns for their student.|Silver Fork is small, one building school and district. The community that the district serves is a very tight knit community where everone knows each other and supports the school.|5|5|5|5|5|5|5|5|5|5|4|5|2019-09-24|Met|2019 01611920127944|Silver Oak High Public Montessori Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 36738900000000|Silver Valley Unified|3|Parent engagement and involvement happens at all levels of the district. Input from parents and community members on the parent engagement policy was collected and agreed upon during our district and site strategic planning meetings throughout the year. That policy was then taken to our Board of Trustees for approval and is included in our annual notifications to parents at the beginning of the school year in our parent handbook. We provide parents with translation services to assist them in giving input and feedback during meetings. Parents who need special communication accommodations will be made in order to allow them to have access to schools, give input and communicate effectively. The most relevant engagement is at the site level. Parents are encouraged and invited to be involved in the site’s PTO, School Site Council, English Learner Advisory Committee (where applicable), district strategic planning and site strategic planning teams. Throughout the year these various meetings are held and parent input is sought to help shape and direct school resources. Parents are also asked to work with sites to give input on the school’s vision and mission through the site strategic planning process. Each year the individual sites invite parents and students to come and give feedback on the past year’s progress and input into the next steps the sites will take to meet the needs of all students. These meetings inform the district strategic planning meetings, held twice a year, to ensure the overall goals of the district are being met. Training takes place throughout the school year. The school sites also hold various parent/family nights throughout the year to help parents with Common Core Standards, technology, STEM, and PBIS strategies that are specific to each site. Sites will also use parent input when planning family nights to meet a specific need. Those nights are usually offered one time unless there is a request for follow-up information/training. Various materials and resources are shared with the parents at these meetings. Parents are also encouraged, throughout the year, to be actively engaged as partners with their children’s teachers and administrators. The school sites also engage parents through the student study team process and parent teacher conferences. Parents are invited to come and work with the school site team to provide support and resources for the student both at school and at home. Parents are invited to log on to our student information system through the parent portal so they can also monitor their student’s progress towards meeting standards. Joint parent/district engagement development will take place at sites and during District Advisory Council meetings that take place between 4 and 5 times a year. DAC representatives will report to and from school site councils to review and give feedback to the current policy.|SVUSD offers parents and families many different opportunities to support student outcomes. Two times during the year the elementary sites and high school holds parent/teacher conferences. This time allows parents to come in, ask questions, give suggestions and help build support plans for their students. Parents also have the opportunity to schedule appointments throughout the school year to meet with teachers and/or administrators to discuss any concerns they may have. Also, SVUSD ensures that parents know their rights when it comes to their children's education through the UCP process, through Title IX, MIC3, and the IEP/Section 504 Plan Process. Each of these are published on the district web site and in the parent handbooks. District and site administrators openly respond to parent requests for information or when express concerns. SVUSD school sites also hold different "Family Nights" that help and support parents in the areas of Math and ELA. Informative meetings also include information around STEM and technology and the ways parents can support their students at home. All of these help promote and support student success in the home.|SVUSD school sites engage parents and families in many different ways. At the sites, teachers and administrators work with parents in one-on-one meetings all the time. These meetings are held to discuss student interventions, strategies to support academics and behavior, concerns and success, and any other topic as needed. School sites also provide parents and families opportunities to be involved through School Site Council, ELAC, PTO and family nights. Site Family Nights cover many different topics that include, but are not limited to, Math, ELA, STEM, and technology. This allows parents to ask questions and give input for other topics to be explored.|5|5|4|4|3|4|4|4|5|4|4|4|2019-10-08|Met|2019 56726030000000|Simi Valley Unified|3|Simi Valley Unified School District (SVUSD) provides numerous opportunities for families to engage in groups and decision-making. Families have numerous opportunities to participate in a wide range of school-level and district-level groups ranging from School Site Council, Local Control and Accountability Plan (LCAP), District English Learner Advisory Committee (DELAC), site-level English Learner Advisory Committee (ELAC), Bond Oversight Committees, and school board meetings. All families are encouraged to participate in such meetings. Many receive communication about attending throughe-mail communication to automated calls to the use of social media to sending written communication with students to using traditional post office methods where applicable.|Simi Valley Unified School District (SVUSD) offers a great deal of professional development and support to its employees. SVUSD also provides numerous opportunities for families to attend workshops and events where topics and strategies related to supporting the home to school partnership is a focus. Topics vary from academic support to tobacco prevention to suicide prevention and awareness to mental health to scholarship opportunities to Federal Student Aid support. Engaging and involving underrepresented families is also a focus when any of the above events are scheduled and organized. Interpreters are often available to support families who need interpreting and child care is provided if the supervision of young children prevents families form attending events. Communication is made in various modalities ranging from e-mail communication to automated calls to the use of social media to sending written communication with students to using traditional post office methods where applicable.|Simi Valley Unified School District (SVUSD) continues to focus on building and sustaining positive relationships with all stakeholders. Through the usage of various survey instruments, SVUSD is able to measure areas of strength and areas for growth. The instruments we utilize are LCAP surveys that are distributed to students, parents, and employees. We also utilize the California Healthy Kids Survey (CHKS). In the last two years we have also partnered with Panorama Education to capture student voice. One area where student voice is captured is on the topic of student-teacher relationships. An area we will continue to focus on is how we can improve our communication with underrepresented families as well how we can increase the level of participation in school-related and district-related events for underrepresented families.|5|5|4|4|4|3|4|4|4|5|5|5|2019-10-22|Met|2019 47104700000000|Siskiyou County Office of Education|3|Strength: We have invited parents to become members of School Site Council, and had a parent join while her daughter was attending the school. We also have good support from community members including the Probation Dept. Area of Improvement: We need to develop strategies to more fully engage parents, using multiple modes of communication to gather input.|Strength: Providing events to educate parents concerning trafficking and substance abuse. Area of Improvement: Need to include parental rights in the handbook/enrollment packet and offer incentives to encourage parents to attend meetings.|Strength: Communication is sent home every Friday to wherever the child is living at the time. Area of improvement: Increase 1:1 interaction by holding face to face meetings with parents quarterly.|4|3|3|4|1|2|2|1|2|2|3|2|2019-10-16|Met|2019 47704660000000|Siskiyou Union High|3|Our parents and students are consistently involved with site and district level committees that provide input on policies, programs and budgets to support our goals and activities. These students and parents are members of underrepresented families and seek input and provide support and advocacy for other parents. Our focus area for improvement includes increasing our number of parents involved in the process of monitoring and supporting their students progress toward college and career readiness.|As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of monitoring and supporting their students progress toward college and career readiness.|As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of monitoring and supporting their students progress toward college and career readiness.|3|3|2|4|3|3|3|3|4|3|4|4|2019-10-09|Met|2019 12626870107110|Six Rivers Charter High|3|Through regular PAC meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Stakeholders are regularly informed about how they can participate via emails, website posts, mailers home, and social media. Those parents that are on the PAC are highly engaged in the governance of the school. They are members for a 2 year term. The 2018-19 school year was a WASC Self Study year for all Six Rivers Charter High. Through the WASC Focus Groups/LCAP Stakeholder Meetings, parent relationships were enhanced. The number of stakeholders involved in WASC/LCAP community meetings was 23, which is up from 2017-18. The district-wide Fall and Spring survey of families, staff and students will continue as participation has been on the incline with 478 in the Fall and 215 participants district-wide in the Spring. Moving into 2019-20, which is not a WASC year, Six Rivers is looking at ways to use the Focus Group meeting format from 2018-19 to continue forward in our LCAP Stakeholder meetings so that the amount of participation continues to be strong. Evaluation of family engagement will occur via continued surveys and improved attendance rates.|Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Many teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs meet regularly with staff to discuss learning goals and accommodations. As part of the Northern Humboldt Union High School District, we have a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. This work will include conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The District Student Services department is putting together a list of resources for staff, families and students to use. This list includes contact information of both on and off campus resources so students, families and staff can reach out for help as needed.|Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Parent Advisory Committee and the Pirate Parents. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and community. Such events include the Back-to-School Community Potluck and Winter Feast. In addition, the board meetings and the Parent Advisory Committee enable local control from community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in. The LCAP actions for 2019-20 focuses on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students. The August professional development included workshops on brain chemistry, trauma and cultural proficiency. Dr. Martha Merchant, a consultant with UCSF HEARTS (Healthy Environments and Response to Trauma in Schools), was a keynote speaker for the entire district prior to the start of the school year. School staff, teachers and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district has a contract with Dr. Martha Merchant to continue to coach the organization in the healing and transformation as we develop more culturally sensitive schools. In addition, the LCAP states that professional development will be provided regarding Tier 1 and Tier 2 supports, including trauma informed strategies. Goal 3 in the LCAP specifically addresses family and community engagement. Plans are to build staff capacity for usage of the website features for communication with families and community. Six Rivers already has a robust Social Media presence on Facebook and is looking to expand to other social media platforms as well.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-08|Met|2019 49402460124339|Sixth Grade Charter Academy at Petaluma Jr. High|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49708540124339|Sixth Grade Charter Academy at Petaluma Jr. High|3|The biggest area of improvement would be to organize and implement a Site Council and a PTSA. Currently we do not have either. We have very dedicated teachers and parents, but no formal organization.|We partner with Mentor Me, YouThrive, and Santa Rosa Junior College. Currently we partner with Mentor Me. This organization connects socioeconomically disadvantaged students with adult Mentors who will spend quality time with them: doing homework, playing games, developing hobbies that help them learn and grow. YouThrive works with students who are on the precipice of troubling behavior, or already immersed in it, and engages them in high-impact workshops that support the development of the youth’s assets and resilience. The goal is to equip young people with the mindset and coping skills to stay on a positive path through school and career, and to be contributing members of their family, school, and community. We have partnered with SRJC to provide field trips to the community college and Sonoma State University to expose students to college. One area for improvement is to work with our Spanish Speaking families and our students who will be the first in their family to go to college. We plan to partner with the Parent Institute for Quality Education (PIQE) this year. This organization will hold a series of workshops for parents teaching them about the education system and how to fully utilize all the resources available to them. Teachers are part of Petaluma City Schools Districtwide Professional Development. Sessions included How to Deal with Difficult Parents, Trauma Informed Classrooms, etc.|We currently have opportunities for parents to connect with Sixth Grade Academy at Petaluma Junior High. Some of our events include Back to School Night, Open House, History Day, Westside Relays, field trips, and outdoor education. Our student information system, Aeries, is accessible to parents at all times. Grades and attendance can be monitored in real time. All teachers can be reached through email or by phone. Weekly classroom updates are sent to parents every Friday in English and in Spanish. Parents also receive a twice a month update from Petaluma Junior High School, since students are invited to participate in the junior high activities. Teachers use the remind app and weekly progress reports.|4|5|5|4|4|5|4|4|1|1|2|3|2019-11-12|Met|2019 36679186101927|Sixth Street Prep|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we have opened up 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including "Coffee with the Principal," School Site Council, English Language Advisory Committees, and family events. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families.|4|4|3|4|4|4|4|4|4|4|4|3|2019-10-09|Met|2019 36750510115089|Sky Mountain Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. At Sky Mountain Charter school, we often say that we have many individual schools rather than one large school. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly in-home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. In 2018-19, we held two parent feedback groups on upcoming school initiatives. An area of improvement is our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|In 2018-19 we revamped our professional development program to better meet the needs of our teachers in working with their independent study students. We use Title II funding to support teachers not only with personalized trainings but also in adding single subject matter credentials and in going through the teacher induction program. During our regular in-home visits, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. In 2019-20 we developed a goal setting program as part of a personalized student success plan. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates on a parent choice model of education where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 1 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent 2-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have an active parent council and governing board which are open to the public. Our administration holds a parent town hall twice a year and we regularly survey our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2019-20 we are directing some Title 1 funding to increase our ELL support staffing in an effort to work more closely with these underrepresented families. Additionally, the Special Education administration regularly hosts Dessert Nights to provide additional time supporting the parents of students with disabilities.|5|4|3|3|5|5|4|3|4|4|3|3|2019-10-31|Met|2019 44698074430179|SLVUSD Charter|3|Charter programs seek parent input regarding classroom decisions on field trips and extracurricular events through Google surveys and/or parent meetings. Our Parent Advisory Committee helps to develop the questions for our annual parent survey and reviews the results in order to bring input into the LCAP development. The Parent Advisory Committee (PAC) also helps with the School Safety Plan and the extracurricular activities and classes. To help ensure a broad range of input from all stakeholders, the PAC parents share information at the parent meetings. FOCUS AREA for improvement: We would like to have a higher level of parent participation in the PAC meetings for greater awareness of the LCAP process and Charter Renewal that is coming up next year. We are looking at building greater equity by looking at new processes for input for students and parents who have not had the ability to attend or give input though designated meetings.|Parents have a variety of ways that parents participate in the Charter; in the classroom, on field trips, through parent booster clubs, fundraising activities, our parent advisory committee as well as through the programs parent meetings. Each of our programs have regular times for parents to meet with the teachers to discuss their students academic progress. Teachers send out email updates to their parents every week. These emails are another way for parents to find out what opportunities are available for parent participation. Programs also have parent meetings to discuss educational issues and classroom updates, with childcare offered so that all parents can attend. The Charter administration sends out a Charter Newsletter bi-monthly that includes articles to support social emotional skills, technology awareness, and ways to support their student’s learning in the home. We have parents regularly participating in the classrooms, on field trips, parent booster clubs, with fundraisers, and on our Parent Advisory Committee. In our annual survey, 89% of the parents who replied are satisfied with the level of communication from their student’s teacher. 100% say their student gets extra help from their teacher when needed. 100% of parents who replied said that their student benefited from working with the Lifeskills taught in the classes. 93% of the parents who replied said that their student’s coursework is helping them to be well prepared for college or career. The current focus area for improvement is to integrate the parent booster clubs of the various programs and grade levels to better increase extracurricular opportunities.|SLV Charter has a strong level of engagement with their parents and students. Building and maintaining relationships between staff, parents, and students is foundational to our Charter. Students are educated in small learning communities where their social-emotional learning, academic skills, life skills, collaboration, and individual needs can best be supported. We have various All Charter Events throughout the year to help build relationships with our families. Events include family camping trips, skate days, harvest festival, a craft fair, various field trips, and an all Charter play. Individual classrooms invite parents to class presentations, parent appreciation teas. All grades are increasing student voice and engagement through project, problem or placed based learning opportunities. All students self assess their progress in academics and life skills that are support Character building. We support individual and class reflection for problem solving through regular class meetings. Families of individuals with exceptional needs regularly meet with their support team and each student gives input into determining progress toward their goals. SLV Charter sent out a survey to parents in the spring of 2019. The tool used for the survey was Survey Monkey. One of the question included the statement, “I am aware of the opportunities to give input into the Charter’s programing for academic or classroom needs.” The question listed the variety of ways that parents can participate or give input on decision-making. The range of awareness ranged from 61% aware of the parent booster club opportunities, 78% aware of the Parent Advisory Committee, 85% aware of contacting administration via email, 93% aware of the various ways to contact their teacher. 100% of those who responded said that the communication with the Charter Administration was positive and productive. 97% of those who replied said that their student felt connected to their school.|5|5|5|5|5|5|4|4|5|5|4|5|2019-10-16|Met|2019 34765056033336|Smythe Academy of Arts and Sciences|3|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 24658390000000|Snelling-Merced Falls Union Elementary|3|Snelling Merced Falls hosts multiple School Site Council meetings throughout the school year to discuss district level decisions. Also, annual surveys are provided to parents, staff, and students regarding local decisions. All monthly board meetings are posted on the website along with the monthly board minutes.|Snelling Merced Falls conducts two parent teacher conferences throughout the school year to improve communication on student achievement. A school-wide communication system has been implemented and sustained in diverse languages to meet the needs of all students and family communications throughout the school year. Also, updates to our website were made to increase communication, and increase user friendliness by having a cell phone accessibility component.|Snelling Merced Falls Elementary works closely with families of students and the community in building strong, valuable relationships. The school hosts several functions throughout the school year that supports family and community events that have a high attendance rate. We will continue to value the relationships that support student learning and diverse cultures.|5|5|4|4|4|3|5|5|5|5|5|5|2019-10-10|Met|2019 36739570000000|Snowline Joint Unified|3|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 47 percent of parents/guardians surveyed believe that they are offered a say in the decision-making process at their child's school, while 43 percent of them say that they have a voice in regards to decision-making at the district level. Snowline JUSD and its schools will sustain current parent involvement forums that solicit feedback for decision making as well as offer additional opportunities when applicable. District and school site leadership will partner with the Parent Advisory Committee (PAC) to assist with the alignment of department and school strategic plans.|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 61 percent of parents understand what types of academic support are available to students; 58 percent of parents believe that students receive the resources and support they need; 50 percent of parents understand what types of social-emotional support are available to students. 48 percent of parents of English learners believe that schools provide enough academic support, while 41 percent feel that enough social-emotional support is offered. In regards to special education students, 56 percent of parents state that enough academic support is provided and 51 percent believe that enough social-emotional support is given to students. The LEA has made a top priority of making parents aware of academic and social-emotional support opportunities through a number of platforms, including reaching out to parents individually, hosting parent meetings at both the school and district level, and providing information through the SJUSD website and social media. Additional layers of communication and support are delivered through the District English Learner Advisory Committee (DELAC), each school’s English Language Advisory Committees (ELAC), and the newly established Special Education Advisory Committee. The previously mentioned meeting platforms allow for the sharing of student achievement data that includes, but is not limited to, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Smarter Balanced Assessment Consortium (SBAC) interim assessments, California Assessment of Student Performance and Progress (CAASPP), and English Language Proficiency Assessments for California (ELPAC).|According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 67 percent of parents feel welcome at district schools; 59 percent believe that the teaching staff builds positive relationships with families; 59 percent also feel that they have good working relationships with school staff and problems are resolved in a collaborative manner. In regards to communication, 64 percent of parents feel that school staff provides consistent and accurate information (e.g., school events, announcements, policies) to all families; 61 percent believe that school staff listen to their concerns; 64 percent are satisfied with the responsiveness of school staff. Building and promoting positive school climates continues to be a high priority within the District. Although the level of customer service continues to improve in all schools and departments, there is more work to do when it comes to ensuring that all families' needs are addressed and met, if at all possible.|4|4|4|4|3|4|4|4|4|4|4|3|2019-11-14|Met|2019 36678760117192|SOAR Charter Academy|3|SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a GUIDE, a Board member, School Site Council, and/or participating in the three surveys we give to gather feedback annually. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address the findings. SOAR takes the CAL-SCHLS California Healthy Kids Survey in 5th and 7th grade along with giving the Parent Survey and Staff Survey components. This survey gives a lot of information on many areas in the LCAP. We also give a local Stakeholder Survey parents to gain additional feedback related directly to the 8 priorities in our LCAP and Charter. We choose to give these three surveys because they are comprehensive surveys that give us a lot of information across all state priorities and tie to our LCAP planning process very well. We have very little turn out for general parent meetings relating to receiving feedback but we did get over 45% participation rate from parents on CALSCHLS, Stakeholder Survey, and Leader in Me MRA. 98% of our parents agree SOAR promotes active parental involvement in all programs. 91% state we keep them well-informed about school activities and 84% feel they are well-informed of their child's progress. We received an overall grade of a 91% on our Stakeholder Survey.|Our parents are one part of a three part team; students, staff, and parents. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent GUIDES, parent conferences, various on campus and off campus volunteer opportunities, school open house and back to school events, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parent involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level. Progress reports go home to parents every six weeks to make sure they are aware how their child is performing. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals.|SOAR welcomes and encourages its students' families to be involved in the education of our students. Our family feel is something we take a lot of pride in on our campus. We send home information through our app, newsletters, website, phone calls, text messages, emails, and in person. Parents/families can communicate with us through all the same means. We use all these methods to improve the engagement of our underrepresented families. We translate when needed. One area that we continuously strive to improve is the number of family members that participate and attend meetings, parent workshops, and events on campus.|5|5|4|4|4|5|5|4|4|4|4|5|2019-10-16|Met|2019 34674390101295|Sol Aureus College Preparatory|3|We have a standing parent committee, and hold monthly meetings that all are welcome to attend. All families are welcome to present ideas and participate in the discussion of community activities, curriculum development, and the welfare of the school.|We identify professional development for all of out staff. The PD that is provided is targeted at growing student outcomes and providing families with vital information for their academics.|We have created multiple pathways for communication amongst Staff, Parents, and Students. We have implemented Teacher Home-Visits to build relationships and provide opportunities for parents to meet and communicate with the Educators. We work towards hiring a multi-cultural staff to meet the needs of our families. Educators and Administrators offer continuing education to parents to develop a deeper understanding of common-core curriculum.|4|4|4|4|4|3|3|3|4|4|4|4|2019-10-23|Met|2019 37683870000000|Solana Beach Elementary|3|Solana Beach School District values the partnership and input of our parents/families. The District and each school site provides opportunities for input and decision making through various committees: School Site Council, PTA/PTO meetings, English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DELAC), the Local Control and Accountability Plan (LCAP) Parent Advisory, and the LCAP Input Meeting. In addition, the district is revamping its Strategic Planning Process through the Imagining a Vivid Vision process, where every site has representation from the parent/family community and staff. In addition to committee opportunities, climate and LCAP surveys have been utilized to provide additional forums for input and decision-making, as well as our District Community Liaisons who support gathering input and disseminating information to families, including parents/families of underrepresented students. An area of focus to continue to refine policies and practices is the enhancement of two-way communication, and opportunities into decision-making for all families, including parents/families of underrepresented students.|The Solana Beach School District values and understands the potential impact of strong partnerships with parents/families and staff to support student outcomes. As research reflects, high levels of parental/family involvement positively impacts student achievement and well-being. Ensuring there are opportunities for parents/families to participate and partner in their children’s success will continue to strengthen our students’ educational experience. With a districtwide focus on social-emotional learning, a shared language and understanding only furthers opportunities to strengthen positive outcomes for students. Areas of strength include: over 95% of families opting into weekly communication from their school site which includes current events and resources to support student learning; over 95% participation in 2018-19 fall/spring parent/teacher conferences, parent/family volunteer opportunities, and progress report updates. In addition, the District and school websites have a translation feature with over 50 languages available to support communication access to important school and district related information. Annual surveys related to our District Local Control and Accountability Plan (LCAP) goals are sent to parents and are accessible through our website. An area of focus is to continue to refine policies and practices to support culturally inclusive environments to enhance the engagement of all families, including parents/families of underrepresented students.|Solana Beach School District recognizes and values the relationships between parents/families and staff to support positive outcomes for students. Areas of strength in building relationships and partnerships include: a focus on social-emotional learning and strategies to support trusting and respectful relationships, two-way communication, parent education nights, opportunities for participation in school and district committees (e.g., PTA/PTO/School Site Council, District Vivid Vision Committee, DELAC, ELAC), and participation in site-specific events that promote community (e.g., Back to School Night, Open House, Pancake Breakfasts, Heritage Night, STREAM events, family BBQs during the lunch hour). In addition, two District Community Liaisons support communication and outreach to families. An area of focus is continuing to refine and provide opportunities to engage in two-way communication, building on the strengths of cultural background and language.|4|4|2|3|2|3|2|2|3|2|2|2|2019-10-10|Met|2019 48104880000000|Solano County Office of Education|3|Parent surveys addressed their perceptions relative to instruction effectiveness, social-emotional support for students, parent perceptions of the school climate, services available to support students academically and emotionally, and preparing students for the transition to their school of residence. All respondents confirmed that they feel that their concerns/questions are taken seriously by their child’s school staff. SCOE provides quarterly after-school meetings to discuss instruction, services, policies, and budgets with parents and families. During these meetings, parents have an opportunity to provide valuable input on the development of the LCAP, the School Plan for Student Achievement and on instructional policies, including the school’s plan for English learners. The School Site Council also provides a forum for parent representatives to participate in governance and decision making. At the beginning of every year, the schools send to parents an invitation to run as candidates for School Site Council membership, and elections are held via mail ballots. School Site Council meetings are open to all parents, staff, and students. Parents are provided with background information to support their understanding of practice and policy issues. Such information includes requirements for LCAP development, state priorities, the California School Dashboard, results for all state and local indicators for SCOE programs, and an introduction to best practices. A more informal, but very effective way to solicit parents’ input is through regular individual meetings related to the development and review of students’ Individual Learning Plans. These are very effective in addressing specific issues and offering opportunities to become involved. Our students stay in our programs from one semester to a year and, as in many cases at JDF, just for a few days or weeks, so initial individual contacts with families are very important to establishing connections. A probation officer is located at our community school as a resource for students and families interacting with the justice system.|In communicating with our parents, we make any accommodation that is needed to provide equal access to all. Currently, our parents speak either English or Spanish, so every document sent home is in both languages and interpreting is provided when needed. SCOE supports parents with disabilities by providing any needed accommodation or service necessary to promote their participation in parent programs, meetings, communication with the school, and governance. Services include the use of sign-language interpreters and documents and webpages compliant with the requirements of the American with Disabilities Act. Four family events were held and designed as two-way communication opportunities and to encourage suggestions on how better engage them in support and governance for the school. At JDF, events were organized during visiting hours and revolved around student-directed activities, including two piano recitals for students who had attended after-school piano classes. These events allowed Probation and school staff to connect with the parents and talk about the student's plans for after release and to listen to their concerns and hopes. SCOE employs an attendance/community liaison who educates and support staff in communicating with families, conducts home visits to address any concerns, and supports families as a referral hub for a variety of needs. Our student support specialists are trained in cross-cultural communication as part of their counseling/social work coursework, and work with families to help them with strategies to support their children’s success and to prepare them to support their children’s transition back to their school of residence when leaving our programs. During the 2019-20 school year, SCOE is offering after-school parent support programs, including Parent Project Senior training, workshops on increasing technology skills, including digital etiquette and copyright privacy laws. Support to parents also includes education on accessing resources and navigating the environment of public and community agencies, and referral services through our Wellness Center. Literacy programs for non-English speaking parents are offered in partnership with their districts of origin or their community of residence. Parents are informed in writing at the beginning of every school year about their rights. In 2018-19, we added information about immigration enforcement and the rights students and families have under existing law. Our student support specialist functions as the school contact for a variety of parents’ needs and concerns. They provide referrals to community agencies and non-profit organizations and identify potential partners in addressing parents’ inquiries.|A broad range of stakeholders were included in the self-evaluation process during the 2018-19 school year to generate data for our local indicators. The process included meetings with parents and students, staff, and School Site Councils. The great majority of our parents are African American or Latino and come from families in the low-income range. The parents and family members who participated in the self-evaluation process included parents and families of English learners, foster youth and students with disabilities. English-Spanish interpreting was available at all meetings. Parents and families engaged in a conversation regarding ways to evaluate SCOE’s effectiveness in building relationships with the parent community and on ways to improve efforts in that area. Parents’ preferred communicating their perceptions, concerns, and interests directly during group discussions and individual conversations. Surveys were also distributed to all the students and families, including the California Healthy Kids Survey and locally developed questions. Parents supported the process and expressed experiencing positive connections with school staff. They also emphasized their interest in addressing students’ options after completing high school and an interest in being included in planning and monitoring student’s progress. SCOE has provided professional development and coaching for staff and administrators to build skills and a welcoming mindset to foster trust and project respect in working with our families. Our administrators and staff have developed competency in working with low-income African American and Latino families, which make up the large majority of our constituents. Administrators and key staff have participated in a year-long equity institute to develop strategies for addressing race issues and barriers in working with students and families. This work was continued with ongoing consultation to support administrators and staff in developing positive communication with students and families and addressing barriers relative to income differential and race. Training has been provided to teachers and administrator to increase their ability to understand families’ cultures and languages and to respectfully understand their expectations of the school and hopes for their children. Our administrators are participating in the county wide Solano Equity Alliance and have been active participants in the Solano County Racial and Ethnic Disparity (RED) workgroup convened by the Solano County District Attorney to address race factors affecting life outcomes for students of color. Our administrators are also participating in a year-long professional development with Jamie Almanzan on practices to promote equity and close the opportunity gap in education.|5|4|4|4|5|4|4|5|4|4|4|4|2019-11-13|Met|2019 27754400000000|Soledad Unified|3|Each school has a School-Site Council (SSC). In SSC meetings, the president trains teachers and parents on how to become good decision-makers as well as how to spend Title I and Title III funding in the schools based on the needs of the students. Each site has an ELAC committee, The ELAC committee meets a minimum of 5 times annually and this group of parents and staff advises and assists the school principal and staff on the school's program for English learners, the School Site Council on the development of the Single School Plan for Student Achievement, the school's needs assessment, the school's annual language reports and efforts to make parents aware of the importance of regular school attendance. The DELAC is a District Level English learner parent advisory committee comprised of parents, staff, and community members designated to advise district officials on English learner programs and services. They advise the school district on the following tasks: The development of a district master plan for education programs and services for English learners, they conduct a district-wide needs assessment on a school-by-school basis, they establish district programs, goals, and objectives for programs and services for English learners, they develop a plan to ensure compliance with any applicable teacher and/or teacher aide requirements, they review and comment on the school district reclassification procedures, and comment on the written notifications required to be sent to parents and guardians. The District holds 7 sites LCAP meetings a year to work collaboratively with our parents for them to give input around our 6 LCAP goals which are: Graduation Rate, Proficiency for ALL, Safety, Parent Engagement, Hiring Highly Qualified Teachers & Retaining them, and Supporting English Learners and other students of need. These meetings have been very successful and our parents feel encouraged that we value their input. Our district has scheduled monthly LCAP Advisory Committee, which involves parents, teachers, classified employees, and administrators. At these meetings, our district gives updates on the LCAP and discusses any changes that are needed. The members in return give their input at each monthly meeting assisting the district with decisions on agenda items. Our LCAP Plan has an Action that covers the costs for translators at the LCAP Stakeholder meetings. We also have another Action in the LCAP that covers the costs for translations for site-level Family Nights for Math and Reading. Translation services provided assist parents, so they are better informed in LCAP actions before making decisions. In addition, we currently have a Parent Liaison for each of our school sites. One of their jobs is to provide training or workshops for our parents at each of the school sites throughout the school year.|The District holds LCAP meetings with our parents at each school site so that they can provide input regarding the 6 LCAP goals which are: Graduation Rate, Proficiency for ALL, Safety, Parent Engagement, Hiring Highly Qualified Teachers & Retaining them, and Supporting English Learners and other students of need. The District has implemented many parent ideas from these meetings. The District has established an LCAP Advisory Committee, which holds monthly meetings. The LCAP Advisory Committee includes parent representatives from each school site. The role of the LCAP Advisory Committee includes planning for stakeholder engagement, LCAP development, and oversight. The District’s LCAP includes resources for the costs for translators at the school Site Councils and English Learner Advisory Committees as well as LCAP Stakeholder Engagement meetings. We also have an action in the LCAP that covers the costs for translators for site-level Family Literacy and Math Nights. The District’s LCAP provides for a Parent Liaison for each of our school sites. Their role includes providing training for our parents at each of the school sites throughout the school year including involvement in their student’s education and also bridging the gap between school and home. The District provides Parents in Quality Education classes school sites. PIQE creates partnerships between parents, students, and educators to further students’ academic achievement.|Our district works very hard at making sure that our parents feel welcome and that they feel like they are a part of their child’s education. That means that we try to involve parents in ELAC and DELAC meetings, Site Council, LCAP Stakeholder Meetings, Monthly Advisory LCAP Meetings, and Parent Literacy and Math Nights. All of our schools also have an open-door policy so that parents can meet with the principal and the teachers to solve problems or answer their questions. The elementary schools and the middle school also hold Parent Conferences two times a year so that our parents receive current information on their child’s academic progress. Besides, all school sites host many school activities and events to encourage parent participation. Also, school sites have a Parent Liaison, who offer classes throughout the year to support our parents and our families with additional resources and parenting skills. Also, the District has conducted training for support staff in customer service and administrators in parent engagement. Teachers have been trained in the use of the parent portal in the student information system so that parents can stay current with their student’s progress and assignments in the classroom. We currently have "Parents in Quality Education" classes at Main Street Middle School. Funding was set-aside in the LCAP specifically for this very effective parent training. This parent training took a great deal of planning and involvement on the part of many staff members at Main Street for it to be successful in their school! This parent training helped the parents understand how to help their child in school and how to get involved in as many school events as possible.|3|3|3|5|3|4|4|3|4|4|4|4|2019-10-09|Met|2019 19101990137166|Soleil Academy Charter|3|Our families engage in conversations with our administrative team regarding feedback on a regular basis. We continuously look for ways to engage our families in decision-making on the school level through our school site council and parent advocacy groups. As we grow in size, we are looking at ways to continue such efforts through our community of parents so that more members feel comfortable providing feedback.|We continuously seek feedback from parents to understand how we can better improve Soleil's capacity to partner with families and share the resources necessary to set scholars up for success at home. By updating our families of recent policies and programs, they are able to gain access to the most recent information.|Building strong parent relationships are key to a child's educational trajectory. Creating clear avenues for parent communication is key within this goal. Soleil Academy has streamlined communication tools across the school with various opportunities for parents to communicate with the school including a text messaging application, phone call application, and regularly checked homework folders. In addition to those communication avenues, we host parent workshops and meetings on a monthly basis for parents to have direct access to our school leaders. We plan to encourage a higher parent participation rate this year.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-03|Met|2019 42693360000000|Solvang Elementary|3|Administration and staff participate in various structures that work alongside parents to improve student achievement. The District/English Learner Advisory Committee, Parent Teacher Organization, School Site Council, Educational Foundation (Solvang Arts and Music), and open board meetings, provide opportunities for parents to be engaged in work to improve student achievement. All of our board policies are easily accessible by the public. Parents can access those policies on a school computer. Improvement: Through a new program, Juntos, that seeks to more fully engage our EL program families, the school hopes to improve student achievement.|Through various structures and activities, e.g, online student-information-system access, online communication tools (ParentSquare), Presentations of Learning, and public arts' performances, the school cultivates partnerships. Parents can now access their students' progress through the Aeries program. Improvement: Through a new program, Juntos, that seeks to more fully engage our EL program families, the school hopes to improve student achievement.|Solvang's primary strength is its staff that strongly values communication with all stakeholders. Through face-to-face interactions to the use of online communication tools, staff effectively keep parents engaged. An "open door" policy cultivates ongoing forma and informal communication among staff and families that builds trust. Professional development activities and school programs cultivate communication that respectfully engage families. A new Dual Language Immersion Program is one example of how the school has proactively sought to deepen relationships among a culturally diverse school community. Events such as the Dia de los Muertos celebration and Presentations of Learning supports the school's vision for an inclusive school that respects all of its stakeholders, in ways that improve student achievement. Improvement: Through a new program, Juntos, that seeks to more fully engage our EL program families, the school hopes to improve student achievement.|4|4|4|4|4|4|4|4|4|4|4|3|2019-11-13|Met|2019 56726110000000|Somis Union|3|The Somis Union School District annually administers a survey to all parents/guardians, upper grade students, board members and community representatives. The survey is provided in English and Spanish. We have made an effort to also provide the survey on-line and on paper. It has been our experience that our population prefers to complete the surveys with paper and pencil. The purpose of the survey is to gather feedback about the District's LCAP goals and progress towards goals. The survey contains a variety of questions regarding the quality and variety of our programs and curriculum; student and staff safety; perceptions of a positive school climate; student, parent, and community involvement; and academic achievement. This year we used a survey format that was developed by the Ventura Unified School District. We choose this format because it was vetted by the Ventura County Office of Education and was carefully constructed so as to ask specific questions to each stakeholder group. Some of the finding of this year’s survey included the following: Over 90% of participants in the survey felt that the district values parents/guardians and community members as important partners of the students’ education and actively seeks their input to plan, implement, and evaluate instructional programs, materials and strategies. 80% felt that they could easily access information on district activities, meetings, and committees. We are currently working with a new web designer to make our website more user friendly. Only 77% felt that we are addressing absenteeism effectively so we are addressing this topic more frequently in our newsletters, website, family meetings and weekly correspondence. With recent upgrades to the Q SIS version 3.7 we have activated the Q Mobile Applications for parents and students. This will allow parents to report absences by using the app or the Parent Portal web site including a note. We are also instituting a new program called PULSE which will allow us to track daily attendance by student, class, grade levels and school wide. We plan to start projecting the average daily attendance on our marquee on a daily basis. The Somis School District also has a robust Parent, Faculty, Organization that is very active and vocal in seeking input and in responding to parent, student and community input regarding school activities. I thought we were doing a lot in the area of seeking input but I think we can do more. Based on survey results we will be bringing in more parent, student, community information about anti-bullying and student access to wellness and counseling.|Somis School works hard to develop warm, caring, and trusting relationships between school, home and the community. The goal of building partnerships is for increased student outcomes. Our LCAP reveals that we have invested a lot of time and funds towards this goal. One of the areas that we invested in was supporting a school psychologist for two days a week. Our psychologist has over 20 years of experience working with students and families. She not only works with the students but provides families with resources to help them in times of crisis. We are fortunate to have her expertise and she is available for our families on a moment’s notice. We work with the Camarillo Police Department to organize the Positive Parenting Project (Triple P) workshops for our families that may need help with parenting skills. Another way we help to support our students and families is to provide after school care through our ASES and our YMCA programs. ASES provides free after school care 5 days a week. This state grant program also helps students to complete homework, provides enriching STEAM activities and has a physical fitness component as well. A partnership with Channel Islands State University provides us with four college students who work up to 20 hours a week to give in-class tutoring and after school support in ASES for our struggling students. Our partnership with YMCA provides before and after school day care. This saves our working parents from having to find child care and also allows for homework to be completed before being picked-up by the parents. We invest in after school sports programs to teach our students physical skills and the importance of good sportsmanship. We have found these activities to be team building for the students, parents, and families. We have created processes for on-going communication with parents through various ways including: our Parent Connect Program, Class Dojo, Q SIS Version 3.7, Bulletins, Marquee messages, Newsletters, Twitter, Facebook, the School Website, surveys, meetings, committees, twice yearly Parent/Teacher conferences, Progress Reports, Report Cards. volunteer programs, assemblies, evening programs. The teachers and staff participate in workshops offered through Ventura County Office of Education's "Family Engagement Network." We send out "Parent Rights and Responsibilities" handouts at the beginning of the year in English and Spanish and I update our staff, School Site Council, Parent, Faculty Organization and this year, our website, to reflect changes in parents’ rights and responsibilities and current legislation that may affect their parental rights.|I recognize each of these areas as important building blocks for promising practices that foster family engagement. Before speaking to some of our promising practices I want to acknowledge that there is a wide range between initial implementation and full implementation. I rated our school with 4's in the area of building relationships, but even with nine years of experience and dedication to building relationships at this site, I still see this as a constant, ongoing effort that is never truly perfected. These are some of the ways that we are building relationships and evaluating the success of these endeavors: We analyze participation rates at district/school parent meetings and committee meetings. We continue to use the categories of Learning Events, Audience Events, Communication Events and School Sponsored Engagement Events. Somis Union School District offered over 20 evening or afternoon events geared towards family and community involvement. Learning Events included: Steam Family Nights, Author’s Fair, Science Fair, Field trips, classroom participation. This year we averaged about 150 at the evening events. Engagement Events included: Harvest Festival, Jog-a-thon, Book Faire, and Fundraisers. Attendance is high – over 500 at Harvest Festival, over 40% of parents are present for Jog-a thon, 100% Student Participation in Jog-a-thon. The Boo-Hoo Yahoo Welcome Breakfast was opened up to all parents this year and we had over 100 parents/guardians attend. Communication Events included: W.O.L.F. Camp Orientation, Internet Dangers, 8th Grade Parent Meetings, Kinder, T-K Tea. Class meetings were attended by over 85% of the parents/guardians. Grade specific parent meetings typically are attended by 90-95% of the parents. Audience Events included: Winter and Spring Music Programs, 4th grade play; “The Garden Show”, 7th/8th grade plays, which for the first time this year included a dinner theater, “Dinner at Eight, Dead by Nine.”, Open House, Back to School Night. Practically every one of our students and their parent/guardian attends these events.|4|4|4|4|3|4|4|3|4|3|3|3|2019-11-05|Met|2019 49709536111678|Sonoma Charter|3|Sonoma Charter School continues to reach out in multiple ways to the community in effort to increase parent engagement and encourage all voices to be heard. Increasing community feedback related to school decision-making input from varied sources (e.g., surveys, online responses, school initiated phone conversations, etc.).|In 2018-19, the school implemented new K-8 curriculum in English Language Arts (American Reading Company) and Mathematics (Eureka Math). Both new programs featured a variety of home-links that provided parents with the opportunity to work with their student on learning activities at home and report incremental student growth of specific academic standards. The student progress reporting tool was also changed in 2018-19 to a standards-based report card that was supported in schoolwide exposition events and parent conferences.|Sonoma Charter School takes pride in the diverse support staff to support teachers, students, and families. In additional to highly qualified certificated teachers, Sonoma Charter School has a diverse support staff that includes: Community Liaison (bilingual), a Student Advisor for both primary and intermediate grades, and classroom teaching assistants (K-5). The combination of these professional provide multiple layers of communication and support related to each students. Parents are considered partners in the student’s learning and drawn into two-way communication at each layer in the student support network.|4|4|3|4|4|4|4|3|3|3|3|3|2019-06-17|Met|2019 49104960000000|Sonoma County Office of Education|3|The program actively works at increasing parent and family engagement. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication. An area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities.|The program has made good progress in implementing programs for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Parent-teacher conferences are scheduled twice per year to provide parents the opportunity to formally meet with staff to discuss their child's progress. Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.|Parent engagement is a priority area of focus for the program. There has been significant professional development aimed at relationship building and student/family engagement. Bilingual outreach helps us to create welcoming environments for all families. 87% of families surveyed report seeing themselves as a partner in their child's education. An area of focus for improvement is to continue to support all staff in learning about each family's strengths, cultures, languages and goals for their children.|4|4|3|4|3|3|4|2|3|3|3|3|2019-11-07|Met|2019 49708476114755|Sonoma Mountain Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49709530000000|Sonoma Valley Unified|3|SVUSD has made significant strides in this area since last year for reasons enumerated above. We are committed to having many "voices in the room" and have engaged in community wide listening circles for strategic planning and LCAP development and involved approximately 900 people. That said, we still struggle to get all voices in the room and need equitable representation from all stakeholder groups in all of our decision making so this continues to be an area of focus for us.|In addition to bilingual community liaisons and site based parent groups, the district has established an active LCAP stakeholder committee with representatives from district parent committees that meets with the Board twice annually. Parents and staff from our District English Learner Advisory Committee and Special Education Advisory Council meet monthly and participate in the twice annual meetings with the Board of Trustees. Parent University partners with district schools and and a Parent University team has been working with ELAC presidents from all sites to develop leadership, advocacy, and communication tools so that underrepresented families are further engaged. We are also hosting the first ever parent leadership workshop (Dare to Lead, Brene Brown) with our DELAC and Special Education families. We look forward to scaling this work to support families in all student groups and we have been strategic about creating integrated and aligned parent/stakeholder teams to help support our goals for students in understanding and implementing multi-tiered systems of support for academic and behavioral success.|The SVUSD has always prioritized relationships with families and has supported our school community in developing cultural literacy and awareness of the assets and strengths that our diverse families bring to our district. We recognize a need for greater outreach to and access for our families - including families who are homeless, families supporting foster youth and families who are new to the United States and our "culture of schooling." This year we added full-time bilingual community liaisons at all sites. We are in the initial phases of developing and institutionalizing these roles across our sites in a uniform, consistent and predictable way so that families know who to ask for information and how to access resources and support. We are also looking at ways to support and align our diverse parent organizations across sites to create equity and support all district students in achieving academic and behavior goals as a unified community.|3|3|3|3|2|3|3|3|3|3|3|3|2019-11-05|Met|2019 55723710000000|Sonora Elementary|3|The district seeks input from all stakeholders in the writing and revising of the Local Control Accountability Plan (LCAP). The stakeholder groups include staff members, parents, and the Site Council.|Twice a year the Sonora Elementary School holds parent/teacher conferences to discuss student performance and ways to work together to support improved student outcomes. Sonora Elementary School Elementary School works closely with families of students who are struggling academically though the Student Study Team process, Title 1 and/or special education. Parents are informed throughout the process on their legal rights and the responsibilities of the school district. Board policies are posted online parents to reference. Each year information the Parent/Student Handbook contains the required parent notifications along with important scheduled events and notices. A newsletter is published four times a year, which is posted online. The district is working on ways to improve ways to provide families with resources to support student learning and development at home. This may include classes for parents for better understanding of the curriculum.|Each year the Sonora Elementary School surveys parents and students in order to gather input regarding the educational programs offered on campus as well as ways to improve parent/community engagement. This results of the survey are shared with the Site Council and Board of Trustees. This data is used to create goals and actions in the LCAP as well as board goals for the district administration.|3|3|3|4|3|3|3|4|4|4|4|4|2019-10-09|Met|2019 55723890000000|Sonora Union High|3|A great majority of parents have responded to a survey by saying they feel included and informed. We use multiple methods mostly text, e-mail, facebook and twitter.|A great majority of parents have responded to a survey by saying they feel included and informed. We use multiple methods mostly text, e-mail, facebook and twitter.|We are going to implement new on-line collaboration tools that are more inclusive of our ELL population, and allow lower income families who often have multiple jobs to collaborate during non-work hours.|4|3|4|3|3|3|3|3|3|3|3|3|2019-10-22|Met|2019 44698490000000|Soquel Union Elementary|3|To build an effective partnership, educators, families, and community members need to develop the knowledge and skills to work together, and schools must purposefully integrate family and community engagement with goals for students' learning and thriving. In the Soquel Union Elementary School District, we have strengths and areas to improve and develop. Areas of strength include: A strong setting for soliciting and engaging in input cycles with families is ELAC. At the first ELAC meeting of each school year, time is spent explaining various schools access to, and provisions available under Title I. Individual sites regularly flex their meeting locations and times (from student pick-up to evenings) to maximize parent participation. At each of the ELAC and DELAC meeting, information about what curriculum is being used and/or piloted is shared in addition to state and local assessment results, explaining how these are aligned to student learning goals and standards. Areas to develop further: Parent Advisory groups of multiple types that extend to parents of other identified under-represented students. These groups will work in concert with those associated with LCAP development annually. All groups will be facilitated by a joint district-community-parent team, and will focus on students, schools and the community at large, with opportunities to learn about the larger educational landscape (county, state, country).|Soquel Union Elementary School District has strengths and areas for growth in terms of engagement of underrepresented families. In terms of strengths, Soquel Union Elementary School District employs a community liaison to work directly with under-represented families. In this capacity, she provides translations, oral and written, connects families to community resources, and acts as a family advocate. In addition, annually, parents and district administration jointly develop the Family Engagement Policies, School Site plans and the district’s Local Control Accountability Plan. Joint contributions are made through in-person meetings, at the site and district levels, as well as through multimedia platforms and written communiques. To enhance input channels, data collection through surveys are given to parents in a variety of ways, digital (with Google translate capability) and paper-pencil (staff translated), to evaluate the effectiveness of our parent participation plans. A strong setting for soliciting and engaging in input cycles with families is ELAC. At the first ELAC meeting of each school year, time is spent explaining various schools access to, and provisions available under Title I. Individual sites regularly flex their meeting locations and times (from student pick-up to evenings) to maximize parent participation. At each of the ELAC and DELAC meeting, information about what curriculum is being used and/or piloted is shared in addition to state and local assessment results, explaining how these are aligned to student learning goals and standards. Additionally, Title I schools engage in parent/school compacts, which are shared with parents at the beginning of each school year. Soquel Union Elementary School District provides materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology (including education about the harms of copyright piracy), as appropriate, to foster parental involvement, content understanding and school-home relationships. Finally, Soquel Union Elementary School District provides other reasonable supports for parental involvement activities as parents may request through parent conferences, parent and faculty association activities, DELAC, ELAC, Parent Advisory Council an Home-School Clubs. Such supports include translations, community liaison outreach, parent education, regular school to home communications, school and community event planning and universal invitations to participate in site -based and district level decision-making processes. In terms of growth, engagement and participation assessment tools need to be more closely aligned with parent and family interests. With this in mind, SUESD is expanding beyond our parent advisory committee to add more stakeholder groups to convene and collaborate around the student experience, school connections, home supports, and community interests.|Soquel Union Elementary School District acknowledges the diverse nature of our stakeholders, and their need to participate in meaningful engagement about our community, our school and our students. To do this our district, through our district leadership teams and school and home clubs use cycle reflection processes in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students. Soquel Union Elementary School District sends out local surveys to parents of all schools in our district annually. In the spring of 2019, Google Forms were used as a tool for parent surveys. Parents were asked about high quality instruction, students’ level of encouragement to think critically in classroom experiences, school climate, respectful and welcoming interactions with district staff, and effective school to home communication. Additionally, parents had an opportunity to comment about communication, and input at the school sites. The total number of families who responded to this most recent survey was 148, and who’s strongly affirming and/or positive responses (represented in percentages) were as follows: High Quality Instruction: 87.1% Encouragement to Think Critically in the Classroom: 80.4% Safe School Climate: 81.1% Families Feel Respected and Welcomed by School Staff: 90.5% Overall Communication between School and Home: 93.2% While these results align with very strong perceptions of Soquel Union Elementary Schools, we will include a broader level of inquiry on our spring 2020 parent survey. To supplement our data, we will continue to build and provide for two-way communication in other authentic and organic partnership experiences in schools and within the community at large. Our quantitative and qualitative data collected will help us to connect to a wider variety of stakeholder groups in multiple ways and in multiple settings throughout the school year.|4|4|4|4|4|4|5|3|4|4|4|4|2019-10-16|Met|2019 55723970000000|Soulsbyville Elementary|3|The school has been consistent in providing a few regular venues for parents to engage in meaningful ways regarding policy, programs, and advisory roles (Site Council, Wellness Committee, Discipline Committee). An area of improvement is to create more variety in opportunities for parents and other community members. Consider opening a parent lead Parent Lounge for networking, training, and supporting volunteering.|There is strong support of teacher development in being appropriately relational toward students and families. An area for improvement is providing families opportunities and resources for learning how to support their students' learning. The school will consider offering parenting classes or other trainings for supporting student school success.|The school is strong in connecting with students and families in positive ways. An area of improvement is the methods to reach some families that do not get involved regularly with school events and communications. The school will try personal, one-on-one contact from a trusted, known staff to encourage family participation.|5|5|4|4|4|3|3|2|3|3|3|3|2019-10-29|Met|2019 12630320124289|South Bay Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37683950000000|South Bay Union|3|A strength for SBUSD is in stakeholder input. In addition to an annual LCAP survey (with over 900 responses in 2019), input sessions are held with multiple stakeholder groups in a consistent manner. Each year, district staff train principals and staff on the facilitation of an input protocol to be conducted with staff, advisory groups (School Site Councils, ELAC, etc.), and PTA. All district staff at the department and site level participate in the input protocol on the 'District LCAP Day". The results from these input sessions are collected and displayed at the district office. District administration and LCAP Advisory Committee analyze these results to inform LCAP development. An area of improvement is in parent representation on our District LCAP Advisory Committee. While we have parent representation, a goal is to increase the number of parents, especially of underrepresented student groups. This year, additional outreach efforts are being made through DELAC and District PTA Council to increase parental involvement on the Advisory Committee.|Families report through the LCAP survey and stakeholder engagement sessions that schools promote the academic success of all students. This area has seen significant improvement over the past three years. In addition, families believe adults genuinely care about students and that students are clear on academic expectations. Both of these areas have seen steady increases over the past three years. An area of improvement in this area continues to be ensuring students come home from school excited about their learning and improving parent involvement in supporting and fostering academic success. Parents have expressed a desire for more educational opportunities. School sites are focusing on increased parent education and strategies to teach parents how to support the academic success of students.|Data from LCAP parent survey as well as from stakeholder engagement sessions, including underrepresented families has identified welcoming environments and being comfortable on campus as an area of strength. Family participation on school and district events has grown significantly over the course of the past three years. Parents also report feeling more informed than in the past. This is due in part to the implementation of a district app, increased electronic communication, and community newsletters. An area of improvement continues to be family perception of "nutritious and appealing lunches". While this area has improved, it remains an area of concern for families.|3|4|3|3|3|3|4|2|5|3|4|4|2019-10-10|Met|2019 12630320000000|South Bay Union Elementary|3|The South Bay Union Elementary School District LCAP includes the goal “Engage parents/guardians, including parents of students with disabilities, English Learners, and community members to support success in school”. In order to accomplish this goal, several actions/services are related to increased opportunities for parents/guardians and other stakeholders to participate in school activities. By focusing on formal and informal meeting opportunities, professional development for school administration and staff on promoting parent participation and translation services, we will create an environment that allows for full participation in the school community.|LEA’s progress related to promoting parental participation in programs: The South Bay Union Elementary School District will promote parental participation in a variety of ways. The District will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. The District will also provide professional development for staff on how to promote parent participation. The South Bay Union Elementary School District has approximately 15% of students designated as English Learners. In 2019/20 we hired a Bilingual Cross Cultural Instructional Aide to better equip our EL students and their families with the resources needed to thrive in a rapidly changing world.|The South Bay Union Elementary School District seeks input from parents/guardians in a number of ways. Both Pine Hill and South Bay Schools have School Site Councils, and South Bay Charter Middle School has a Charter Council. Additionally, the South Bay Union Elementary School District provided the time and space for every parent/guardian to discuss their student's strengths and weaknesses, hopes and fears, and ideas for school site improvements within the first 30 days of the 2019/20 school year.|4|4|4|3|4|3|3|3|3|3|3|3|2019-10-10|Met|2019 15637840000000|South Fork Union|3|South Fork Union School District offers parents the opportunity to participate in the decision making process. The district offers multiple opportunities throughout the year to have parents attend the LCAP/DAC meetings and attend parent training's and family nights. As well as, having the LCAP open for input at Open House and the June School Board Meeting. The district will continue to encourage parents and families to give input for the 2019-2020 school year, using the California Healthy Kids Survey and LCAP surveys. The district will continue to offer meeting's where food and daycare is provided to encourage families to participate. 2018-2019 Data includes: 15% of parents attended SSC, DAC, PTC or Boosters meetings. 68% of parents attended parent conferences. 100% of parents attended IEP and 504 meetings.|SFUSD actively seeks parent engagement. The LCAP survey and California Healthy Kids Survey is made available to every parent and staff member. Results are reviewed and utilized to identify strategies to improve the engagement of underrepresented families. Parents are encouraged to participate in School Site Council, Parent/Teacher Club, LCAP/District Advisory. The district will increase the number of opportunities for parents to participate during the upcoming school year.|SFUSD continues to solicit parent input with more success in perceptions of stakeholders input sought as evidenced by increased positivity in the LCAP survey. Parent participation rates and quality of that perception remained at the same levels as previous year. The district works hard to include parent participation by utilizing blackboard messaging and our new application to push out notifications to parents regarding upcoming events.|4|4|3|4|4|4|4|4|3|3|4|3|2019-10-10|Met|2019 27660680000000|South Monterey County Joint Union High|3|As previously discussed, SMCJUHSD provides opportunities for meaningful participation from parents/guardians and families. During professional development days, the district helps train staff members on the importance of working with our families and gathering input from them. Parent/family input is provided through strong advisory committees, such as District English Learner Advisory Committee (DELAC), School Site Councils (SSC) and English Leaner Advisory Committees (ELAC). Parent Liaisons at each school site will act as a conduit to the school. The Parent Liaisons meet with the families and work with school staff to support students and their families. Monthly workshops are held to provide information to parents in understanding such topics as the state academic standards, state assessments/results, how to monitor student progress and work with the school to improve the achievement of their student. The district also works with community partners, such as Sun Street Center, Monterey County Behavioral Health, Monterey Office of Education, and CABE (Project 2 Inspire), to conduct parent presentations in the areas of their expertise to assist parents with being more active in their student’s educational development and social well-being. SMCJUHSD will continue to ensure that special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. An area the district will focus is on providing opportunities for informed participation of parents and family members of migratory children. SMCJUHSD wants to ensure we are meeting the needs of the students by meeting with parents and family members before students are away from school, & once the students return to school after an extended absence to help parents help their student overcome educational disruption.|As previously discussed, SMCJUHSD provides opportunities for meaningful participation from parents/guardians and families. During professional development days, the district helps train staff members on the importance of working with our families and gathering input from them. Parent/family input is provided through strong advisory committees, such as District English Learner Advisory Committee (DELAC), School Site Councils (SSC) and English Leaner Advisory Committees (ELAC). Parent Liaisons at each school site will act as a conduit to the school. The Parent Liaisons meet with the families and work with school staff to support students and their families. Monthly workshops are held to provide information to parents in understanding such topics as the state academic standards, state assessments/results, how to monitor student progress and work with the school to improve the achievement of their student. The district also works with community partners, such as Sun Street Center, Monterey County Behavioral Health, Monterey Office of Education, and CABE (Project 2 Inspire), to conduct parent presentations in the areas of their expertise to assist parents with being more active in their student’s educational development and social well-being. SMCJUHSD will continue to ensure that special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. An area the district will focus is on providing opportunities for informed participation of parents and family members of migratory children. SMCJUHSD wants to ensure we are meeting the needs of the students by meeting with parents and family members before students are away from school, & once the students return to school after an extended absence to help parents help their student overcome educational disruption.|SMCJUHSD provides opportunities for meaningful participation from parents/guardians and families. During professional development days, the district helps train staff members on the importance of working with our families and gathering input from them. Parent/family input is provided through strong advisory committees, such as District English Learner Advisory Committee (DELAC), School Site Councils (SSC) and English Leaner Advisory Committees (ELAC). Parent Liaisons at each school site will act as a conduit to the school. The Parent Liaisons meet with the families and work with school staff to support students and their families. Monthly workshops are held to provide information to parents in understanding such topics as the state academic standards, state assessments/results, how to monitor student progress and work with the school to improve the achievement of their student. The district also works with community partners, such as Sun Street Center, Monterey County Behavioral Health, Monterey Office of Education, and CABE (Project 2 Inspire), to conduct parent presentations in the areas of their expertise to assist parents with being more active in their student’s educational development and social well-being. SMCJUHSD will continue to ensure that special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. An area the district will focus is on providing opportunities for informed participation of parents and family members of migratory children. SMCJUHSD wants to ensure we are meeting the needs of the students by meeting with parents and family members before students are away from school, & once the students return to school after an extended absence to help parents help their student overcome educational disruption.|4|4|3|4|4|3|4|3|4|4|4|4|2019-10-22|Met|2019 19650290000000|South Pasadena Unified|3|Based on survey results, SPUSD is at the 'Full Implementation' stage in all four areas of seeking input for decision making. SPUSD has put the following actions in place in order to engage in continuous improvement in the area of seeking input for decision making: 1) Parent representation on curriculum committees, when appropriate (such as, the arts committee or the educational technology committee). 2) Seek representation of parents on district-wide or school-wide committees, when appropriate.|Based on survey results, SPUSD is at the 'Full Implementation' stage in all four areas of building partnerships for student outcomes. SPUSD has put the following actions in place in order to engage in continuous improvement in the area of building partnerships for student outcomes: 1) Quarterly District-wide parent updates on student activities and achievements. 2) At least 2 School and PTA/PTSA sponsored forums a school year. 3) Parent representation on curriculum committees, when appropriate (such as, the arts committee or the educational technology committee). 4) Provide improved parent outreach by conducting two elementary parent education nights for English learner parents and by creating a road map to reclassification for secondary students and parents. 5) Anti-Bias Teacher Training at SPHS. 6) Provide translation services for all parent conferences, SST meetings, IEP meetings, and any other district or school hosted meetings. 7) Provide training on sending translated Robo-emails to English Learner parents from the district or schools.|Based on survey results, SPUSD is at the 'Full Implementation' stage in 3/4 areas of building relationships with families. We are at the 'Initial Implementation' in our progress in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. SPUSD has put the following actions in place in order to engage in continuous improvement in the area of building relationships: 1) Quarterly District-wide parent updates on student activities and achievements. 2) At least 2 School and PTA/PTSA sponsored forums a school year. 3) Parent representation on curriculum committees, when appropriate (such as, the arts committee or the educational technology committee). 4) Provide improved parent outreach by conducting two elementary parent education nights for English learner parents and by creating a road map to reclassification for secondary students and parents. 5) Anti-Bias Teacher Training at SPHS. 6) Provide translation services for all parent conferences, SST meetings, IEP meetings, and any other district or school hosted meetings. 7) Provide training on sending translated Robo-emails to English Learner parents from the district or schools.|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-15|Met|2019 41690700000000|South San Francisco Unified|3|The South San Francisco Unified School District has committed to providing various opportunities for families to share their voices concerning the direction of our district. Families have opportunities to participate with various site based committees that target specific issues that impact the success of all learners. Our district values the voices of our families and has maintained our community parent meetings which are designed to collaborate with families and work as a team to support our students. Our district remains committed to reaching out to underrepresented families by personally welcoming families to participate with activities, share their voices through electronic surveys ( some of our families are unable to physically attend meetings), personal outreach ( phone calls/ emails) and home visits. Our school sites will continue to monitor parent participation and make sure that all efforts are made to encourage the participation of all.|The South San Francisco Unified School District has identified three distinct Priority Focus Areas: (1) Improving Curriculum and Instruction for all students in our district. (2) Building the Capacity of our Leaders and teachers through professional development opportunities. (3) Bolstering Community Engagement through increased participation and collaboration with our families. The focus of our district priorities has supported our district's vision for supporting all learners as identified in our LCAP. We are committed to working with all students and their families in order to improve the academic performances of all of our students. Our families, teachers, and site leaders have expressed the need for our district to expand mental health services for our students beginning in our elementary schools. Our district has committed to working with our site leaders, parents, and community based support organizations in order to provided these necessary services. Our district has engaged in a deep analysis of the various factors that contribute to students facing academic challenges. Many of our families have expressed the need to have this support so that their children can succeed. This is an area that we will continue to focus on through the professional development provided to our staff members and resources provided to our families. We will continue to outreach to our families through a variety of strategies such as personal invitations to participate in activities that support our students.|The South San Francisco Unified School District has adopted a model of total communication with all of our stakeholders. Community Outreach Workers assist sites with inviting all families to be a part of our school community. Our district values and fully supports our parents to participate with site and district level parent groups such as: School Site Council (SSC), PTA, English Language Learner Advisory Committee (ELAC), Special Education Parent Advisory Committee, and the African American Parent Advisory Committee. Parents are also invited to share their voices through our annual Local Control Accountability Meetings which are held at various locations throughout our district and the various Community Forums that our district offers in order to capture the voices of our parents and community members who support our students. Parents are invited to participate through in person invitations from our district staff members ( Teachers, Principals, Community Outreach Workers) and our online Parent notification database Peachjar. Parents have access to important announcements concerning activities at our school sites and district wide. Building community with our parents is the core of our LCAP plan which is focused on providing total support to our students in partnership and collaboration with our families.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 51714070109793|South Sutter Charter|3|In our unique personalized learning independent study model of education, parents are deeply involved with decision making on behalf of their children. At South Sutter Charter school, we often say that we have many individual schools rather than one large school. As a result, parents tend to be less interested in school-wide decision making because their primary concern is making decisions in the development of their child’s individualized learning plan. We provide school wide opportunities for parents to serve on parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community vendors that provide academic enrichment for our students. Our staff speak to parents at monthly in-home visits and we host parent town halls and parent trainings where parents can speak with a school administrator. We regularly survey families to get their feedback on ways to improve what educational programs and services the school offers. In 2018-19, we held two parent feedback groups on upcoming school initiatives. An area of improvement is our school is to better target underrepresented groups to ensure that they provide school level feedback. One goal of the school is to improve parent participation in the ELAC.|In 2018-19 we revamped our professional development program to better meet the needs of our teachers in working with their independent study students. We use Title II funding to support teachers not only with personalized trainings but also in adding single subject matter credentials and in going through the teacher induction program. During our regular in-home visits, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis. In 2019-20 we developed a goal setting program as part of a personalized student success plan. This involves the parent, teacher, and student setting goals based on a students area of need as determined by our internal assessment. High school students are provided meetings with a guidance coordinator who works with others to support improved student outcomes. The school provides all required legal notifications either on our website (which can be translated to a language of a parents choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. The school operates on a parent choice model of education where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.|Goal 1 of our LCAP states “our stakeholders will be connected and engaged with their community. In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school and we have excellent 2-way communication. We personalize the education for each of our students and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have an active parent council and governing board which are open to the public. Our administration holds a parent town hall twice a year and we regularly survey our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family. An area of improvement is to increase participation in our ELAC. For 2019-20 we are directing some Title 1 funding to increase our ELL support staffing in an effort to work more closely with these underrepresented families. Additionally, the Special Education administration regularly hosts Dessert Nights to provide additional time supporting the parents of students with disabilities.|5|4|3|3|5|5|4|3|4|4|3|3|2019-10-16|Met|2019 19650370000000|South Whittier Elementary|3|At monthly principal’s meetings, principals are provided with tool to support effective engagement with families through advisory groups and with decision making. Principals are provided with necessary resources to run these groups and the district staff models protocols for gathering input from stakeholders into the LCAP processes. The district supports the family members and the principals by providing joint training on the School Site Council, continuous improvement practices, and LCAP stakeholder input. The district offers forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, the Parent Engagement Committee, the Bond Oversight Committee, and informal meetings that invite parents to coffee with various administrators. Parents have the opportunity to give input on policies and programs through the annual parent survey. Despite these efforts only 68% of the parents believe that the district seeks input from the parents before making decisions. Clearly, the district could improve on methods for implementing strategies to reach and seek input from any underrepresented groups in the school community. Only a small percentage of parents complete the parent survey. The district will explore other ways to seek input from parents. South Whittier school district is looking to increase the number of parents involved in committees that are typically comprised of staff. This year the district is looking to include parents on the district Wellness Committee for example. Likewise, there are currently not any teachers involved in the Parent Engagement Committee. This committee is comprised of parents, classified staff, administrators and Board members.|SWSD provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis. SWSD has a Parent Engagement Committee that meets at least 4 times per year to discuss how the district could improve partnerships with families. The results from these meetings are used by the Director of Parent Engagement to provide professional development to teachers and principals. This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of stakeholders. 92% of the families in SWSD participate in parent teacher conferences. However, In the most recent years, SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months. Materials are provided to families to support scholars entering school. The district has also launched a number of parent education workshops and series titled “What Every Parent Needs to Know” that is facilitated by teachers to help parents at particular grade levels to provide strategies and support of their child’s learning in school. SWSD implements a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as SSC, PTA, and ELAC. All of these efforts have resulted in 83% of parents agree that the school encourages them to be an active partner with the school to help with the education of their child. SWSD has started to provide a few opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year. The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. SWSD partners with the Parent Institute for Quality Education, which empowers parents to advocate for their children and to bridge the communication barrier between home and school. Our liaisons at each school are starting to reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country. They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families.|On the Healthy Kids Survey, 54% of the seventh graders at GMS agreed that they have a relationship with a caring adult at school; at the elementary schools this number is at 60%. Based on this data, South Whittier is beginning to implement Capturing Kids Hearts, which is a social-emotional framework to help support our staff in promoting a positive school culture through relationship building. Teachers are beginning to use social contracts and build relationships by greeting each student at the door at the beginning of the day and at the beginning of each period. The implementation of this framework is a strength for our teachers. They have been able to take the ideas from the training and begin to apply them in their daily instruction. In the Healthy Kids Survey, even though 86% of the parents agree that the learning environment is supportive and inviting for students, 47% of our families at the elementary level and only 27% feel that the school welcomes them to participate at the school. The district has implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers. Even though these are safety precautions, the community perceives these are barriers to a welcoming environment. This is clearly a challenge for our district. The district is committed to providing a safe and welcoming environment and has hired community liaisons at every school to help build a bridge to our families that feel disconnected from our schools. The implementation of the Capturing Kids Hearts framework will also support building relationships with our families. The community liaisons at each school are learning about each family experiencing homelessness, foster families, and newcomer families. The liaisons on creating relationships and utilizing the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals. South Whittier school district engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, 504 meetings and meetings with the liaisons. 33% of our elementary parents and 24% of our secondary parents indicated that the school actively seeks the input of parents as they make important decisions. This implies that even though we are providing opportunities for 2-way communication, this is impacting only a small percentage of our families.|3|2|3|3|4|3|3|2|3|3|3|3|2019-10-15|Met|2019 12630400000000|Southern Humboldt Joint Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 15637760000000|Southern Kern Unified|3|Survey respondents identified the following strengths: "The district has done a great job this year of emailing and getting information out that tells parents how they can participate.” "Parents were able to contribute to the LCAP." Survey respondents identified the following focus areas for improvement: "More publicity around meetings where parents can participate and be able to share their ideas and input on current policies and ideas being considered." "So many of our families speak Spanish only. We do not effectively communicate or reach out to those families."|The District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. This is done through Capturing Kids’ Hearts training, which includes developing relationships with families. About 100 faculty and staff members have been trained in CKH. Every student in grades 5-12 is issued a laptop to take home. Students use their laptops to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library. SKUSD implemented the Attention to Attendance program. Last year, the District had conducted 1,358 attendance conferences, and sent out 6,580 attendance letters. This led to a 1.4% decrease in the District's chronic absence rate and in increase in the District’s attendance percentage of .5% from the previous school year. In the survey, parents identified having additional meeting opportunities as a focus area for improvement: "In addition to Back to school night there should be Open House later in the year. Also now there is only one opportunity to conference with parents and there should be at least two. An additional conference should be added at the end of the 3rd quarter."|The District sent out a Parent Engagement survey to all faculty, staff, families, and high school students. There were 220 completed surveys, including 185 parents/guardians, 37 teachers and 16 staff members. The survey was sent out in English and Spanish. There were thirteen respondents to the Spanish survey. The Cabinet met to analyze the survey results and to use the survey results as the basis for the plan to improve family engagement. In terms of building relationships, the following strengths were identified from the survey results: "Teachers offer methods of communication including apps that provide information and means for private conversations to stay up to date on things. The district provides mail notices with information. The school principal makes frequent telephone and email contact regarding important events and information." "The new Facebook page is very helpful. I also like the admins have been responding to questions asked on social media." The District sends all Blackboard phone and email messages out in English and Spanish. The following focus areas for improvement were identified: "The application to volunteer at the school site has to be resubmitted each year and it is never convenient to find a time when the district is open...i.e. weekends, lunchtime, evenings, etc...and you can't fill it out online." “Require staff and administration to reply to parent communication within 24 hours."|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-16|Met|2019 53738330000000|Southern Trinity Joint Unified|3|Parents,staff and the community are notified and invited to participate in meetings of the local governing board and/or advisory committees. Students report overwhelmingly (92% and 83% respectively) through the Healthy Kids survey that teachers communicate with parents about what students are expected to learn and that parents feel welcome to participate at the school. Parent surveys have been sent out digitally and paper-based with very little response. Efforts continue to be made to increase parent engagement through school activities, social media, as well as one to one contacts. A focus area for improvement, including the engagement of underrepresented families, is to increase parent/family/community attendance at any or all of the following activities: board meetings, School Site Council/Parent Advisory meetings, Booster Club meetings, parent/teacher/student conferences.|Parents and students have access to current grades through our Schoolwise grading system. Progress reports and grade checks are still sent home in the event a parent does not have online access. A focus area for improvement, including improving the engagement of underrepresented families is to increase parent/family/community attendance at any or all of the following activities: parent/teacher/student conferences, students celebrations/activities during or after school, communication through class Dojo or other means.|Parents are notified and invited to participate in meetings of the local governing board and/or advisory committees,as well as Booster Clubs and 4-H. Students report overwhelmingly (92% and 83% respectively) through the Healthy Kids survey that teachers communicate with parents about what students are expected to learn and that parents feel welcome to participate at the school. Other parent surveys have been sent with very little response. Through the Adult Education Block Grant ongoing classes have been and will again be offered to parents and staff based on the Love and Logic program. Approximately 12-15 parents/community members have participated in each class session and we hope to continue and/or increase those numbers this year. Similar trainings/workshops are in the planning stages for ongoing links to student learning and/or social-emotional development and growth. Efforts continue to be made to increase parent engagement through school activities, social media, as well as one to one contacts. A focus area of improvement, including the engagement of underrepresented families,? is to make a personal connection with each family at a minimum of once per quarter.|4|4|4|4|4|4|5|4|4|4|4|4|2019-10-15|Met|2019 35675530000000|Southside Elementary|3|The district recognizes that it is lacking in parent involvement in decision making. School governess is concentrated at the school board level. Staff participates in shared leadership practices and policy advisory. The school is in need of increased opportunities for families involvement in decision making.|To strengthen our relationships with parents and families, our staff participated in staff collaboration time during summer professional development. The goal was to identify barriers, develop opportunities and increase participation. As a district we reach out to our parents in a variety of way. Our website is periodically updated and contains information about activities, events and school board information. School messenger is our parent outreach email and text system that is used to provide timely information pertaining to the district and students. All messages are sent out in English and Spanish. We hold regularly scheduled meetings including parent conferences, Back to School Night, Open House and other meetings. Our school parent club meets one time a month and our Migrant Parent club meets six times a year. Parent volunteers are encouraged in all grade levels.|A continued strength is our weekly communication with families via our school messenger system. Emails are sent in English and Spanish to all families with active email accounts in the student management system. Teachers have the ability to use email in the student management system to communicate with parents. This year each parent was provided a survey to describe the needs of their child and staff members worked to organize tiered levels of support to respond to the feedback.|3|4|3|3|3|3|4|3|3|2|3|2|2019-10-09|Met|2019 37681970136408|Sparrow Academy|3|A School Site Council was formed last spring and convened once last spring to work on the LCAP, and again this fall, to discuss implementation of LCAP goals and allocation of resources. In addition, a Budget Advisory Group was formed this fall to analyze our school budget and make recommendations to the Board. This group was made up of 8 parents and 8 staff members, equally representing the different grades and stakeholder groups of the school. We send out a survey each year to all families to collect input on a variety of school climate, achievement, and family engagement topics. The teachers and parents work together through our PTO organization on a variety of special events and fundraisers. A goal for improvement is to work with staff and parents in a more formal way to plan and implement ever more effective parent engagement activities and evaluate their effectiveness in reaching underrepresented families.|Information about supporting their child's achievement and development is shared with parents through bi-weekly class newsletters, class meetings held 4 times/year, in addition to orientations, parent/teacher conferences and open houses. We hold frequent parent education workshops and lectures that are well-attended. Our new student information system, PowerSchool, allows parents to access their child's state test scores and monitor their progress in class. A focus area for improvement is ensuring that underrepresented families are attending these events, and reading and understanding the communications that go out to all families. To that end, Sparrow utilizes translation services, often via fellow parents, for families who speak languages other than English. Teachers are encouraged to provide incentives for participating in Class Meetings and other special events. Including student performances in special events also increased parent participation in this target group.|One of Sparrow's biggest strengths is the strong relationships we build with our parent community. Weekly communication goes out to all parents from the school and principal via ParentSquare, in addition to biweekly communication from teachers. Embedded in our communication portal is the ability to translate the information into other languages. We also provide translation services and special accommodations as needed for meetings or other communication. Sparrow has many opportunities for parent engagement. Our PTO is called NEST (Nurturing Exceptional Students and Teachers) and they organize our major fundraisers throughout the year, and have many committees, like gardening, community service, etc, that involve many of our parents to support the school. We put on a number of festivals and special events each year that involve our entire parent community. We have strong parent volunteerism in our classrooms. As a newly designated Title I school, we have a new School Site Council. This is the group that collaborates on creating our Parent and Family Engagement Policy, which is disseminated to all families in our Parent and Family Handbook. Teachers and staff place a high value on parent involvement and communication. Training in how to do so effectively and how to foster open communication is regularly incorporated into our faculty and staff meetings throughout the year. Staff who struggle in this area receive mentoring and support in order to improve. Sparrow includes all parents in our annual LCAP survey for stakeholder input. Additionally, all parents are invited to our town hall meetings, where information about school test scores and academic standards are explained and ideas and goals are generated together for continual improvement. As a focus area for improvement, Sparrow plans to increase our Parent Enrichment workshops, lectures and classes, which are always well-attended and help to build a common base of understanding of child development and the Waldorf approach to learning. There is a committee designated to finding speakers and arranging these events.|5|5|5|5|4|4|4|4|4|4|4|3|2019-10-30|Met|2019 37684030000000|Spencer Valley Elementary|3|Although the district has 100% participation with regard to written surveys and attendance at events where students are performing, the data suggests that underrepresented families are still not fully participating in after school or evening events that are related to student learning. The District does disseminate information via email and paper in Spanish, and has recently hired a translator/community liaison to personally call to invite each family before each event. The translator is also available during parent conferences. The district would like to increase parent understanding of rigor. The hope is to leverage the group conversations to increase a parent's expectation for high level responses from their children at home.|The Spencer Valley School District fully supports students and families in their abilities to continue developing and learning in the home. During Back to School Night at the beginning of the year, parents are given an introduction to the electronic resources they can access through the curriculum at their homes. Compass Learning Odyssey and SDCOE's Digital Content Portal are also equipped for student at-home access. Currently, the district has scheduled a school homework hour three days per week to assist students with homework and allow daily time to answer parent questions if needed. All staff are available for questions electronically, as well. Parents and students also have opportunities for focused learning during activities like Family Math Night. Everyone A Reader training and Restorative Practices will be offered to parents, including parents from underrepresented families, in the coming school year. Another meeting (similar to a Back to School Night Event) for parents only will be scheduled in January to address any question and set up the second 1/2 of the school year. Students that need one on one attention are requested to participate in after school tutoring with specific and targeted instruction taking place. Parents meet with teachers regarding these goals during parent conferences and more frequently if needed. The Student Study Process can be initiated to add an extra layer of support for students during the day and at home and is part of the district's Multi-Tiered System of Support.|By tabulating the number of comments submitted on the District's LCAP survey, 100% of parents, including parents from underrepresented families, gave written input in a survey covering a variety of topics, plus two good things about the school and two things to fix. This information was used to inform the plan for the next year and 89% of parents felt they had the opportunity to have meaningful input into decision making. Survey results and comments fell into 4 categories including Communication, Safety and Facilities, Teaching and Learning, and Enrichment and Community Partners. Areas to work on from findings included: Calendaring of events earlier, Parking Lot Improvement, and re-visiting student safety drill procedures and some grounds maintenance catch-up. Parents also had 15 additional opportunities to provide input during the decision-making process at the LCAP meetings and during regularly scheduled Board Meetings. 82% of parents also indicated their school offered options for parent engagement, and in fact, there were over 30 events during the school year (separate from meetings) that allowed opportunities for parent involvement. 100% of parents indicated their school used multiple ways to communicate with them in understandable formats and languages, and that were given the opportunity to indicate their preferred method of communication. The district's LCAP and Site Advisory Committee members review the questions on the survey each year to better align and measure the effectiveness of LCAP actions established within the LCAP priorities. Parents were also invited to review Science texts for next year's adoption and those texts will her on display for check out during the year and teachers will update parents regularly on their trials of the products at the LCAP PAC meetings.|5|4|4|4|4|4|4|4|3|5|3|4|2019-10-23|Met|2019 27662250000000|Spreckels Union Elementary|3|The District provides many opportunities for parents and community members to provide input for decision making. Various District committees-Safety, Wellness, Equity, LCAP Stakeholders, etc.-meet regularly and include parent representatives. Additionally, both school sites have established School Site Councils that are comprised of principals,teachers, support staff, and parents that meet throughout the year to provide feedback on school and District decision-making, including the approval of each school’s School Plan for Student Achievement. As previously mentioned, the District has identified two subgroups of students/families-ELL's and SWD's-who are underrepresented. Specific steps have been taken in terms of increased staffing to address this area of concern.|The District provides many opportunities for parents and community members to be involved and work as partners with the schools. Various parent education nights are scheduled throughout the year to reinforce this partnership and offer parents strategies for helping their children, both academically and social/emotionally. Formal and informal parent-teacher conferences are scheduled throughout the year to better support student outcomes in the classroom. At the beginning of the year, a Parent's Rights handbook is provided to all District families to help parents better understand their legal rights and advocate for their own students. As mentioned above, the District has identified two subgroups of students/families-ELL's and SWD's-who are unrepresented. Specific steps have been taken in terms of increased staffing to address this area of concern.|One of Spreckels' five LCAP goals is to increase parent and community involvement in the District/schools. Numerous LCAP actions/services support this goal. On the most recent Parent Satisfaction Survey given in January 2019, 80 percent of parents indicated they felt welcome at their child's school; 80 percent indicated they are active in their child's education and attend school/district functions; 80 percent indicated they felt the District/schools were doing a good job of communicating information about various activities and important timelines; and 83 percent indicated that the District/schools offered a variety of opportunities for parents to be involved. The District has identified the need to better involve various underrepresented families, such as English language learner (ELL) families and families of students with disabilities (SWD). To address its communication with ELL families, this year the District created an additional position (ELD Teacher/Coordinator) whose duties include regularly communicating with ELL families and supporting them in a variety of ways. Additionally, one of the District's Special Education Coordinator's duties is to increase parent outreach for SWD's. These increased attempts to improve the involvement of these two student subgroups will be monitored and evaluated at the end of the year.|5|5|3|4|4|4|4|4|4|4|4|4|2019-10-23|Met|2019 49708966052039|Spring Creek Matanzas Charter|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 54721320000000|Springville Union Elementary|3|Springville Union Elementary is a single, small school District serving 300 students Kindergarten through Eighth grades. The District administration and staff promote the importance of family engagement with opportunities for involvement in Springville Boosters', School Site Council, student activities/events, and monthly school board meetings. The District will continue to find ways to promote opportunities for additional stakeholder engagement and input, as well as, encourage involvement in evaluation of school programs to provide for positive outcomes for all students in all areas inclusive of underrepresented students.|Parent partnerships are alive and well on the Springville School Campus. The addition of parent e-mail and social media reminders for staff, student body, parents, and community members have helped to provide recipients with up-to-date and on-going information, opportunities, and resources to support improved student outcomes in all areas inclusive of underrepresented families. Professional Learning opportunities for administration and teachers are on-going and available with the emphasis on individual student improvement. Staff/Parent/Guardian communication is key to successful partnerships. The District will continue to focus on reevaluating and revision of Policies and Procedures with input from stakeholders that support and advocate for all families inclusive of underrepresented families.|The focus of the District continues to be directed in the area of student improvement in all areas, inclusive of underrepresented families, and continue to offer new opportunities to build and strengthen relationships with all families inclusive of underrepresented families.|4|4|4|4|4|4|5|4|4|4|4|4|2019-10-14|Met|2019 34674390101048|St. HOPE Public School 7|3|PS7 has an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving student and school success. The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary.|PS7 focuses on partnering with families to support positive student outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. Part of this is giving parents the tools to support their student learning and development at home. 78% of parents surveyed in 2018-19 (mid-year survey) felt that they were part of a team dedicated to their child’s success. In addition, 75% felt that the school communicates results and how they, the parent, can help their child improve. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with students, but also when communicating with parents on areas of strength and development.|PS7 has established many activities that encourage families to come on campus and really be a part of the PS7 family. These include a Summer Orientation for all families, a Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended and, as reported in the mid-year parent survey in 2018-19, 87% of families feel welcome on campus. In addition, the school communicates with parents regularly and through a variety of methods: email/text blasts, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences, and an online system that allows parents/families to get in the moment feedback during the school day. Over 80% of parents reported that the school communicates frequently and consistently.|4|5|4|4|4|4|5|3|4|3|4|4|2019-10-30|Met|2019 15637920000000|Standard Elementary|3|Administration regularly gathers input and reviews the plan goals with multiple stakeholders, as we have now for the last six years. Our stakeholders view this as a continuous improvement process and look forward each year for the opportunity to provide input to the administration and Board to discuss and consider. Stakeholder groups vary in structure and size, from focus groups discussing barriers to learning, to staff groups generating data on the success of new programs, to working groups prioritizing lists of suggested programs and services for continued improvement. This collaborative process brought additional suggestions for improvement and an evaluation of plan’s goals and actions. All input is considered and discussed at a Saturday community workshop, and has resulted in new proposals that are added to the annual LCAP. A focus area of continued improvement is to maximize efforts to communicate and engage underrepresented families.|Areas of strength include partnerships with District Family Advocate and Community Engagement facilitator for clothing and food drives for our students, AVID parent information nights, School Resource Officer, Sheriff's Activities League, Kiwanas, North Bakersfield Rotary, North of the River Recreation, Child Guidance Clinic, Bakersfield Activities League, PTA, Bakersfield Lions Club, Americorps mentors, Chevron, Kern High School District, Kern County Superintendent of Schools, Oildale Leadership Alliance and Oildale Community Partnership group. An focus area for improvement is to continue to seek and solidify partnerships with Oildale business and community support entities.|Strengths include the following; PTA meetings, School Site Council meetings, District Advisory Committee, District English Language Committee, Site English Language Committee, Parent training meetings, Title I parent meeting. Robocaller, Twitter, Facebook, District and Site Web pages, school newsletters, district informational mailers, phone calls, digital phone apps such as DoJo and Remind, Infinite Campus Parent Portal for two way communication. The district also focused on truama informed care practices with a district wide professional development day devoted to the topic and also shared the Adverse Childhood Experiences Study (ACES) with school staff to assist staff in understanding our student culture. Our focus area for improvement is a continual effort to find effective ways to engage parent participation at the district and site level. We continue to measure parent participation in our student information system, Infinite Campus Parent Portal, and parent attendance at school events.|4|4|3|4|4|4|4|3|5|5|4|5|2019-10-08|Met|2019 50105040129023|Stanislaus Alternative Charter|3|The Charter has gone through the WASC accreditation Self Study process in 2017-18 and earned a full 6 year accreditation. All members of all stakeholder groups participated in the Self Study process and thus had opportunity to contribute. Members of all stakeholder groups continue to have opportunity for input through participation in the School Site Council and ELAC. In addition, the charter has regular school meeting in which stakeholders have the opportunity to discuss, plan and implement engagement activities.|The Charter has a strong internal foundation of support for the school site personnel to partner with the students and families. The students meet once a week with their teacher and are able to build a positive one on one relationship. Students and teachers are able to discuss progress at any time and are encouraged by administration to do so. Students are aware of their legal rights and teachers or administrators are available to clarify or re-explain as needed.|The Charter enacts procedures designed to engage students, stakeholders and advocates in advisory committees. This includes seeking volunteers and holding elections for members of the School Site Council from all stakeholder groups. The English Learner Advisory Committee serves as a part of the SSC. The SSC serves as the LCAP Advisory Group.|5|5|4|5|4|4|5|4|5|4|4|4|2019-10-08|Met|2019 50105040000000|Stanislaus County Office of Education|3|Due to the transient nature of the Educational Options division student population, it can be challenging to obtain consistent and continuous parent and family engagement. However, the program attempts to involve parents in all aspects of their child’s education in a variety of ways. School sites host Back to School Night events each year. Parents/guardians are invited to meet with their child’s teachers to discuss classroom procedures, expectations, and grade level curriculum. Parent/Guardian participation in the English Learner Advisory Committees (ELACs) and School Site Councils (SSCs), LCAP advisory is encouraged and all parents are invited to attend as able. Parental Involvement Policies have been developed to ensure the involvement of parents/guardians in the educational process of students. Parents/guardians are provided with an overview and explanation of curriculum, assessments, and proficiency levels during orientation/registration, Back to School Night, SSC meetings, ELAC/DELAC meetings, parent conferences, reclassification meetings, IEP meetings, and through the Alternative Education website. Parents/guardians may schedule a meeting with their child’s teacher or administrator for additional information. The Educational Options program provides parents/guardians with written notification regarding state mandated testing and the results of testing. The Educational Options division utilizes School Messenger as a quick way to connect with parents/guardians. School Messenger allows individual schools to send messages to parents/guardians via phone call, text, and/or email. Since the onset of the Local Control Funding Formula (LCFF)/Local Control Accountability Plan (LCAP), Educational Options has conducted LCAP Advisory meetings at school sites in conjunction with the SSC meetings to share LCAP process, share data and progress made, and ask for input to inform goals and action items. Stakeholder feedback is reviewed for comments, suggestions, and concerns. All feedback is taken into consideration when planning for the following school year. All written information that is sent home to parents is provided in both English and Spanish. Parents/guardians are provided opportunities to participate in school activities with interpreters, as needed|Due to the transient nature of the Educational Options division student population, it can be challenging to obtain consistent and continuous parent and family engagement. However, the program attempts to involve parents in all aspects of their child’s education in a variety of ways. School sites host Back to School Night events each year. Parents/guardians are invited to meet with their child’s teachers to discuss classroom procedures, expectations, and grade level curriculum. Parent/Guardian participation in the English Learner Advisory Committees (ELACs) and School Site Councils (SSCs), LCAP advisory is encouraged and all parents are invited to attend as able. Parental Involvement Policies have been developed to ensure the involvement of parents/guardians in the educational process of students. Parents/guardians are provided with an overview and explanation of curriculum, assessments, and proficiency levels during orientation/registration, Back to School Night, SSC meetings, ELAC/DELAC meetings, parent conferences, reclassification meetings, IEP meetings, and through the Alternative Education website. Parents/guardians may schedule a meeting with their child’s teacher or administrator for additional information. The Educational Options program provides parents/guardians with written notification regarding state mandated testing and the results of testing. The Educational Options division utilizes School Messenger as a quick way to connect with parents/guardians. School Messenger allows individual schools to send messages to parents/guardians via phone call, text, and/or email. Since the onset of the Local Control Funding Formula (LCFF)/Local Control Accountability Plan (LCAP), Educational Options has conducted LCAP Advisory meetings at school sites in conjunction with the SSC meetings to share LCAP process, share data and progress made, and ask for input to inform goals and action items. Stakeholder feedback is reviewed for comments, suggestions, and concerns. All feedback is taken into consideration when planning for the following school year. All written information that is sent home to parents is provided in both English and Spanish. Parents/guardians are provided opportunities to participate in school activities with interpreters, as needed|School sites host Back to School Night events each year. Parents/guardians are invited to meet with their child’s teachers to discuss classroom procedures, expectations, and grade level curriculum. Parent/Guardian participation in the English Learner Advisory Committees (ELACs) and School Site Councils (SSCs), LCAP advisory is encouraged and all parents are invited to attend as able. Parental Involvement Policies have been developed to ensure the involvement of parents/guardians in the educational process of students. Parents/guardians are provided with an overview and explanation of curriculum, assessments, proficiency levels during orientation/registration, Back to School Night, SSC meetings, ELAC/DELAC meetings, parent conferences, reclassification meetings, IEP meetings, through the Alternative Education website. Parents/guardians may schedule a meeting with their child’s teacher or administrator for additional information. The Ed Options program provides parents/guardians with written notification regarding state mandated testing & the results. All sites utilize School Messenger as a quick way to connect with parents/guardians. This allows individual schools to send messages to parents/guardians via phone call, text, &/or email. Since the onset of the Local Control Funding Formula (LCFF)/Local Control Accountability Plan (LCAP), EdlOptions has conducted LCAP Advisory meetings at school sites in conjunction with the SSC meetings to share LCAP process, share data and progress made, and ask for input to inform goals , action items. Stakeholder feedback is reviewed for comments, suggestions, concerns. feedback is taken into consideration when planning for the following school year. All written information that is sent home to parents is provided in both English and Spanish. Parents/guardians are provided opportunities to participate in school activities with interpreters, as needed.|4|4|4|4|5|4|4|4|4|4|4|4|2019-10-08|Met|2019 50712820000000|Stanislaus Union Elementary|3|Through the use of parent surveys with a scale of 1-5, our parents report that our schools and district seek input for decision making at a rate of 77% or higher at each school as reported through the use of a 4 or 5 on the survey. We offer a variety of committees for our parents to participate in, and offer frequent surveys in an effort to reach those families who may not be able or have an interest in attending. Principals and staff are trained annually on the legal roles and responsibilities to effectively engage families in advisory groups and their agendas and minutes are reviewed monthly to identify areas in need of additional support. The Local Control Accountability Plan (LCAP) also offers a wide variety of parent informational and input opportunities to each of our families. An area of focus for Stanislaus Union in Seeking Input for Decision Making is increasing attendance at our advisory committees. Feedback from our parents indicates that the legal responsibilities associated with many of the committees can cause angst. We have been collaborating with the parent groups that do attend committee meetings to gain insight and strategies to better support our families in understanding the roles and responsibilities, and thus increase their attendance and participation.|Stanislaus Union offers a multitude of parent educational opportunities such as Learning Quest and PIQE at a variety of times and locations to support our families in better understanding the rigorous educational expectations and in preparing for the future of their children. There are multiple formal and informal opportunities for families to meet with their child’s teacher to better understand both progress within the classroom and how to be a support at home. Examples of formal opportunities include Back to School Night, Parent-Teacher Conferences, Student Support Team and Individualized Education Plan Meetings, as well as various committee meetings at each school site. Informal Opportunities include Family Reading Nights, English and Mathematics Newsletters, and digital communication such as email and class reporting apps such as DOJO. A list of family academic resources is accessible on each school and district web page and flyers are accessible within each school office. Parent Rights are printed and provided to each family annually through the distribution of First Day Packets, and the rights of Special Education students are reviewed at each Individualized Education Plan meeting. An area of focus for Stanislaus Union in Building Partnerships for Student Outcomes is with our families of English Learners. Through evaluation of student data we identified achievement gaps for our EL students, yet our Reclassified students achieve at higher rates than our never-ELs. In an effort to better support the transition from EL to former-EL, we have added PIQE as a family services at three of our six schools this school year to better support families in understanding and supporting the academic goals of our school district.|Through the use of parent surveys with a scale of 1-5, our parents report that they feel welcome at our six school sites at a rate of 74% or higher at each school as reported through the use of a 4 or 5 on the survey. Stanislaus Union initiated professional development in recent years focused on Cultural Proficiency in an effort to build the knowledge base of our staff in understanding and respecting various cultures and communities that our students and parents derive from. This work included both classified and certificated staff from each school site, who serve as leaders of the cultural shift at each school site. Each school staffed with at minimum one Bilingual ParaProfessional (Spanish) in addition to our District Bilingual Liaison (Spanish) who support our families in both written and oral communication. Our school sites have initiated events such as Multi-Cultural Day in which families are invited to facilitate and participate in learning. Additionally, our After School Program partners with local businesses to offer services such as healthy foods twice monthly. An area of focus for Stanislaus Union in Building Relationships is currently within our Homeless population. Our data indicates that our Homeless families rarely attend school-based events and student outcomes in this population is suffering. Additionally, we struggle to make strong communication with these families due to the lack of stable housing. We are evaluating alternative means to engage these families in meaningful interactions at each school.|4|4|3|4|4|4|5|4|4|3|4|4|2019-04-11|Met|2019 37681303731262|Steele Canyon High|3|Steele Canyon provides multiple opportunities to include families in the decision making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site based decisions. Our area for improvement is to build the capacity for our families to engage in the decision making process.|Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshman and Curriculum Nights. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. Our focus area of improvement is to provide professional learning and support to staff to improve our school’s capacity to partner with families.|Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email, phone call, and grades are communicated regularly through our student information system. As our demographics are shifting, we need to focus more on educating our staff about each families strengths, cultures, and languages. Additionally, we need to create increased opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students.|4|4|3|3|2|4|4|4|4|3|3|1|2019-10-22|Met|2019 19647330137604|Stella Elementary Charter Academy|3|The Stella Elementary Charter Academy opened in the fall of 2018 so many of our categories were listed as “Initial Implementation” since it was the first year we implemented the program. Every year Stella Elementary Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 100% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Stella Elementary Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.Our participation in our Teacher- Parent Conferences was 62%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 27%. Nevertheless, our families feel supported as evident by survey respondents saying that 100% of families feel “confident in their ability to support their child’s learning at home” and 100% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Stella Elementary Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. The Stella Elementary Charter Academy opened in the fall of 2018 so many of our categories were listed as “Initial Implementation” since it was the first year we implemented the program. We know that our families trust our staff because our Family survey reflects that 100% of parents agree or strongly agree that they are “overall satisfied with the education their students are receiving.” Additionally, 100% of respondents believe the administrators do well in creating “a school environment that helps children learn” and 100% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to elementary schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 87% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 96% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|4|5|4|5|5|4|4|5|4|4|5|4|2019-10-28|Met|2019 19647330100669|Stella Middle Charter Academy|3|Every year Stella Middle Charter Academy administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 99% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Stella Middle Charter Academy provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 76%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 40%. Nevertheless, our families feel supported as evident by survey respondents saying that 82% of families feel “confident in their ability to support their child’s learning at home” and 85% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Stella Middle Charter Academy community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 99% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 86% of respondents believe the administrators do well in creating “a school environment that helps children learn” and over 87% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 85% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 89% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 45701100135889|Stellar Charter|3|As a charter and small school, staff, principals, families and district administrators work together to seek input, build capacity, and provide opportunities for stakeholders to plan, design and implement policies and programs.|As an independent study charter school, Stellar Charter Schools meets with parents regularly to partner in a students education. The school continuously develops resources and learning opportunities for families, students, and education professionals to support our model.|Stellar Charter School is an Independent Study Charter School that utilizes parent engagement and family relationships as an integral component of student success. Families meet and engage regularly with their Teacher of Record, teachers and other support staff to support and develop personalized learning plans, aligned to state standards, that provide students with opportunities for mastering grade level standards and participating in enrichment activities.|5|5|5|5|5|5|5|5|5|5|5|4|2019-06-25|Met|2019 19647330136986|STEM Preparatory Elementary|3|STEM Prep Elementary School provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided provided opportunities to provide input on policies and programs through participation in Parent Advisory Committee, School Site Council and English Learner Advisory Council.|A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.|At STEM Prep Elementary School we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties.|5|5|4|5|5|5|5|5|5|5|5|5|2019-02-06|Met|2019 39686760120725|Stockton Collegiate International Elementary|3|Stockton Collegiate provides access to one-to-one individual attention on an ongoing basis to families as the school, parents, and students work collaboratively to support student growth and help students achieve their potential. Stockton Collegiate is reviewing opportunities to invite effective parent participation in a group setting.|Stockton Collegiate provides three student-led parent conferences each year. The conferences support student agency as students describe their learning achievements and their goals for furthering their academic and personal growth. Stockton Collegiate hosts various meetings throughout the year focussed on topics that help parents support their students' academic growth.|Stockton Collegiate supports communication with parents through new student orientations, regular communication with parents about current academic activities, Facebook updates, and at student-led parent conferences three times a year. Parents have ongoing access to teachers, counselors, and coordinators through email and the school's academic communication tool, ManageBac.|4|3|4|4|3|3|5|4|4|3|3|3|2019-10-07|Met|2019 39686760120733|Stockton Collegiate International Secondary|3|Stockton Collegiate provides access to one-to-one individual attention on an ongoing basis to families as the school, parents, and students work collaboratively to support student growth and help students achieve their potential. Stockton Collegiate is reviewing opportunities to invite effective parent participation in a group setting.|Stockton Collegiate provides three student-led parent conferences each year. The conferences support student agency as students describe their learning achievements and their goals for furthering their academic and personal growth. Stockton Collegiate hosts various meetings throughout the year focussed on topics that help parents support their students' academic growth.|Stockton Collegiate supports communication with parents through new student orientations, regular communication with parents about current academic activities, Facebook updates, and at student-led parent conferences three times a year. Parents have ongoing access to teachers, counselors, and coordinators through email and the school's academic communication tool, ManageBac.|4|3|4|4|3|3|5|4|4|3|3|3|2019-10-07|Met|2019 39686760119743|Stockton Early College Academy|3|Stockton Early College Academy continues to utilize parents conferences, and parent coffee hour, and information nights (which include 8th grade outreach, College application, FAFSA and Scholarship information) to improve engagement of underrepresented families. Additionally, SECA utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has a thriving Student Leadership group and numerous clubs which seek to involve students in community service. SECA’s students spend hundreds of hours each year providing direct services to the community. SECA provides opportunities for parents to take part in the planning and improvement of the school through School Site Council, Parent Coffee Hour, and Surveys. While fully implemented and sustainable, SECA strives for continued improvement in the area of parent outreach, particularly for underrepresented families. This two way communication between home and school remains an ongoing area of focus, with particular emphasis on teacher communication with the families of underrepresented students who struggle. SECA’s driving mission is to provide opportunities for underrepresented students and, therefore, engages their families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families come to the school regularly to participate in advisory groups.|Stockton Early College Academy staff make themselves available to students and families through a general open door policy at the administrative level, and an ongoing effort to keep channels of communication open and running between the school and home.|Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families come to the school regularly to participate in advisory groups.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-22|Met|2019 39686760000000|Stockton Unified|3|The LEA is in the initial implementation stage in building capacity and supporting site principals and staff to effectively engage families in advisory committee groups, and with decision making. The LEA has reached full implementation in the areas of building capacity and support for families as they engage in advisory groups and decision making models. The LEA has also reached full implementation providing opportunities for underrepresented groups to add input on policies and programs. In order to reach full implementation and sustainability in these areas, more professional development is needed for families serving on advisory committees that specifically addresses Robert’s Rules of Order and the Greene Act. Tools, such as Qualtrics will be used to generate immediate feedback through surveys after advisory committee meetings. An effort to post meetings on various platforms will also be implemented in addition to sharing meeting invitations and agendas with sites. The LEA will share advisory committee pertaining business on the F.E.E.O. website, through the mobile app and via school sites.|The LEA is still in the initial stage of implementation in building true partnerships in our community in the area of providing professional development in terms of family engagement and education. The LEA has reached full implementation in its efforts in providing families with information and resources to support student learning and development in the home. Continuous and ongoing parent education is offered monthly through site coffee hours, and other district level trainings such as Reading for Success and Realizing the Academic Dream (RAD). LEA departments are working together to decrease student absenteeism and student suspension rates. Furthermore, parent-teacher conference schedules have been implemented to assure parents understand their children’s academic and behavioral progress. In addition to the specific staff training related to parent liaisons and community assists, other stakeholders: teachers and administrators are lacking the professional development needed to fully implement and sustain their partnerships with families. Professional Development related to building capacity, understanding the difference between engagement and involvement, access and equity, effective communication and how to empower parents in advisory committees are planned for the next 3 years. This area has been identified as the area of needed improvement.|Data depicted from our Family & Community Engagement Survey revealed most sites are focusing on establishing and maintaining meaningful relationships however, we are still at the implementation stage in developing relationships between school/building staff and families. Professional Development related to equity and diversity, effective communication, family engagement, and how to conduct advisory committees, planned for the next 3 years, will help foster ongoing trusting and respectful relationships with our families. Full implementation in the following areas have been noted: In general, most staff have created welcoming environments for all families; staff are learning more about our families’ cultures and languages. In order to reach full implementation and sustainability, more professional development in cultural proficiency is needed for all stakeholders to understand underrepresented families/communities: primarily AfricanAmerican/Blacks and Hispanics. In an effort to provide opportunities for parents to learn more about services and district structure, several community events, fairs and workshops will continue to be offered throughout the years: Orientation Fairs, Parent Institutes, and educational experiences through (Realizing the American Dream (RAD), Father Engagement activities, Latino Literacy, Reading/Math for Success, Project 2 Inspire, AVID Summer Institute, iReady and other newly adopted curriculum, college/university field trips). While language barriers still exists in most of our sites, and parents reported difficulty in obtaining interpreters when needed, the LEA continues to hire interpreters/translators in various departments. Further research is needed to increase the use of staff that can provide these services. A new mass notification system has been implemented district wide. This Parent Link allows for effective 2 way communication between schools/buildings and homes. Continuous training for our parent liaisons and community assists will be forthcoming in using and supporting site administrators when applicable. In addition, a new SUSD mobile app has been created to allow staff and families the ability to obtain and increase their awareness of district matters. We will increase the number of active site level Family Engagement teams to reflect school demographics developing meaningful relationships between schools and homes. (Increase parent liaisons/community assists by 25% in year 2, and full implementation by year 3).|3|4|4|4|3|4|4|3|3|4|4|3|2019-10-22|Met|2019 28662660108605|Stone Bridge|3|SBS enjoys a governance model which ensures communication and coordination between its four bodies: Charter Council (CC, aka Board of Directors), Parent Council (PC), Faculty Council (FC), and Administration. Each body has at least one member which sits on one or more of the other bodies. In addition to Parent Council, there is parent representation on the Board of Directors. Policies and programs are consistently brought to one or more of the bodies for discussion and/or approval depending on their nature. Parent Council and Charter Council are open to all parents to attend. The chairs of CC, PC and FC also meet regularly to discuss key school topics. Both the Administrator (Principal) and Assistant Administrator have an "open door" policy and invite any community member (parent, staff, student) to share their suggestions, concerns, or observations at any time throughout the school year. SBS also enjoys a Student Council comprised of class-elected students from grades 6-8. They meet twice monthly with a faculty advisor to advocate for student interests and concerns, and plan student-centered events (e.g., annual Talent Show, Anti-Bullying assembly).|SBS considers parents to be vital partners in their children’s education. The spring 2019 survey noted that 83% of parents agree or strongly agree with the statement “I am satisfied with my child’s growth academically.” The partnership between SBS and parents is strengthened by: - Teachers’ parent surveys soliciting feedback from parents on students’ academic goals and progress, as well as emotional and physical needs - At the beginning of each school year, teachers inform parents of that year’s curricular topics, which CA Common Core standards and skills will be addressed, as well as other planning details (field trips, special projects, class readers, etc.). - Teachers’ regular newsletters to parents about curriculum, activities, homework, as well as guidance to parents on how to support their child’s learning at home (e.g., mental math with everyday activities, practicing spelling words, etc.) - Professional collaboration between teachers on ways to enhance content and engagement at class evenings for parents - All-school parent education through guest speakers, school newsletters, articles and resource links on various topics (e.g., academic learning, nutrition, importance of sleep, etc.) - Reporting on student progress via regular parent-teacher conferences, mid-year and end-of-year grade/progress reports, and for grades 6-8, student and parent access to online grade portal For students with academic, behavior or other needs, parents are informed of their ability to pursue interventions with SBS staff through the Student Success Team (SST) process. If interventions do not adequately meet student’s needs, parents are aware that they or staff may request additional assessments to determine eligibility for services provided under a 504 or IEP. SBS's focus area for improvement is to improve the clarity of the student intervention process for parents.|SBS conducts annual parent surveys, the latest in spring 2019. Of those parents responding, 92% agreed or strongly agreed that SBS is a “supportive and inviting place to learn…” and 95% agreed or strongly agreed that “SBS encourages parental involvement and participation.” SBS staff/teachers connect with parents in a myriad of ways: - Home visits by teachers for new students - Beginning-of-year work parties, picnics, gatherings - Orientation “Buddies” and tours for new families - Frequent community gatherings (assemblies, concerts, festivals, class plays) - Vibrant fundraising activity involving families and SBS staff/teachers - Parent education via guest speakers, school newsletters, articles and resource links - Teachers’ communication with class parents via regular newsletters, parent conferences, collective parent evenings, and on an as-needed basis - Teachers’ parent surveys soliciting info on student goals, progress, needs, suggestions - Strong parent participation in planning and holding class field trips - Monthly Morning Meeting with the Principal SBS is striving to increase the diversity of our family/student population and provide a broader offering of parent resources in Spanish, the predominant second language. Translators are made available for parent/staff meetings when needed.|5|5|4|4|4|4|5|4|4|4|3|5|2019-10-24|Met|2019 54721400000000|Stone Corral Elementary|3|Stone Corral annually measures its progress in: (1) seeking input from parents in decision making; and (2) promoting parental participation in programs, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to stakeholders and the public through the evaluation rubrics. We are meeting with our SSC, ELAC, and Board to improve engagement of all families, especially unrepresented families|The school and community will look at the goals and outcomes to be used as to for developing metrics which will measure capacity growth among family and staff. Networks and connections will increase between the school staff and families. Families and staff will increase their connections to community agencies and services. Families and school staff will indicate an increase in their comfort level and sense of self-efficacy when engaging in home–school partnership events and activities. An increased number of families take on positions of leadership at the school or in the community. Families’ beliefs about the role they play in their children’s education will broaden to include multiple roles. Staff members’ core beliefs about family engagement will be discussed and documented. Staff and families’ belief systems about the value of home–school partnerships will be linked to learning and school improvement. The staff have a commitment to family engagement as a core strategy to improve teaching and learning.|Stone Corral School administered a survey to parents. They key findings from the survey are one way to seek parent input in promoting parental participation in the school programs. The survey was a modified Healthy Kids Survey given in English and Spanish. The modified survey was constructed to make the questions succinct to ensure more parental participation. The goal was to provide the school with information directly from parents that can be used to foster positive learning and teaching environments, parent involvement, and student achievement, health, and well-being, as promoted in the Blueprint for the proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a good learning environment. Parent programs need to be expanded to get parents engaged at the school to help support student achievement. The PTA’s National Standards for Family School Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively. Standard 4: Speaking up for every child—Families are empowered to be advocates for their own and other children, to ensure that students are treated fairly and have access to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.|4|4|4|3|3|4|3|3|4|4|4|3|2019-10-10|Met|2019 11626530000000|Stony Creek Joint Unified|3|LEA focus area is to provide more frequent opportunities for familes to attend school campus and meet with staff. Area for improvement is school admin to meet with parents in their respected communities to discuss plans, prioritize goals, and continue to bridge communication issues.|LEA created a plan last year and is implementing plan to bridge gap between communiites and school. The plan will be implemented over a three year period.|Monthly meetings with district admin and family parent committee. LEA built into the calendar teacher parent conferences for grades K-6 with transportation if needed. Use of dialer system to keep all parents informed of school activities, annourncements, meetings. etc.|3|3|4|4|2|1|2|2|3|3|3|3|2019-10-14|Met|2019 54721570000000|Strathmore Union Elementary|3|Parent involvement opportunities exist at many levels at SUESD, including planning and designing programs, implementing strategies as volunteers in the classrooms, after school, and on committees such as School Site Council, GATE, ELAC and DELAC. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above committees. The district also has an active Parent Teacher Organization (PTO) that organizes events throughout the year including Book Fairs, Red Ribbon Week, and other activities. Parents also have the opportunity to participate in the Migrant Parent meetings held regularly in the district. Parents are also encouraged to be involved in their child’s educational process through participation in “Top Dog” and academic awards assemblies, through scheduled and informal parent/teacher/student conferences, by participating as chaperones on field trips, through family math, literacy, and science nights, and through educational meetings such as gang awareness and gang prevention nights held at the middle school campus. Regular communications are distributed to parents in both English and Spanish and cover a variety of topics including beginning of the year welcome packets, monthly parent newsletters, notifications of all meetings and school events, school calendars, and student assessment and grade reports. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and is available as requested.|One of the most important tools we have been developing is using The Leader in Me Principles (7 Habits) with our students. This program addresses three areas in our students’ lives that will have a direct impact on their success: Academics, to give them stronger analytical, critical-thinking, problem-solving, and creativity skills; School Culture, to keep our students in school every day, actively involved in their education and helping them to make good choices in their own behavior; and Life Skills, the personal and interpersonal skills needed to be successful in college, the workforce, their career, and their relationships with family and friends. Along with The Leader in Me, each campus focuses on character building through the Bull Pup Way and the Bull Dog Bite, reminding students daily that good behavior leads to a higher quality of life for themselves and those around them. An integral component of The Leader in Me is integrating the families into this training. Last year we established a Family Action Team and this next year we will begin training our families in the 7 Habits. These habits include: • Habit 1: Be Proactive • Habit 2: Begin With the End in Mind • Habit 3: Put First Things First • Habit 4: Think Win-Win • Habit 5: Seek First to Understand, Then to Be understood • Habit 6: Synergize • Habit 7: Sharpen the Saw|For years we have used AERIES as our student information system. The student and parent portals allow students and parents access to student progress in every class and now also allows access to standardized test results. We also use ClassDojo, a classroom communication app that shares reports between parents and teachers in our classrooms. It connects parents and teachers to provide information on a student's conduct and performance in the classroom through real-time reports. In addition, our Middle School teachers use Remind 101, which is a communication platform that allows teachers, parents, and students to communicate about what is happening in the classroom. Last year we created District Facebook and Instagram accounts and hired someone to manage them. This allows us to share with staff, parents, students, and the community at large all of the things happening at our school. Our school website has long been a source of information for all families about our District, including access to calendars, handbooks, and meetings. Our Parent/Teacher/Student conferences are student-led. The students explain to their parents what they have been learning during these conferences, which by design are conducted in the home language of the parents.|3|4|3|4|3|3|4|5|4|3|3|3|2019-10-15|Met|2019 04615070129577|STREAM Charter|3|STREAM offers several levels of opportunities for providing input on policies and programs. We have two parent representatives who are elected to the school board each year to speak for parents. We also have our School Site Council, Principal's Advisory Committee, and Parent Club to provide initial and ongoing input on policies, programs, and spending decisions. We also present opportunities at assemblies, evening activities, and through surveys, email, and Bloomz app. One focus area for improvement will be to improve our process of setting up, streamlining, and encouraging parent participation in advisory committees.|All staff has participated in MTSS Professional Development and staff meeting discussions about better helping parents navigate school. We provide an opportunity for information for parents on a daily basis, with pamphlets and posters in the school office, an active Facebook page, and email. We also provide opportunity through our Meet the Teacher/Back to School night (the night before school starts), Kindergarten Roundup (in June), and Student of the Month and Honor Roll assemblies, along with various evening programs and educational opportunities throughout the year (Showcase events, Family Science Nights, Workshops, etc.). Further, we send home a Monday folder with extra communication each week and students return it the following week. Our area of focus is to better communicate student progress through progress and reports cards and parent/student/teacher conferences. We are also working on improving our SST process.|STREAM offers a variety of opportunities to build relationships and communication between parents and the school. We survey parents on a routine basis, using Survey Monkey, to provide parents an opportunity to weigh in on a variety of topics with both numeric and written responses available. These results are shared with the Governing Board and other advisory groups. We use Bloomz, a communication app that allows whole school, classroom, and individual two-way communication. We also provide access and training on the Aeries Parent Portal, so parents can check on student progress at any time. Both Bloomz and Aeries Parent Portal provide an opportunity to track parent access, and we generally experience about 94% participation. Further, we offer a Student of the Month assembly each month and invite parents to attend. We also provide Winter and Spring Showcase events for student to demonstrate their proficiency in The Arts. We also provide a Back to School night and Family Science night in the Fall and a Family Maker night in the Spring. We also provide two-way communication through email and Facebook. Finally, we provide face to face communication through Parent/Teacher conferences and usually have about a 93% success rate in booking and completing conferences. One of our focus areas this coming year is on face-to-face, small group communication of goals and vision.|3|3|3|3|3|3|4|3|3|3|3|3|2019-10-30|Met|2019 11101160130724|Success One!|3|Regular monthly extra-curricular activities, trips, etc. are planned at no cost to the students. Translators are available..|Teachers collaborate weekly and meet with students, who are adults/over 18, bi-weekly as part of the independent study master agreement.|LEA is a welcoming and safe environment for all members of every family.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 19650450000000|Sulphur Springs Union|3|The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and Coffee with the Superintendent meetings. The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions. Every school Principal meets with their SSC and ELAC a minimum of 5 times a year for each committee. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement(SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement. Educational Services met with parent representatives from all sites for monthly DELAC meetings. The meetings were targeted to provide information to families based on needs of English Learners. Representatives asked questions and received assistance as needed to further enhance their English Learner Program at their school sites. Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with stakeholders 8 times throughout the year. To further seek input and partner with families in the decision-making process, the Superintendent met with families at all sites at the Coffee with the Superintendent meetings. In addition, the Superintendent met 9 times with the PAC to share the District’s programs and solicit input from parent representatives from every site. Student Data was shared with families, with a focus on underrepresented students and students who are performing below standards met. Minutes were recorded at each of these meetings and were used to provide input and support to the schools’ SPSA and District’s LCAP. Staff will continue to focus on improving parent engagement to support Parents with the decision-making process to increase student achievement for their child. In addition, Staff will focus on creating opportunities for staff and families to come together to learn more about ways that they can work together to increase achievement for underrepresented stud|The Sulphur Springs Union School District is deeply committed to ensuring that families are partners with the schools to enhance student learning. The District has taken a strong focus on making sure that teachers and administrators have the tools to assist them with creating stronger connections with families, especially families who have children that are at-risk and need additional supports and resources. Principals work with their teachers during staff meetings to discuss how their goals and actions in their School Plan for Student Achievement will improve the school’s capacity to partner with families. In addition, all nine schools have written into their plans functions that will occur at their schools to further support in educating the families on how schools and families can better assist and strengthen the whole child. Several of the schools have, for example, Literacy Nights, where the teachers work with the students and families and share information about how to increase literacy in the homes. The schools will continue to enhance their partnerships with families and schools during these special events. The District is dedicated to sharing information to families about how to better support student learning and development in the home. For example, the Superintendent meets yearly with families for Coffee with the Superintendent to share information about each of the school’s resources, and ways that parents can have access to information to support learning in the home. Further, during DELAC and ELAC meetings, the District Administrators support families by sharing information about what it means to acquire English proficiency and what families can do to support English Learners in the home. For two years, the District has implemented, Goal Setting Conferences with families. In the month of September, teachers sit down to have a one-on-one meeting with families to set goals with their children, and learn more about the strengths and areas of growth that the parent would like to see for their child in that grade level. By having these conferences, teachers are better able to meet the needs of children, especially those that are at-risk. In addition, the meetings allow families to meet their child’s teacher which creates a stronger bond between school and home. The District will continue to improve the information that goes out between school and home during these meetings. The District has continued to ensure that families have access to all information as it pertains to their child. In addition, the District has ensured that all families have received a Parent Notification Handbook at the start of the school year that contains all the information needed for families to have access to rules, procedures, and ways that they can access support if needed. Again, the District is committed to partnering with its families to ensure that there is a strong bond between school and home.|The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. The District understands the importance of having strong partnerships with families to assist with enhancing student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs. The District and school staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. Families are offered opportunities to attend events such as Fall Festival, Literacy and Math Nights, GATE Informational meetings, Coding Nights, Supporting children with Special Needs- District Informational Meetings, etc. During the District and school events, staff supports with educating families on ways that they can bring back information to their homes about what they learned to further support their child’s needs. When planning trainings/events in the schools to support student learning, Administration and Staff will work with families to be part of the planning process. At each of the nine schools, staff will partner with PTAs to plan the events, which allows the staff to differentiate the events/trainings to better meet the needs of families and students. During several trainings that are provided by the District, staff will work to include opportunities to have families and staff collaborate in groups. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home. An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District has implemented fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics as well as social/emotional. This is the District’s second year of conducting Goal Setting meetings. Additional areas that the District is continuing to strengthen is removing barriers from students so that they can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District has opened a Family Resource Center that has basic food and school supplies for families that may have a need. The District has also made sure to have counselors at all schools and a Social Worker that partners with families to ensure that the schools are targeting the most at-risk populations.|5|5|4|4|4|4|5|4|5|5|5|4|2019-10-30|Met|2019 55724050000000|Summerville Elementary|3|Summerville Elementary School makes strides to communicate with all parents in the district. New ways are being explored to ensure that all parents’ voices are heard and represented in the district's decision-making process. Growth in this area is anticipated in future years.|Summerville Elementary School has developed strong community relationships with parents, parent groups, community resources agencies, and other community partners in order to understand how to best serve the learning needs of students. Annually, new and creative solutions are explored to expand the capacity for communication at the school, and parents are informed of the ways their students are learning and learning goals are being supported through a variety of communication means.|Summerville Elementary School has a strong working relationship with all staff members. Certificated and classified staff members work closely with administration to identify ways to grow and develop the capacity of the staff, to create an environment that is welcoming to the community, to support the culture of the community, to learn how to meet students learning needs, and to find new ways to engage and communicate with district stakeholders. The staff works together to identify ways to aide in the continuous growth and learning process for the school.|5|5|5|5|5|5|5|5|4|5|3|5|2019-10-08|Met|2019 55724130000000|Summerville Union High|3|There are many opportunities for parents and students to engage, make suggestions and/or air concerns about issues that are dealt with at the school level. Listed below are some examples of how these communications can occur. - Incoming 9th grade GLC conferences - New Parent Welcome, Information/Orientation Presentation, BBQ dinner - Site Council - Back to School Event - Fall, Winter, Spring Sports Information Nights - SSTs - 504s - Pre-Expulsions - Choir Concerts - Band Concerts - Senior Projects - Warning letters mailed to students failing, invitation to contact GLC - Every Student Succeeds Breakfast - Talent Show - College Night - FAFSA workshop - CTE Advisories - Parent Chaperone's for dances - Theater performances - Band Review - FFA Awards Night - Ballet recital - Dance class performance (2018-2019) - Graduation Ceremonies - Sober Grad - Sports Boosters - Scholarship night - Rotary Awards Night Connections Advisory Board CAST Community evening presentations - phone and internet responsibility and use, vaping and drug information night GLC/Student/parent meetings at elementary schools for incoming Freshmen Many informal parent meetings throughout the year|Communication with all participants is the most important facet of our business. Student progress toward meeting standards is reported on a regular basis. As well, parents and students can access their student portal on Powerschool for the most up to date information about progress. Summerville staff makes every effort to conduct Student Study Team Meetings, IEP and 504 meetings to address specific student needs. Parent and student input in these meetings is critical toward our success of meeting the needs of each and every student.|Summerville has many opportunities for parent and student engagement from boosters clubs, to Associated Student Body groups, School Site Council, Bond Oversite Committee, school board meetings, special study sessions, clubs, daily classes and after school interventions, performances and athletic competitions. The goal is to always work to increase participation of parents, students and our community. We all work hard to create opportunites for open lines of communication.|3|4|3|4|4|4|4|3|4|4|3|3|2019-10-23|Met|2019 54718370109009|Summit Charter Academy|3|An area of strength for the district in this area would be in regards to seeking input on policies and programs. The district holds 4 districtwide parent LCAP meetings. This is in addition to the numerous events at the school sites where parents can come and provide input and in addition to the content specific events/forums the district holds at the district level (Bullying forum, Math Nights, etc). In addition to these events the district also collects information from parents in regards to this area by conducting surveys. This allows all parents to participate even if they are unable to make the actual meeting and allows for us as the District to collect the maximum amount of data on how our stakeholders would like to see the district move forward. An area of growth for the district is in regards to ensuring our school site advisory groups are not only engaged but also that they are active and more than simply a compliance group. We have begun to make this shift but still struggle in getting high participation rates from our families. This will be an area of focus in not only the upcoming year but in future years as well.|The district has created several opportunities throughout the year for parents and families to interact with each other in regards to discuss student progress. One of these ways in through the use of parent conferences for students in the fall. This is done for both elementary and middle school students. These meetings allow for teachers and parents to interact with each and discuss specifics in regards to their child rather than generic information. Through these meetings families are better to understand a student's needs and what support they can provide at home to help the student succeed. An area of growth for the district would be in regards to building capacity within our staff to improve home school connections. This is an area that we will be working on in the future to make sure that our sites have the capacity to create events and opportunities for parents to engage in the school environment to make sure their student is successful. This capacity building within staff will allow us to reach underrepresented families better by working to find ways to get them engaged where they would not have been able to in the past.|The district's strength would be in the area of creating welcoming environments for all families. This is an area that the district has heavily invested in to ensure that students and families are welcomed to the campuses. The area that the district can improve on is in regards to family's strengths and cultures. While the district has begun to hold more events that allow for these to shine and come through. We believe that this is an area we can continue to grow. The way that the District will be addressing this is to not only hold additional events surrounding families' cultures but also ensure that staff are trained from an asset-based viewpoint when it comes to the cultures that represent our families. Additionally, the district will be placing a focus on ensuring that families from underrepresented groups are included when the district holds events and meetings.|4|4|2|4|2|4|4|3|3|4|5|4|2019-10-21|Met|2019 36750440107516|Summit Leadership Academy-High Desert|3|The LEA provides multiple opportunities for parents to be involved in decisions and is determining best methods to receive parent input in manners such as digital and paper surveys, parent information nights, meet and greets, Parent Advisory Committee members, School Site Council, District English Learner Advisory Committee members.|The LEA strives to become a resource center for parents and families by providing parent informational articles on the school website, sharing parent training opportunities offered through the San Bernardino Superintendent of Schools, and by creating a safe space for parents to open up about needs at home. Staff are continuing to learn how to best serve the entire family, not just the student. This includes feedback after a parent/teacher conference, including the guidance counselor in meeting as needed, who serves as a mediator for all parties involved and professional development for parent/teacher/ student conferences.|The LEA's current strengths in parent and community engagement begins during the enrollment meeting when parents are welcomed to complete a volunteer packet and are asked how they would like to get involved on campus. Parents are welcome to attend campus any time, often resulting in two or three parents on site within one day. Parents also participate in after school sports, field trips and event planning. Parents feel comfortable contacting school staff regarding concerns, questions and community resources. Staff are in constant communication with parents through multiple measures such as phone calls home in their native language via translator if needed, letters home, monthly newsletters, social media platforms, robo-calls, Class Dojo and the school website. All letters sent home are translated into Spanish to serve the high-Spanish speaking community at Summit Leadership Academy- High Desert.|5|5|4|5|3|5|5|4|3|3|4|4|2019-11-15|Met|2019 19647330131839|Summit Preparatory Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 41690620112722|Summit Preparatory Charter High|3|At Summit Prep, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Prep has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|5|5|4|4|4|5|5|4|4|4|4|4|2019-06-20|Met|2019 07100740129684|Summit Public School K2|3|At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level. Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|4|4|4|3|3|4|4|4|4|3|4|4|2019-06-20|Met|2019 43104390128090|Summit Public School: Denali|3|At Summit Denali, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level. We have also secured our long term facility, which we will be moving into for the fall of SY 21. With this new space, we will be even better equipped to engage our families in our school program.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Denali is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Denali utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Denali has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Denali has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work towards increasing representation of historically underrepresented groups within our community at all of our school engagement activities.|5|5|5|4|4|5|5|4|4|4|4|4|2019-06-20|Met|2019 43694270123745|Summit Public School: Rainier|3|At Summit Rainier, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Rainier is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Rainier utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Rainier has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Rainier has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|4|4|4|4|4|3|4|4|3|3|4|4|2019-06-20|Met|2019 41689240127548|Summit Public School: Shasta|3|At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.|5|4|4|4|4|5|5|4|4|3|4|4|2019-06-20|Met|2019 43104390123794|Summit Public School: Tahoma|3|At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018-19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with a dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level. Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Dean of Operations ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|4|4|4|4|4|5|4|4|3|4|4|4|2019-06-20|Met|2019 07617960133637|Summit Public School: Tamalpais|3|At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute. In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. Since 2018/19 school year was the first year of the Town Hall, we will use the attendance as a baseline for future activities. Additionally, in the 2019-20 school year, school leaders are receiving additional executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engage families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities at school level|By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator. We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work. The school holds a specific tech training for families so they know how to use this specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provides on the spot tutorials as needed. Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers. The school is very explicit in all communications the value that parents bring to supporting their child's academic successes. Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners. During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided. Prior to 1:1 parent conferences there are specific training for how to hold these meetings in a way that respects parents and encourages their participation. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents. Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate. Additionally, the school ensures that parents/caregivers of migratory children are engaged. This includes meeting with families prior to a departure and then again when they return. The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.|Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our twice-a-year parent and student survey results. We have reviecevied really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. In SY 18-19 we held our first annual evening Town Hall, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit Superintendent directly through a neutrally facilitated circle discussion. Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.|4|3|3|4|4|5|5|4|3|4|4|4|2019-06-20|Met|2019 54721730000000|Sundale Union Elementary|3|In addition to School Site Council, Dad's Club, Parent Teacher Organization, and DELAC, Sundale has a parent resource meeting every year in November inviting parents to come in and learn what offerings are available to students. Meetings are held 6 times per year to families, to engage parents, receive input and keep them informed of school policy, procedures, progress and involvement.|Sundale continues to have parent conferences at each academic trimester term (November and March), in addition to the conference in September. During these times teachers discuss the academic success or struggles of the students with the parents in addition to providing support to the parents on how to best support their child's needs. Sundale holds parent education opportunities for parents, providing parents an opportunity to learn about the resources available at Sundale for both parents and students, as well as sharing the programs their children utilize during the school day to help them be successful. Other opportunities are given to families at the Sundale Foundation Community Center with parent trainings being offered throughout the year.|Sundale holds a beginning of the year parent conference in place of a Back to School Night to serve this purpose, Building Relationships. This give teachers and parents an opportunity to discuss who their child is not only academically but socially and emotionally as well. Parent are able to share about their child to the teacher and the teacher is able to develop a rapport with parents right at the beginning of the year. 100% of parent conferences are required of teachers. If parents do not attend to their conferences, phone calls or home visits are made.|5|5|4|4|5|5|5|5|5|5|5|5|2019-10-22|Met|2019 54721810000000|Sunnyside Union Elementary|3|Sunnyside Union Elementary provides ample opportunities for parents to be involved and to help collaborate with decision making. Sunnyside holds monthly board meetings in which parents are always welcome to share in the public input period. There is an active School Site Council in which teachers, staff and parents actively participate and help advise the Superintendent/Principal on Sunnyside's goal and objectives. Sunnyside partners with Save the Children and the State Preschool to hold collaborative meetings for our younger age students. Sunnyside also has an ELAC, but participation on this committee is very low and meeting quorum is often difficult. Sunnyside holds multiple LCAP planning meetings with parents and asks for suggestions on how to improve the schools. Unfortunately, these meetings are often poorly attended.|Parents are encouraged to self advocate for their children. However, this would be one area in which we could educate our parents to be more informed and show them ways for self advocacy.|Sunnyside has a goal to meet with as close to 100% of parents during parent conferences. Teachers work diligently to try to make contact at least 3 times per year. Sunnyside also has a social worker and social worker intern who perform home visits to reach parents when teachers have difficulty contacting them. Sunnyside offers many many fun activities throughout the school year such as the Carnivals, Grandparents Day, Lunch on the Lawn, Pancakes for Parents, Build Nights, Volleyball/Softball games all in hopes to make parents feel comfortable at the school. Our Parent Involvement nights held monthly are opportunities for parents to give suggestions and also a learning opportunities with outstanding guest speakers (Social Emotional Learning, English Language Development Specials, Sheriff Department, Tulare County Hispanic Cultural Committee, District Attorneys office). We try to gather ideas from parents on what guest speakers and ideas they would like to learn about in our parent involvement nights. All parent engagements are translated, food provided and a trip incentive is given to increase participate in the parent involvement nights.These parent nights usually have 5-10% of our parents attending.|4|4|4|4|3|3|2|2|2|2|2|3|2019-10-29|Met|2019 43696900000000|Sunnyvale|3|All school sites have active English Learner Advisory Council (ELAC) and School Site Councils (SSC). Our annual Lyceum brings parents from all sites together, with an emphasis on parents of students in underrepresented groups. During this meeting we share information about our district initiatives and seek feedback on our LCAP goals. In partnership with the Family Engagement Institute, we provide a Stretch to Kindergarten program. This summer program provides students who have not attended pre-school with a 6-week full day academic program to prepare them for success in kindergarten. The program partners with families to provide parent education on how to support their students throughout their school careers, and informs parents of the advisory committees in which they can participate at their school sites. We also provide a Summer Explorations program for students from socio-economically disadvantaged homes. At the end of the program, parents are invited to attend an open house to celebrate their child’s accomplishments. Based on local indicator survey data, an area for growth is in engaging families to plan, design, implement and evaluate family engagement activities at school and district levels. While we seek input from parents on topics they would like to learn about through ELAC, DELAC and Parent teacher groups, and get feedback regarding the impact of family education activities, we need to further engage our families in the process to ensure we are providing meaningful family engagement opportunities. We will be looking into using the Thoughtexchange platform to seek feedback from our families regarding education and engagement opportunities.|We partner with Family Engagement Institute (FEI) and PIQE (Parent Institute for Quality Education) to provide families information on how to support student learning in the home. Schools provide parent education through English Learner Advisory Committee (ELAC) and parent-teacher organizations. Our elementary schools hold parent-teacher conferences in the fall to work with parents to set goals for their students. Many sites hold student-led conferences, building students’ sense of efficacy and increasing participation in conferences. School plans include goals focused on ensuring that all parents will be contacted during the school year regarding their child’s progress. Our Panorama survey results indicate that we are successful in our family engagement, as the Sunnyvale School District ranks in the 80th percentile in the national sample. Most of our sites have bilingual outreach liaisons who work to facilitate communication and ensure that our underrepresented families are active members of our school communities. Based on local indicator survey data, an area for growth is supporting families to understand and exercise their legal rights and advocate for their students. We will continue to partner with local organizations to offer education around these topics, which are vital for all families, but particularly for our immigrant community.|Two of our LCAP Goals address building relationships with families. Goal 4 focuses on increasing and deepening opportunities for family education, and Goal 5 addresses promoting collaboration, transparency, and communication with students, families, staff, and the broader community. In the past few years, we have focused on cultural proficiency and equity across the district. We make it a practice to lower the barriers for our families to ensure they are able to fully engage with the school. We have provided professional development around cultural proficiency and equity to all certificated and classified staff. Our bilingual outreach liaisons support our sites in communicating with families to ensure they are true partners. Frequent family nights focused on literacy, technology and math engage families in the school community. At the elementary level, goal setting conferences in October allow teachers to meet with families to build relationships and learn about their goals for their child. We utilize the Panorama Survey to evaluate our success in lowering barriers for our families. According to the survey, 82% of our parents responded positively with respect to barriers to engagement. 93% of respondents indicated that the school communicates well to people of their culture and 90% of respondents reported that the school is welcoming to parents. We understand that establishing authentic two-way communication is key in building relationships, so we have multiple ways to send and seek information. We use Thoughtexchange to seek feedback from families via a link sent by email, text or accessed through our website and social media channels. Participants share their thoughts on questions about our schools, and then read and rate the thoughts of others. We use the information received from the survey for the analysis and development of our LCAP goals, district priorities and the allocation of district resources. We maintain a mobile app, through which parents can access an anonymous tip line to share information with us in a confidential manner. We also seek input from parents through English Learner Advisory Committees at the site and district level (DELAC), School Site Council, parent group meetings, and informal principal coffees. Finally, we hold an annual Stakeholders’ Lyceum, where teachers, parents, community members and students have the opportunity to provide input on our LCAP goals and district initiatives.|4|4|4|4|4|4|4|4|4|4|4|3|2019-10-17|Met|2019 01751190000000|Sunol Glen Unified|3|As our school district is quite small, we cultivate a 'family-like' atmosphere and welcome anyone who is interested in making sure our students come first. As such, we invite parents regularly to attend class activities, nighttime events, and volunteer in any way that they feel comfortable. Our school reaches out to all families including our underrepresented families.|Sunol Glen School District places a high value on all of our families including the underrepresented families.To ensure our underrepresented families are engaged, we provide translators and materials that have been translated when needed. We also try to reach out to families to provide extra support - if needed- to encourage the families to be engaged and to participate in our school.|Sunol Glen places a high value and priority in our partnerships with families and the community. Indeed, many of our extra-curricular activities are parent led - including our monthly garden lessons, after school Math Olympiads and Quiz Bowl clubs, Trashion Show, STEAM night and the Multi-Cultural Night. Additionally, our school has an incredibly high amount of parent involvement as demonstrated in our LCAP where we annually record more than 50% of our parents do some sort of volunteering each year. To ensure our underrepresented families are engaged, we provide translators and materials that have been translated when needed. We also try to reach out to families to provide extra support - if needed- to encourage the families to be engaged and to participate in our school.|4|5|4|4|3|4|5|4|4|4|3|4|2019-10-08|Met|2019 49709614930350|Sunridge Charter|3|The Charter Council works closely with the administration to identify and address priorities. In the last annual survey, 69% of staff agreed that instructional materials and activities fostered multi-cultural awareness and appreciation of diversity while most parents reported they didn't know. This is an area we can highlight more in the school's newsletter and parent evenings. We will continue to bring story-tellers and other special events from different cultural traditions to the students. We are also committed to providing more training in the area of equity and access.|SunRidge has a strong commitment to parent education and collaboration demonstrated through regular parent meetings that provide information about specific class curriculum and activities, as well as developmental topics such as technology, parenting, and developmental movement. The school disseminates a parent newsletter twice monthly. Faculty hold conferences annually and by appointment. SunRidge has implemented an effective model of multi-tiered support providing in-class support, pullout programs, and plan development, (including 504s, IEPs, and behavior) and parental rights are always offered at IEP meetings.|SunRidge Charter School prides itself on the involvement of students’ parents in all aspects of the school. Aside from having strong parent participation as volunteers in the classroom, on field trips, and for special events, SunRidge has an active Parent Council that meets regularly to organize fundraising events, provide parent input to the school, and promote a healthy social and cultural life in the school. SunRidge is governed by a 7-9 member Charter Council comprised of 3-4 faculty members, 2-4 parents, and 1 non-parent community member that meets monthly. The School Director attends all Charter Council meetings serving as a non-voting member of the Charter Council with whom s/he collaborates on all major school decisions. The SunRidge Charter stipulates that the school will operate in a collaborative manner, where stakeholder input is encouraged and valued. The school sponsors a parent and faculty Diversity Committee. Several faculty have attended equity training with a focus on English Language Arts. The curriculum is multicultural by design and Spanish is taught twice weekly in 4-8th grades. The faculty is considering future training to increase access and open dialogue regarding gender, race, class, and orientation. The school's enrollment application is now online in both English and Spanish with translation services available.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-10|Met|2019 43104390124065|Sunrise Middle|3|Sunrise has three main mechanisms for involving parents and students in decision-making processes. One parent sits on the school board. Our desire is to have more than one parent on the board. In practice that has proven difficult. The main impediment is that the work schedules of parents leave little time to participate on the board. The second mechanism is the Parent Advisory Committee. This is a panel of parents whose members advise the school leadership and act as the formal voice of the parents. It is expected that the parents on the Advisory Committee communicate with fellow parents so that they are able to fairly represent the views of parents. The third mechanism is student government. The students elect their own representatives each year. Students have had a substantial influence on policies and practices at the school. For example, they were instrumental in moving the school to go solar. They have also been leaders in building the school’s recycling and re-use program. Occasionally there have been surges of bullying, and student leaders have helped assure that anti-bullying programs and programs to promote empathy as a school-wide value are participated in by all students. We believe these mechanisms have been effective in providing pathways for parents and students to meaningfully influence school policies and practices. The ability of parents and students to participate in development of policies and programs is dependent in part on parents and students being aware of the major policies and programs that need to be shaped. For example, the LCAP is, in effect, the development plan for the school, and once approved, it embodies the school’s goals, objectives and programs for the coming year. It is desirable to have broad participation in its development. The Parent Advisory Committee has input to the LCAP as do the board and the teachers. To date, exposure of all parents to the LCAP has come through school-wide meetings where the school’s performance with respect to LCAP goals and objectives is reviewed and goals and objectives for the coming year are explained. We need to improve the efficiency with which we involve all families in these important decision-making processes. While the parents’ representative on the board and the members of the Parent Advisory Committee are able to involve many parents in discussion of policy and program-related issues, they are most likely to reach the parents who are comfortable expressing their views or who are on campus regularly to drop-off or pick up their children. We need to work on finding ways to inform and solicit the views of parents who are more reticent about voicing their views. Among some parents, there is a cultural tendency to defer to teachers and school administrators. We expect to work with the Parent Advisory Committee to try ways such as informal get-togethers and, perhaps, questionnaires to involve reticent parents more completely.|Sunrise takes a data-based approach to forming partnerships with parents. Academic progress is measured three times per year with a nationally-normed assessment. Through that assessment, we produce a detailed picture of each student’s academic strengths and weaknesses. Details are discussed with parents at the end of each grading period. Thanks to the data, we are able to be specific in our discussions of how parents and school staff can work together to achieve the best academic outcome for their student. We also use data to assess student physical development, and their social and psychological growth. The Healthy Kids Survey, Multi-Tiered Systems of Support screening and assessments from counselors for students receiving group or individual counseling together with teacher observations are used to assess student physical, social and psychological growth. Thanks to these measures, we are able to be as specific with respect to how we can partner to improve physical, social and psychological outcomes as we can to improve academic outcomes. The practice of meeting regularly with parents is well established. As parents become oriented to the routine of the school, they come to expect regular communication. In addition to regular meetings between parents and teachers, Sunrise provides two classes per year for parents. The classes are aimed at helping parents understand the ways that they can be supportive of their child’s growth. For example, parents learn how to create a home environment that is conducive to learning. They learn about the after school and summer programs at the school. These are opportunities to extend learning time and to receive assistance from tutors and mentors. Because many of our parents have a high school education or less, they are not confident of their ability to help their children with homework. It is important for these parents to encourage their students to take advantage of these extended times for learning. One of the two annual classes is oriented toward legal and civil rights of families with respect to education and with respect to keeping families intact. Parents learn what is required of students as they pass from one grade to the next if they are to be truly ready for college upon graduation. Parents learn how they can take action to assure that their students receive the assistance they need to excel. They also learn about their options and about available resources that can be brought to bear if their families are threatened by immigration problems. The area where we need to improve has to do with formal training of teachers and staff in how to partner effectively with parents. We have relied on the interactional framework we have created at the school to provide many opportunities for partnership. This system assures frequent contact between parents and teachers and staff. We will take advantage of formal training opportunities particularly when a new teacher comes to Sunrise.|Sunrise has two institutional means to assure parental engagement. First, at least one parent is a member of the school board. This assures parents have a direct role in determining school policies and practices. Second, Sunrise has a Parent Advisory Committee that advises administrators regarding parental concerns, their views on policies and practices, and raises issues parents would like to see acted upon. The Committee organizes parents so that they can participate fully in school-wide activities. Sunrise engages parents in informal ways too. Because of the high poverty rate among our families, our students have had few opportunities to explore the world beyond their neighborhoods. Sunrise, therefore, conducts an extensive program of field trips to cultural sites and to nature. Parents volunteer to chaperone the students on these excursions. The trips provide an opportunity for parents and teachers to talk to each other informally, to get to know each other and to work together. We celebrate the accomplishments of our students at events throughout the year, and parents are strongly encouraged to join in these celebrations. The celebrations honor the students and bring pride to their families. Student academic performance is tested three times per year using a nationally normed assessment. The assessment tool produces a performance summary tailored to parents. The teachers meet with each student’s parents at the end of each term to discuss in detail how each student is doing academically, socially, and personally. At these meetings, teachers discuss with parents what they can do to support their child’s academic, social and personal growth. At these meetings, parents are also able to tell teachers any concerns they may have. As the LCAP is being prepared, parent views are solicited through the Parent Advisory Committee and through interaction of the parental member of the school board with other parents. When the LCAP is complete, it is explained in detail to parents and other stakeholders in a schoolwide meeting. Most of our parents have Spanish as their first language. We strive each year to improve the ability of staff to communicate with parents in Spanish. Our written messages to parents are given in English and Spanish. We have worked hard as there has been teacher turnover to hire teachers who speak Spanish. We have done the same with office staff. Meetings are conducted in English and Spanish. The school is at a point where several members of the office staff and about half of the teaching staff are able to communicate in Spanish with parents. In addition, the director and the assistant principal speak Spanish. To develop each of the ratings for this priority 3, Sunrise consulted various stakeholder groups (ELAC, School Site Council, Parent Advisory Committee, Student Leadership, donors, teachers). We also looked at our own internal documents and conducted parent, staff and student surveys.|4|4|3|5|3|4|5|4|4|4|4|4|2019-10-14|Met|2019 19647336019392|Superior Street Elementary|3|Superior provide families with multiple opportunities for input in school site decisions. We have monthly School Site Council and Superior Leadership Council meetings. We have consistent communication with all stakeholders about upcoming meetings and welcome input. This communication is via blackboard connect, monthly newsletters, marquee, and the required postings for all meetings while adhering to Brown and Greene Act. The School Site council specifically make decisions about programs and services and receive recommendations from parent membership from the English Language Advisory Committee. We regularly work with families and school staff to get input about the effectiveness of our family engagement activities. We will continue to find more effective ways through the use of technology to communicate with and improve the engagement of underrepresented families.|According to the school experience survey given in December 2018, where 57% of the parents participated in the survey, parents responded to questions in the following areas: customer service, parent engagement, parent involvement, safety, resource availability, future orientation, and high quality schooling. 81% of the parents agree/strongly agree that they are included in important decisions about their child’s education, 94% feel that Superior offers their children high quality instruction, 86% feel welcome to participate at our school, and 93% feel that their children are safe at Superior. 74% fell Superior offers extra activities for their children’s personal growth, 27% visit the parent center often, and 71% have visited the school to get information or access available resources. Students in fourth and fifth grade also took the survey in December 2018. 99% of our students completed the survey. 80% of them agree that our teachers go out of their way to help students. 79% felt that they spend time in their classrooms working on projects and assignments with their classmates. 87% feel that they are happy to be at this school. 64% felt like they know how they are expected to act and 40% felt like kids are kind to each other at this school. 86% of them feel like they can go to an adult if they feel like another student is bullying them. 88% of the students feel like they are capable of learning anything. 72% feel like they can master the hardest topics in their classes and 71% of the students feel like they can communicate their feelings clearly. 93% of the staff members completed the survey. 100% of them agree or strongly agree that this school is a supportive and inviting place for the students to learn. 78% agree that they have the necessary materials to do their job well. 74% think that the school handles discipline problems fairly. 89% of the teachers completed the survey. 91% of the teachers agree or strongly agree that they collaborate with other members of their grade level. 77% agree that they work together to review and align grading practices.|We are excited about implementing a new program called Leader in Me. We are targeting our students, staff, and parents to give them training and professional development on the 7 Habits of Highly Effective people and kids by Stephen and Sean Covey. We began training our staff this year and a few teachers have been teaching the habits in their classrooms as well. Next year we will begin teaching the habits lessons to each classroom. Professional development for the teachers will include trainings for Bridges Math intervention, Step up to Writing, the academy, integration of technology, strategies to teach English language learners, as well as the multi-tiered level system of supports. Teachers respond to a professional development survey that asks them to respond about their needs for their instructional learning. We will work on getting more of these surveys returned from them by the deadline. Parents will continue to receive parent workshops and will be invited to Leader in Me trainings as well. Parents will want to be involved in the many new activities that will be happening at our school and will be invited to give input as to what their needs are again this year. Our Parent community representative will continue to be the liaison with the community and bring the Leader in Me program to our stakeholders.|3|3|2|4|3|4|5|3|5|4|3|3|2019-10-24|Met|2019 25658960000000|Surprise Valley Joint Unified|3|One of SVJUSD's strengths is it is a small community where everyone knows each other. Because of this, communication is pretty good. However, because we are so small many of the community members and parents where multiple hats making it difficult to be at everything. Out reach to families occurs through Facebook, fliers home and robo-call. With new administration this year it will be easier to establish a system to reach families who don't normally attend. Parent nights are a big success for our district, which we will look at increasing or sending surveys home to try and reach more families.|One of SVJUSD's strengths is it is a small community where everyone knows each other. Because of this, communication is pretty good. However, because we are so small many of our staff members where multiple hats making it difficult to be at everything or train on best practices. With new administration this year it will be easier to establish a system to reach families, review policies and procedures and look at data on who doesn't normally attend.|One of SVJUSD's strengths is it is a small community where everyone knows each other. Because of this, communication is pretty good. However, because we are so small many of the community members and parents where multiple hats making it difficult to be at everything. Our reach to families occurs through Facebook, fliers home and robo-call. With new administration this year it will be easier to establish a system to reach families who don't normally attend. Parent nights are a big success for our district, which we will look at increasing or sending surveys home to try and reach more families.|3|4|3|4|3|4|4|3|4|4|4|4|2019-10-17|Met|2019 18641960000000|Susanville Elementary|3|The LEA strengths are that our stakeholder committee, DELAC, Title VI PAC and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.|The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation at the schools wanes as we reach the middle school. Our focus will be to identify strategies and activities to improve parent engagement across all schools.|The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, Title VI PAC and School Site Councils provide parents from a variety of stakeholder groups to participate in educational dialogue with the LEA about student opportunities and programs. We will work to develop strategies to increase engagement that will fit the needs of our programs.|2|3|2|2|2|3|3|2|2|2|2|3|2019-02-20|Met|2019 51105120000000|Sutter County Office of Education|3|FRA staff meets frequently and discusses how to improve family participation and engagement in their student’s education. Families have some difficulty in participating so we are constantly working to improve communication at the school to home level. Parents and families are invited to attend site-council meetings, open house and back to school. Staff is working to plan more family events at FRA. Parents are invited to attend all school meetings such as site council and parent conferences.|FRA staff strives to improve practice in building partnerships with families. Plans include improving school to home communication, training staff in the services that students at FRA have access too, and meet with parents more regularly to help educate families on what their student needs to be successful and to grow emotionally while at FRA.|Staff at FRA are working constantly in building policies and procedures in maintaining a good relationship with students and their families. FRA staff frequently reach out to parents using many methods of communication at a very frequent rate. Office staff, attendance, administration and teachers frequently call on the phone, send school messenger messages, send home informational flyers and even make frequent home visits to try and build trusting relationships with all families and the community. FRA staff also connects families with outside resources to help support students and families both emotionally and academically.|4|5|3|3|2|2|3|3|2|3|3|3|2019-10-09|Met|2019 51714230132977|Sutter Peak Charter Academy|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or NWEA/MAP. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. As in the previous narrative, with the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|Sutter Peak Charter Academy takes the feedback of all shareholders importantly. Teachers meet weekly, bi monthly, monthly with families establishing trusting, respectful relationships beginning the first day of school. Families are invited and encouraged to attend Back to School events, science, math and ELA showcase nights. Throughout individual family meetings, teachers engage with families learning about the unique culture as well as academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website, Facebook Page and "Sutter Peak this Week" that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone. With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.|5|5|5|5|4|5|5|5|4|4|4|4|2019-10-23|Met|2019 51714490000000|Sutter Union High|3|Historically, collaboration between all stakeholders has been largely informal. Sutter Union High School has a solid reputation for meeting the academic and vocational needs of all students. A targeted intervention and counseling support system has been provided for underrepresented students and their families. While effectiveness is sometimes hard to quantify, Sutter High School achieves a very high graduation rate and a very high rate of enrollment in post-secondary education for underrepresented students. Stakeholders do realize that more formal information gathering instruments will be benificial for continuing to improve student outcomes in the future.|Sutter Union High School provides multiple platforms that are available for all families to engage with our school and partner in their child's education. Specific activities include individual registration appointments prior to high school, Back to School Nights, Open House, phone/text/e-mail outreach in multiple languages, access to grade book and attendance information, Bi-lingual advisors and an open door policy to address any concerns or answer any questions. All students and their caregivers attend a mandatory college/career meeting during the Senior year of school. Parents report that this activity is the most powerful experience they have had with their child's education. Although this activity is not reflected in the metrics of the dash-board, all stakeholders beleive it if a very important benchmark in their child's education.|Sutter Union High School on-going self-improvement process has created a strong partnership between all stakeholders; school, parents, students and community. Additional resourses will be allocated in the form of college and career counselor to increase preparadness, specifically for unrepresented students and their families.|5|5|5|5|4|4|4|4|4|4|4|3|2019-10-08|Met|2019 37771070136473|Sweetwater Secondary|3|The school engages all stakeholders in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and udpate the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop, refine, and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds several Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2018-2019 the school received input from over 200 stakeholders and used the input in the development of the 2019-2020 LCAP.|The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with each family and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal in participating in 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and supports for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has 10 formal partnerships providing services and supports to families throughout the school year. Additionally, the School Social Work program has initiated over 100 family referrals to the school’s partners to meet their needs.|The school engages stakeholders in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 88% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 98% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-08|Met|2019 37684110000000|Sweetwater Union High|3|We have done a solid job of providing parents opportunities to give input in decisions that impact their school community. Our parent leaders indicate that they see evidence of site leadership successfully engaging families in advisory groups who contribute to decisions They also note that schools have provided support for families to contribute successfully in those collaborative conversations. They also stated that they have seen evidence that our schools are reaching out to underrepresented families and groups, which encourages us greatly as we have made concerted efforts to reach out and include each and every student and group to foster a healthy learning environment. They also noted that we have done a solid job of working jointly with families to evaluate our efforts and make plans for improvement. While most of the feedback is positive, there still remains room to improve as Sweetwater is committed to reach each student and each family and will not rest until 100% of our families are engaged in their education and 100% of our students are ready for college and career.|Our parent leaders indicate they have observed evidence of schools’ increased capacity to work collaboratively with parents. They have also indicated that our schools are providing resources to support student learning outside the classroom, and they see evidence of teachers meeting with families and students to support the progress of students through collaborative engagement. The one area that ranked slightly lower was our schools’ efforts to help families both understand and exercise their legal rights to advocate for both their own students and all students. To address that need, we have instituted a unique opportunity for our families in special education. In order to foster their success, we provided training from educational legal professionals to explore opportunities for self-advocacy. We have invited parents to learn their educational rights so as to support their access to educational services. Given the receptive response of families of students with special needs, perhaps we can extend this type of training for families who may need a broader understanding of their legal rights and potential points of advocacy. Nevertheless, there remain some families who have expressed their perspective that their children’s needs are not being met and that their educational services are not being provided as indicated in their IEP. Attention and action on these points must keep us constantly vigilant.|We surveyed a group of parent leaders from our District English Learner Advisory Committee (DELAC) and District Program Advisory Committee (DPAC) to obtain their perspective on our progress in these areas. They represent all schools and student groups, and community members. Our parent leaders indicate that they see evidence of our staff building trusting relationships, creating welcoming environments and avenues for two-way communication. This reinforces the time and effort that has been placed on creating welcoming spaces and environments where each family is embraced and encouraged to participate in their child’s education. The one area that is rated slightly lower is evidence of staff learning about the strengths, culture, and goals of each family. Given this identified need, we will provide training to foster culturally sensitive actions by Sweetwater staff in order to address this issue.|4|4|3|4|4|4|4|3|4|4|4|4|2019-10-28|Met|2019 33751760120204|Sycamore Academy of Science and Cultural Arts|3|Sycamore Academy actively seeks input on decision making in several ways. The principals and staff lead parents in advisory groups in areas that include academics, sports, activities, facilities and even in policy making decisions. In addition to the committees, Sycamore Academy offers Town hall style meetings that are held on various days and times to allow for as many parents to attend as possible. Sycamore Academy has identified the need to improve in engaging underrepresented families and will do so by offering services such as: transportation, home visits, multiple meeting times and virtual meeting options.|Sycamore Academy understands the importance of building partnerships with families and the community for positive student outcomes. Sycamore Academy provides professional learning and support to teachers and principals to improve the school’s capacity to partner with families during the week long training that staff attends before school and during the ongoing professional development. Sycamore Academy has made communication a priority and provides information to the families in ways that everyone can have access and resources to support student learning and development at home. Sycamore Academy has a dedicated Director of Student Services to track progress, implement policies and programs for families and students to support student achievement and to help families understand and exercise their legal rights and advocate for their own student and all students. Sycamore Academy has identified that advocacy on behalf of students is an area of focus for all students including students in underrepresented families.|Sycamore Academy believes that for students to achieve academically, socially and behaviorally, parents, caregivers and the community need to be an active and engaged in all aspects of the learning environment. To that end, Sycamore Academy includes developing the capacity of staff members to build trusting relationships with families in the week long training that takes place every year before the start of school. Some of the results of creating this welcoming environment are seen on campus through the many activities that family members participate in. Parent groups such as the WATCH D.O.G.S. and Mom Squad work side by side with teachers in the classroom on the playground, chaperoning events and coaching sports. Sycamore Academy has identified the need to improve in engaging underrepresented families and will do so by offering services such as: transportation, home visits, multiple meeting times and virtual meeting options.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-30|Met|2019 54105460125542|Sycamore Valley Academy|3|SVA provides opportunities for parents to engage in rich collaboration through multiple family workshops and forums. Parents make up most of our school board members in which they are directly responsible for the development and revision of policies the impact the organization as a whole. The LEA will improve the engagement of underrepresented families through the recruitment of potential board members (parents) of our English Language Learner population.|The majority of parents stated they chose the SVA instructional program because of the following reasons: Hands on teaching and learning, gifted education for all model, and differentiation/student responsive learning objectives. 92% of parents stated SVA is a better educational option than their neighborhood school. 76% of parents state student expectations are high. 91% of parents state that staff create an environment that help students learn. 86% of parents state the school considers and supports the individual needs of students. 93% of parents state they are very comfortable talking to teachers about their children. 78% of parents believe the school is preparing their children for their next academic year. 92% of parents state their child receives appropriate academic support from their teacher. 62% of parents believe the school offers activities that match their students' interests. 98% of parents state their child feels safe at school. The parents of underrepresented families will be encouraged to participate in the parent survey in the future.|Last year, Sycamore Valley Academy used a local LCAP parent input survey in which 51 parents participated. The LCAP parent survey was aligned to meeting the goals outlined in SVA's LCAP. This survey offered an effective means to gather input and information from parents related to school site decision-making and goals. Parents of children at all grade levels were given the opportunity to participate in this survey. The questions are aligned to our LCAP goals and at least one question addresses each of the states identified priorities. Parents felt comfortable providing feedback related to multiple areas such as school cultural building activities, academic instruction and social and emotional learning. A focus area for improvement is the recruitment of more parents of ELLs to attend our parent workshops held in both the fall and the spring at SVA.|4|5|3|5|4|4|4|4|4|4|4|4|2019-09-19|Met|2019 19647331938554|Sylmar Charter High|3|Sylmar Charter High schools strength in Input for Decision Making with families is that we have three councils in which parents are equal decision makers with the school. Those councils are School Site Council, which makes decision on Title I funding and the writing of our School Plan for Student Achievement. Local School Leaderships makes academic, professional development and school activities decisions. Finally, we have English Learner Advisory Council, which discusses data on English Learners and their progress, and suggests interventions for student reclassification. We also have booster club for all student clubs, sports, and fundraising that has many parents and community members on the board organizing events for the school. Sylmar CHS holds several opportunities for conferencing as well as open house nights each semester to invite students and families to make a difference in their child’s education by collaborating with us to ensure all students graduate. Sylmar Charter High schools improvement in Input for Decision Making is the need to increase the number of parents accessing the Parent Portal, it is a first intervention for parents to see students profile in real time and intervene as parents see necessary.|Sylmar Charter High School Strengths in Building Partnerships is that our school has several partnerships established aligned to its various CTE pathways in Culinary Arts, Horticulture/Floriculture, Auto Technology, and Architecture. We also have Educare on campus, which provides students with tutoring, field trips, athletic training, movie nights, dances and much more. Sylmar High School has a strong parent center providing valuable information and opportunities to the community such as ESL courses provided by Mission College on Campus free, San Fernando Valley Community presenting workshops that educate parents on early intervention signs for teens, Wellness workshops from local agencies, Graduation Requirements, and many others. Sylmar Charter High School holds several opportunities for conferencing as well as open house nights each semester to invite students and families. In addition, there is coffee with the principal once a month to help bring in families to receive school updates and/or seek school information. Sylmar Charter strengthens their partnerships with families through Back to School Night, Student Led Conferences, Open House, home correspondence etc. We have extensive and intensive opportunities for the community and the families. Parents and stakeholders are on campus every day, volunteering and participating in a wide variety of capacities, such as football games, homecoming, dances, athletics and much more. Sylmar CHS has many workshops that provide parents with strategies for both academics and students well-being. We have three councils that allow parents to be involved, School Site Council, Local School Leadership, and English Learner Advisory Council. Sylmar Charter High School would benefit improvement in Building Partnerships, by getting more internships for students to have an opportunity to prepare for future careers. We are also working on community outreach, with the business that surround our school and community. Sylmar CHS is also working on getting more parents to be aware of their student progress by signing up for the Parent Portal and as a volunteer at the school|Sylmar Charter High Schools strengths in Building Relationships is that a high percentage of our faculty is bilingual in English and Spanish, to facilitate communication. Sylmar Charter High School has an active Associate Student Body (ASB), which offers a wide variety of programs in an effort to cultivate a positive school climate. We offer a full complement of award-winning athletic programs throughout the school year. We also host Civic and Community engagement activities such as Voter Registration, and blood drives. We continue to build and strengthen our parent center by hosting more school events in which the community can participate and feel represented by; examples include student clubs, Parent Portal support, Schoology sign ups, Restorative Justice, Family Wellness and many others. Teachers and support staff make personal phone calls, to make our parents and community feel essential in our partnership. Sylmar CHS parent center Community representative invites parents to attend workshop, classes and school activities. Sylmar CHS holds several opportunities for conferencing as well as open house nights each semester to invite students and families. In addition, there is coffee with the principal once a month to help bring in families to receive school updates and/or seek school information. Academies display certain projects throughout the year and community members invited to join. Sylmar Charter has a working Parent Center that provides support to underrepresented families along with various school activities focused on culture, clubs, sports, counselors, language correspondence support, and the Educare program. Sylmar CHS has various Councils in which parents are part of (English Learner Advisory Council, School Site Council and Local School Leadership Council), and events throughout the year such as Principals Honor roll and Girls build LA. Sylmar CHS improvement areas in Building Relationships is to increase our percentage of parents who are signed up for the Parent Portal. Parents could then have an easier way to communicate with teaches and school staff, see student grades, attendance, discipline, and update their personal information. Sylmar CHS needs more parent participation in student led conferencing. Sylmar CHS wants to continue to encourage parents of SPED students to take on leadership roles when it comes to the needs of their students.|4|4|4|4|3|3|4|4|3|3|3|4|2019-10-22|Met|2019 50712900000000|Sylvan Union Elementary|3|Sylvan District seeks input from families throughout the school year. Families are members of the site-based School Site Council, English Language Advisory Committee, as well as district Parent Advisory Committee and District English Language Advisory Committee. Special Education parents participate on the Special Education Parent Advisory Group. The district seeks input from all families through surveys throughout the school year. Input from all of these groups and from the surveys are used to drive decisions that affect student outcomes. School sites also provide informal ways for parents to provide input, such as through Parent Cafes. Interpreters are provided at these meetings to ensure that families who need language support are provided that support. Outreach is done prior to all of these opportunities to ensure that all families understand the importance of their voice being heard and to empower families to be involved.|Sylvan District staff understands the importance of building partnerships with families to improve student academic outcomes. Staff communicate with families through 2-way communication, in both text and verbal modalities. Families are invited to attend school events that provide guidance and support on how families can support their children at home. Families with children in grades Transitional Kindergarten through sixth grade meet with their children’s teachers at least one time a year to review student academic progress successes and areas of concern. Staff reach out to families who are not able to attend these meetings to provide support. Interpreters are provided for face to face meetings as well as text and verbal communication.|Building relationships with families is the foundation of family engagement in education. Sylvan District understands the benefit of families being involved in their children's education by getting support from school on how to support their children, and by learning more about their children's academic expectations. Schools work with families in various ways to support families, including, but not limited to frequent and ongoing 2-way communication in various modes, as well as in the correspondence language identified by the family; one to one school and family meetings; and family training opportunities. An area of focus for all schools will be to improve outreach efforts and understanding of family's strengths, cultures, and languages.|4|5|4|4|4|4|4|4|5|4|4|5|2019-10-29|Met|2019 19647330106427|Synergy Charter Academy|3|Parents have an opportunity to be involved in direct decision making in a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians of English Learners are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Coffee with the Principal, attending Board of Directors meetings and completing parent surveys. Synergy will continue to communicate with all parents/guardians about upcoming meetings and events, including communicating invitations to attend school meetings via newsletters, phone messages, and flyers.|At Synergy, parents/guardians are invited to participate in parent conferences twice a year to discuss the progress of their children. Parents are also able to access realtime information regarding their child’s grades and attendance through an online parent portal. Through this portal, parents can send and receive messages directly to their child’s teacher(s), and messages can be translated as necessary. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in annual Back to School events, student showcases, performances, and award ceremonies. Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home. Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 92-94% of parents Agreed or Strongly Agreed with the school’s performance in the areas of Parent Involvement, Academic Orientation, Learning Supports, Opportunities for Student Participation, and Respect and Cultural Sensitivity. Parent Conference participation met or exceeded school goals at least once during the 2018-19 school year. Synergy will continue to look for ways to partner with underrepresented families, including communicating information about upcoming events through a variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|Synergy invites parents/guardians to be partners in their child’s education through open communication and participation in a variety of school events. Parents receive regular school newsletters in both English and Spanish, the two main languages spoken by families. Parents are invited to attend a number of school events to meet school personnel and learn about the school’s instructional program, including Orientation, Back to School, parent conferences, Coffee with the Principal, award ceremonies, student performances, and other special meetings and events. Additionally, Synergy’s school offers a Parent Empowerment Workshop series, a Parent Ambassador program and Book Club, and other special events such as Family Science Night, University Day and other family field trips. Synergy staff may conduct home visits to build relationships with families and address any areas of concern. Synergy will continue to look for ways to engage underrepresented families, including communicating information about upcoming events through variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|5|5|4|5|4|5|5|5|3|3|3|3|2019-09-14|Met|2019 19647330117895|Synergy Kinetic Academy|3|Parents have an opportunity to be involved in direct decision making in a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians of English Learners are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Coffee with the Principal, attending Board of Directors meetings and completing parent surveys. Synergy will continue to communicate with all parents/guardians about upcoming meetings and events, including communicating invitations to attend school meetings via newsletters, phone messages, and flyers.|At Synergy, parents/guardians are invited to participate in parent conferences twice a year to discuss the progress of their children. Parents are also able to access real-time information regarding their child’s grades and attendance through an online parent portal. Through this portal, parents can send and receive messages directly to their child’s teacher(s), and messages can be translated as necessary. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in annual Back to School events, student showcases, performances, and award ceremonies. Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home. Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 92-94% of parents Agreed or Strongly Agreed with the school’s performance in the areas of Parent Involvement, Academic Orientation, Learning Supports, Opportunities for Student Participation, and Respect and Cultural Sensitivity. Parent Conference participation met or exceeded school goals at least once during the 2018-19 school year. Synergy will continue to look for ways to partner with underrepresented families, including communicating information about upcoming events through a variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|Synergy invites parents/guardians to be partners in their child’s education through open communication and participation in a variety of school events. Parents receive regular school newsletters in both English and Spanish, the two main languages spoken by families. Parents are invited to attend a number of school events to meet school personnel and learn about the school’s instructional program, including Orientation, Back to School, parent conferences, Coffee with the Principal, award ceremonies, student performances, and other special meetings and events. Additionally, Synergy’s school offers a Parent Empowerment Workshop series, a Parent Ambassador program and Book Club, and other special events such as Family Science Night, University Day and other family field trips. Synergy staff may conduct home visits to build relationships with families and address any areas of concern. Synergy will continue to look for ways to engage underrepresented families, including communicating information about upcoming events through a variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|5|5|4|5|4|5|5|5|3|3|3|3|2019-09-14|Met|2019 19647330124560|Synergy Quantum Academy|3|Parents have an opportunity to be involved in direct decision making in a variety of ways. One such way is the School Operations Committee. The Committee reviews, monitors, and makes recommendations to the Charter School’s Board regarding the Charter School’s LCAP and Single School District Plan and policies such as the Title I Parent Involvement Policy. Parents/guardians of English Learners are also encouraged to participate in the Charter School’s English Learner Advisory Committee (ELAC). Both committees meet quarterly and meeting times and agendas are announced via newsletters and flyers and are open to the school community and the public. Additionally, all Synergy parents/guardians are invited to share their views on various issues by attending parent meetings and events such as Coffee with the Principal, attending Board of Directors meetings and completing parent surveys. Synergy will continue to communicate with all parents/guardians about upcoming meetings and events, including communicating invitations to attend school meetings via newsletters, phone messages, and flyers.|At Synergy, parents/guardians are invited to participate in parent conferences twice a year to discuss the progress of their children. Parents are also able to access real-time information regarding their child’s grades and attendance through an online parent portal. Through this portal, parents can send and receive messages directly to their child’s teacher(s), and messages can be translated as necessary. Synergy also uses various methods of communicating with parents/guardians, including newsletters, flyers, brochures, the Charter School website, and parent meetings. Materials that are sent home are translated into English and Spanish, the two main languages of the Charter School’s families. Additionally, parents/guardians are invited to participate in annual Back to School events, student showcases, performances, and award ceremonies. Parent education is of vital importance to the success of the Charter School and voluntary workshops are held on a regular basis. Workshops cover various topics such as the health and nutrition of their children, parenting skills, understanding the college admissions process, how to help students with homework, and planning family activities. These workshops are intended to help parents/guardians to be their children’s main “teacher” outside of the classroom, thereby providing a comprehensive educational plan that includes both the Charter School and home. The workshops also intend to help parents/guardians understand Synergy’s instructional approaches and high-expectations, enabling them to better reinforce these concepts at home. Progress on Parent Engagement is measured by the Parent Survey and Parent Participation in Parent Conferences. On the last survey administered, 92-94% of parents Agreed or Strongly Agreed with the school’s performance in the areas of Parent Involvement, Academic Orientation, Learning Supports, Opportunities for Student Participation, and Respect and Cultural Sensitivity. Parent Conference participation met or exceeded school goals at least once during the 2018-19 school year. Synergy will continue to look for ways to partner with underrepresented families, including communicating information about upcoming events through a variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|Synergy invites parents/guardians to be partners in their child’s education through open communication and participation in a variety of school events. Parents receive regular school newsletters in both English and Spanish, the two main languages spoken by families. Parents are invited to attend a number of school events to meet school personnel and learn about the school’s instructional program, including Orientation, Back to School, parent conferences, Coffee with the Principal, award ceremonies, student performances, and other special meetings and events. Additionally, Synergy’s school offers a Parent Empowerment Workshop series, a Parent Ambassador program and Book Club, and other special events such as Family Science Night, University Day and other family field trips. Synergy staff may conduct home visits to build relationships with families and address any areas of concern. Synergy will continue to look for ways to engage underrepresented families, including communicating information about upcoming events through a variety of ways including flyers, email, social media, and phone messages, as well as providing information in both English and Spanish.|5|5|4|5|4|5|5|5|3|3|3|3|2019-09-14|Met|2019 19647331938612|Taft Charter High|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for Taft. Our principal, staff, families and students attend annual School Site Council trainings hosted during the weekend to effectively engage families in advisory groups and with decision-making. The School Site Council specifically makes decisions about programs and services and receive recommendations from parent membership from the English Language Advisory Sub Committees to the School Site Council. In addition, families are also invited to regional meetings at the local district where they learn about Title I, English Learners, and foster youth policies, programs and funding, which result with participants offering program recommendations. Families and school staff are also provided opportunities to work together to plan, design, implement and evaluate family engagement activities at school and district levels. The school site facilitates this process during the School Site Council and Charter Council meetings, and at the district level this process is facilitated as part of the Title I study groups hosted at our local district. In both scenarios families evaluate the family engagement program for the school site, as well as district, which results with establishing a family engagement policy. As a growth area, we need to work on better understanding of the Brown Act for our Charter Council.|Taft and Los Angeles Unified provides families with information and resources at multiple access points including the district, regional office and our school site webpage, in addition to our Parent & Family Center, and through workshops provided by school staff and community partners. The majority of families surveyed in Taft's School Experience Survey stated that we provide information on grade level requirements--90%. Furthermore, many families reported receiving information (verbal/non-verbal) they can understand. Regarding programs where teachers meet with families, the School Experience Survey reports that a majority of participants participate at teacher events, like parent teacher conferences. Families are also supported in understanding district policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, Charter Council, and as members of English Language Advisory Sub-Committee to the School Site Council. Another initiative where families learn about their legal rights is through the We Are One L.A. Unified: Standing with Immigrant Families campaign. The Taft and district-wide campaign empowers families with "know your rights" information in the areas of immigration, health, housing and education rights. An area of growth for Taft and the school district is to adopt a set of initiatives that directly target Title I and highest need families through teacher and staff training, providing of resources, and connecting families to advocate for their own students.|Taft Charter High through Los Angeles Unified is organized to support family engagement through a centralized Office of Parent & Community Services, and our local district regional Parent & Community Engagement Teams in coordination with the Federal & State Education Programs Office. These teams support the implementation of school site trainings for staff and families including the School Volunteer Policy to prepare families in their capacity as volunteers. Our on-site Parent Center facilitates Coffee with the Principal workshops covering academic, health and enrichment workshops for families. During the 2018-19 school year, we hosted more than four academic workshops for families. The workshops are provided by teachers, school staff, and administrators. Welcoming environment indicators are also captured in the district’s School Experience Survey for Taft. Participants of the survey reported high response rates when asked I feel welcome to participate at this school: over 90 % stated they agreed or highly agreed with this statement. Furthermore, we established a School Site Council and Charter Council at the start of the new school year. This includes a family needs assessment where staff and families learn about family strengths, languages, and identify common goals for students. Federal policy also tasks schools to organize a Parent & Family Involvement Policy for Title I families. This tool highlights resources and workshops offered to families in collaboration with school staff and community agencies. This coordinated effort builds bridges and two-way communication between the home and the school site. The area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|4|4|4|4|5|5|4|4|5|4|2019-10-28|Met|2019 15638000000000|Taft City|3|The TCSD current strengths in this area include that the district has provided all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Progress in this area will be achieved in the District by in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|The TCSD current strengths in this area include that the district has implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Progress in this area will be achieved in the District by identifying a focus area for improvement in the Building Partnerships for student outcomes section that addresses providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.|The TCSD current strengths in this area include that the district has developed multiple opportunities to engage in two-way communication between families and educators using language that is understandable and accessible to families. The methods of two-way communication currently include in person conversations such as during a parent-teacher conference, phone calls, and email correspondence. Progress in this area will be achieved in the District by identifying a focus area for improvement in the Building Relationships section that addresses supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by offering district wide professional development opportunities in this area.|2|3|2|4|2|3|3|3|2|2|3|1|2019-10-16|Met|2019 36678760126706|Taft T. Newman Leadership Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 15638180000000|Taft Union High|3|The District works closely with families through strategic planning, community outreach, DELAC, School Site Council, Pastries with the Principal and through our athletic programs to engage all families. An area of focus would be to meet the needs of our families by finding ways for them to provide input to the district from their homes at a time convenient for them. For our English Learner population, our goals is to provide a deeper awareness of the indigenous languages and cultures represented in our community.|A strength of TUHSD is we continue to partner with our families to support the understanding of legal rights and help them advocate for students. Individual Education Plans, Personalized Academic Center and Student Study teams are just a few of the ways that staff meet with students and parents to discuss ways to work together to support improved student outcomes. The focus area for the district will be to look at additional ways to meet the needs of providing parents with information in a way to meet their busy schedules and their limited ability to visit the campus. TUHSD also partners with West Kern Adult Education Network to provide learning and job training opportunities for parents. A number of the courses are held in District classrooms.|TUHS has parent outreach called Pastries with the Principal and Afternoons with Admin for parents to come in and talk directly to the administration. The School Site Council, DELAC, Career Technical Education Steering Committees and Oil Tech Academy Steering Committee are very well attended by parents, community members and industry partners. Participants bring suggestions and concerns directly to the administration and the administration seeks feedback from them on various topics during these meetings. We use Aeries Communication to allow teachers to correspond to parents in their language of choice and through their mode of choice. Parents can choose to received text, email, phone calls or all of the above. The system will translate the message for the parents in their language of choice and it will translate the parents' communication back to the selected language of the teacher. TUHS has also created events like a freshman registration and Wildcat to Watch evening dinners focused on student recognition to provide a welcoming atmosphere for parents to meet the staff. TUHSD recognizes changing demographics in the community and is working to meet the needs of all parents.|3|3|2|4|3|2|2|4|4|4|3|1|2019-10-21|Met|2019 31669440000000|Tahoe-Truckee Unified|3|TTUSD is constantly working toward increasing parent participation among underrepresented groups. Throughout the years we have improved our parent conference and Individualized learning plan meetings to ensure nearly 100% participation and now our focus is on increasing participation at meeting such as ELAC DELAC and SSC as well as participation in educational opportunities for families such as our Parent Academy, literacy and Math nights, as well as Tech talks.|The TTUSD bilingual services team along with the community liaisons the Coordinator of ELD and Accountability, and the Adult Ed. department work together to provide parent workshops with topics including computer/ smartphone literacy helping students with homework, understanding test scores, accessing Aeries, the Student information system features including score reporting, progress report, as well as legal rights. Our focus is to ensure that families in TTUSD know their rights and advocate for their students.|The TTUSD bilingual services team along with the community liaisons the Coordinator of ELD and Accountability provide opportunities for the informed participation of parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children, including providing information and school reports in English and Spanish at every site. Our focus is to reach out and ensure that families of each at-risk student participate in parent teacher conferences, ILPs, or other opportunities to connect with school staff and that every family feels welcome and invited in their schools.|4|4|4|5|4|4|4|3|4|4|3|3|2019-06-21|Met|2019 21654820000000|Tamalpais Union High|3|The District has multiple parent groups that are connected to the school sites and the District. Most recently, some school sites have begun holding meeting in our most underserved communities. The meetings range for a back to school informational session to providing support for enrollment and course selection for the coming school year. However, the District is hoping to engage more diverse parents in some of the established decision making bodies such as PTSA, Foundations, Boosters and Site Councils. While many site principals have done some targeted recruiting, there is greater effort that is needed to ensure all families feel supported in and welcomed at these spaces. This year, the District administration team identified strong relationships with our underserved students and their families as our primary goal in order to improve student outcomes. Specifically, we want to individually reach out to parents who have not been a part of campus activities and invite them, and we set a metric of every student being able to identify at least 1 adult on campus with whom they feel connected in an authentic way.|The District has multiple parent committees including a DELCAP, LCAP, Parent Equity Team, and Fiscal Advisory. Parents of students who are identified for Title I Part A services are personally invited to participate. We worked with an advisory team of parents of students who participate in Title I Part A to identify ways in which we could support parent participation and engagement. The parent group identified having meetings in the evening and providing translation services as well as child care and hold the meetings in our communities of our most underrepresented students. Therefore, we held our parent meetings in the evenings, in our communities and provided translation services and child care to open access to all parents. We communicated the opportunity to participate in these meetings via email, newsletter and phone calls. We also posted the meetings on our website. Our website translates into multiple languages and is accessible for visually impaired persons. Our English Language Development Program meets individually with each student and their parents/guardians at least 3 times a year to ensure they have a say in their student's education and that they are aware of the resources available to them. All of our ELD facilitators are multilingual speakers. We communicate our parent/guardian engagement opportunities in our parent-student handbook, on our website, which is accessible and translates into multiple languages. The District provides professional learning to our staff around effective parent engagement practices. Our District engages parents each year of the student's enrollment with informational meetings around how to read report cards, what U-C a-g means and how to interpret a transcript for a-g eligibility, and to share what programs are available through ROP.|The District has made efforts to increase communication with families and to provide ongoing opportunities for families to provide input into decision making at the site and District level. Last year, the District conducted an inaugural local parent engagement survey for our LCAP development. The District received more than 700 responses and used that data to inform the LCAP. Additionally, the District staff held 6 parent engagement events across the year in order to provide information to our families and allow our families another opportunity to provide the District with feedback. The District will replicate these efforts this year. Each school site has specific parent engagement events that serve the needs of their families.|3|4|4|3|3|4|3|3|4|4|3|3|2019-11-06|Met|2019 36675870128462|Taylion High Desert Academy/Adelanto|3|Taylion High Desert Academy measures its progress of Input for Decision making annually and seeks input from its stakeholders (Parents, Students, Staff, and Community) through surveys, parent meetings, and one-on-one old fashioned feedback. Decision making and parent input is highly encouraged and welcomed along with the Kaizen philosophy of continuous improvement.. Taylion High Desert Academy parent/guardian feedback has focused on three areas for improvement: Math and English Support, graduation increase, and community involvement.|THDA is working on developing professional learning opportunities for teachers to improve their understanding of ways to reach out and connect with the surrounding community. However, bi-annual parent meetings and progress reporting offers all teachers the chance to communicate with parents/guardians on their students' academic progress by reviewing Renaissance STAR progress assessments as well as course assignments and grades, Additionally, the THDA's homeschooling program offers parents/guardians guidance in schooling their children with the various curriculum and expectations.|Taylion High Desert Academy strives to be a holistic learning environment for each of its students which means that the students' families are also supported and valued. TAC meetings (Taylion's Advisory Council) are regularly held with parents and students to gather their input. Additionally, frequent student events are held and hosted by Taylion's student council which include community clean-up days, fall and spring festivals, movie days, etc. THDA also is committed to recognizing student achievements by holding frequent award ceremonies that honor various student achievements along with providing family meals for special occasions.|4|4|4|4|2|3|4|2|3|4|4|3|2019-10-17|Met|2019 19647330122242|TEACH Academy of Technologies|3|TEACH Academy of Technologies, a school in the TEACH Public Schools network, is currently developing capacity with our Family Support Coordinators and School Leaders on how to engage with our families to 1) get family input 2) once engaged, how do they help our LEA make decisions and 3) once decisions are made, how it’s communicated and executed with students & their families in mind to ensure as a collective group, we’re on one accord. Currently, our Family Support Coordinators lead parent workshops with a variety of topics but lacked the parent engagement piece of decision making, therefore, we’re focusing on 1) developing capacity for staff and 2) grassroots/home visit conversations to have family engagement once relationships are established. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Academy of Technologies actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including: mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, and Summer STEM Programs to name a few. All parents of enrolled students are invited to be members of the TEACH Academy of Technologies Parent Association. The Parent Association facilitates open communication among the entire TEACH community through monthly meetings where parents share information and have the opportunity to learn more about school activities and educational programming. Parents, students and staff use Power School, a schoolwide system that allows ready access to students’ attendance, grades, and teacher assignments. We believe that the parent portal transforms the collaborative process among parents and teachers, enabling them to focus on the crux of the student information system - student performance and achievement. The Charter School engages all stakeholders annually in the development and adoption of the LCAP, including a review of progress, goal-setting, and resource allocation. Parents are invited to participate in the TEACH Academy of Technologies Site Council and ELAC, opportunities to provide input in decision-making and we also seek input on the development and annual update of our school’s LCAP. A focus area for improvement is to continue to increase parent participation to engage in SSC, ELAC and/or the TEACH Academy of Technologies Parent Association, opportunities for parents/families to provide input in decision-making from underrepresented groups in the school.|TEACH Academy of Technologies, a school in the TEACH Public Schools network, is currently gathering research-based information and developing strong systems to foster understanding through Professional Development with our teachers to ensure we are working with our families to bridge the student achievement gap. Currently, in our Monthly Coffee with the Principal meeting, we are inquiring with families on how they would like to see their child’s teacher(s) engage with them on the academic activities, social-emotional development of their child and overall support in & out of the classroom. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Academy of Technologies demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Academy of Technologies actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, Summer STEM Programs. Parents are invited to attend monthly parent workshops and meetings throughout the school year on a range of topics aimed at supporting student growth and success (i.e., Citizenship/Attorney Assistance, Mental Health Services). The parent workshops provide parents with resources and tools to help support their child’s academic and social-emotional well-being. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own child(ren).|TEACH Academy of Technologies, a school in the TEACH Public Schools network, has been developing strong systems to allow our families are engaged and consistently communicated on activities in our school. For example, TEACH Academy of Technologies has partnered with ParentSquare, our online parent engagement & communication system, that allows teachers, administrators and staff to communicate in the families language upcoming events, etc. as well as daily attendance notifications. In addition, we’re working towards developing monthly family engagement events such as Coffee with the Principal, Monthly BBQ Q&A w/ TEACH Leadership, etc. We hope to achieve this with continuous feedback from our constitutes to improve our activities, as well as ensure each of our offices are properly staffed to ensure minimal language discrepancies can occur. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Academy of Technologies demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. In addition, TEACH Academy of Technologies provides frequent and comprehensive home-school communications, including the school’s website. TEACH Academy of Technologies communicates with families in English and in Spanish via monthly Coffee with Principal, town hall meetings, back to school night, parent/teacher and student-led conferences and the School Site Council. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Academy of Technologies actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including: mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, Summer STEM Programs. An identified focus area for improvement is to increase parent participation on the parent survey to gather feedback on how to support them and methods/strategies to increase parent engagement.|4|4|5|4|4|4|5|4|4|4|4|4|2019-09-25|Met|2019 19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|3|TEACH Preparatory Elementary School, a school in the TEACH Public Schools network, is currently developing capacity with our Family Support Coordinators and School Leaders on how to engage with our families to 1) get family input 2) once engaged, how do they help our LEA make decisions and 3) once decisions are made, how it’s communicated and executed with students & their families in mind to ensure as a collective group, we’re on one accord. Currently, our Family Support Coordinators lead parent workshops with a variety of topics but lacked the parent engagement piece of decision making, therefore, we’re focusing on 1) developing the capacity for staff and 2) grassroots/home visit conversations to have family engagement once relationships are established. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Preparatory Elementary School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including: mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, and Summer STEM Programs to name a few. All parents of enrolled students are invited to be members of the TEACH Preparatory Elementary School Parent Association. The Parent Association facilitates open communication among the entire TEACH community through monthly meetings where parents share information and have the opportunity to learn more about school activities and educational programming. Parents, students and staff use Power School, a schoolwide system that allows ready access to students’ attendance, grades, and teacher assignments. We believe that the parent portal transforms the collaborative process among parents and teachers, enabling them to focus on the crux of the student information system - student performance and achievement. The Charter School engages all stakeholders annually in the development and adoption of the LCAP, including a review of progress, goal-setting, and resource allocation. Parents are invited to participate in the TEACH Preparatory Elementary School’s Site Council and ELAC, opportunities to provide input in decision-making and we also seek input on the development and annual update of our school’s LCAP. A focus area for improvement is to continue to increase parent participation to engage in SSC, ELAC and/or the TEACH Preparatory Elementary School Parent Association, opportunities for parents/families to provide input in decision-making from underrepresented groups in the school.|TEACH Preparatory Elementary School, a school in the TEACH Public Schools network, is currently gathering research-based information and developing strong systems to foster understanding through Professional Development with our teachers to ensure we are working with our families to bridge the student achievement gap. Currently, in our Monthly Coffee with the Principal meeting, we are inquiring with families on how they would like to see their child’s teacher(s) engage with them on the academic activities, social-emotional development of their child and overall support in & out of the classroom. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Preparatory Elementary School demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Preparatory Elementary School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, Summer STEM Programs. Parents are invited to attend monthly parent workshops and meetings throughout the school year on a range of topics aimed at supporting student growth and success (i.e., Citizenship/Attorney Assistance, Mental Health Services). The parent workshops provide parents with resources and tools to help support their child’s academic and social-emotional well-being. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own child(ren).|TEACH Preparatory Elementary School, a school in the TEACH Public Schools network, has been developing strong systems to allow our families are engaged and consistently communicated on activities in our school. For example, TEACH has partnered with ParentSquare, our online parent engagement & communication system, that allows teachers, administrators and staff to communicate in the families language upcoming events, etc. as well as daily attendance notifications. In addition, we’re working towards developing monthly family engagement events such as Coffee with the Principal, Monthly BBQ Q&A w/ TEACH Preparatory Elementary School’s Leadership, etc. We hope to achieve this with continuous feedback from our constitutes to improve our activities, as well as ensure each of our offices is properly staffed to ensure minimal language discrepancies can occur. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Preparatory Elementary School demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. In addition, TEACH Preparatory Elementary School provides frequent and comprehensive home-school communications, including the school’s website. TEACH Preparatory Elementary School communicates with families in English and in Spanish via monthly Coffee with Principal, town hall meetings, back to school night, parent/teacher and student-led conferences and the School Site Council. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Preparatory Elementary School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, Summer STEM Programs. An identified focus area for improvement is to increase parent participation in the parent survey to gather feedback on how to support them and methods/strategies to increase parent engagement.|4|4|5|4|4|4|5|4|4|4|4|4|2019-09-25|Met|2019 19647330129627|TEACH Tech Charter High|3|TEACH Tech Charter High School, a school in the TEACH Public Schools network, is currently developing capacity with our Family Support Coordinators and School Leaders on how to engage with our families to 1) get family input 2) once engaged, how do they help our LEA make decisions and 3) once decisions are made, how it’s communicated and executed with students & their families in mind to ensure as a collective group, we’re on one accord. Currently, our Family Support Coordinators lead parent workshops with a variety of topics but lacked the parent engagement piece of decision making, therefore, we’re focusing on 1) developing the capacity for staff and 2) grassroots/home visit conversations to have family engagement once relationships are established. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Tech Charter High School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including: mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, and Summer STEM Programs to name a few. All parents of enrolled students are invited to be members of the TEACH Tech Charter High School Parent Association. The Parent Association facilitates open communication among the entire TEACH community through monthly meetings where parents share information and have the opportunity to learn more about school activities and educational programming. Parents, students and staff use Power School, a schoolwide system that allows ready access to students’ attendance, grades, and teacher assignments. We believe that the parent portal transforms the collaborative process among parents and teachers, enabling them to focus on the crux of the student information system - student performance and achievement. The Charter School engages all stakeholders annually in the development and adoption of the LCAP, including a review of progress, goal-setting, and resource allocation. Parents are invited to participate in the TEACH Tech Charter High School Site Council and ELAC, opportunities to provide input in decision-making and we also seek input on the development and annual update of our school’s LCAP. A focus area for improvement is to continue to increase parent participation to engage in SSC, ELAC and/or the TEACH Tech Charter High School Parent Association, opportunities for parents/families to provide input in decision-making from underrepresented groups in the school.|TEACH Tech Charter High School, a school in the TEACH Public Schools network, is currently gathering research-based information and developing strong systems to foster understanding through Professional Development with our teachers to ensure we are working with our families to bridge the student achievement gap. Currently, in our Monthly Coffee with the Principal meeting, we are inquiring with families on how they would like to see their child’s teacher(s) engage with them on the academic activities, social-emotional development of their child and overall support in & out of the classroom. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Tech Charter High School demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Tech Charter High School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health and wellness, CAASPP, ELD Programs, Summer STEM Programs. Parents are invited to attend monthly parent workshops and meetings throughout the school year on a range of topics aimed at supporting student growth and success (i.e., Citizenship/Attorney Assistance, Mental Health Services). The parent workshops provide parents with resources and tools to help support their child’s academic and social-emotional well-being. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own child(ren).|TEACH Tech Charter High School, a school in the TEACH Public Schools network, has been developing strong systems to allow our families are engaged and consistently communicated on activities in our school. For example, TEACH Tech Charter High School has partnered with ParentSquare, our online parent engagement & communication system, that allows teachers, administrators and staff to communicate in the families language upcoming events, etc. as well as daily attendance notifications. In addition, we’re working towards developing monthly family engagement events such as Coffee with the Principal, Monthly BBQ Q&A w/ TEACH Leadership, etc. We hope to achieve this with continuous feedback from our constitutes to improve our activities, as well as ensure each of our offices are properly staffed to ensure minimal language discrepancies can occur. School leadership strives to cultivate an environment of respect, trust, and partnership among students, parents, and teachers. TEACH Tech Charter High School demonstrates a non-discriminatory policy and institutes inclusive policies, practices, and pedagogies. The school models democratic practices that involve all who are directly connected and aligned with the school. The school builds on the strength of the community through its partnerships and outreach efforts. In addition, TEACH Tech Charter High School provides frequent and comprehensive home-school communications, including the school’s website. TEACH Tech Charter High School communicates with families in English and in Spanish via monthly Coffee with Principal, town hall meetings, back to school night, parent/teacher and student-led conferences and the School Site Council. To further support our students’ myriad needs, we seek to establish a true home-school partnership with the families we serve. TEACH Tech Charter High School actively creates family-school partnerships through ongoing communication (with materials and presentations in parents’ home language, clear policies that conveys to parents the school’s expectations, and school-wide family events organized by the Parent Association. The Parent Coordinator and School Counselor present a series of parent education workshops to benefit our families based on their specific needs and interests including mental health services, English/Spanish courses, citizenship/attorney assistance, after school activities, health, and wellness, CAASPP, ELD Programs, Summer STEM Programs. An identified focus area for improvement is to increase parent participation in the parent survey to gather feedback on how to support them and methods/strategies to increase parent engagement.|4|4|5|4|4|4|5|4|4|4|4|4|2019-09-25|Met|2019 39686760124958|TEAM Charter|3|TEAM has solicited feedback from our families on many occasions, including the feedback of those who are on our school site council. However, we have yet created an advisory board just for the families of our students. In the future we will target the families of our underrepresented and encourage their attendance on campus.|TEAM is committed to inviting parents to parent teacher conferences twice in the academic year. During the conferences data is shared with parents. The teacher shares how they will support the students academic success. Additionally, the parents are given an opportunity to express concerns or delight in their child's success. TEAM makes every effort to arrange meetings with the families of our underrepresented population. Often times being flexible to how the meeting is structured. For instance, a conference call may be set up in lieu of a face-to-face meeting.|TEAM is in its second academic year of Leader in Me. Leader in Me is a school-wide social emotional learning curriculum that lends itself to involving all stakeholders in leadership opportunities on campus. This has afforded TEAM the opportunity to create partnerships with parents of our students. The partnerships have allowed us to host family night, have read-ins, a carnival and dances on as a way to engage students and parents. TEAM will improve the engagement of underrepresented families by inviting said families to a forum. At the forum they will be allowed to express their needs and or concerns.|5|5|4|5|2|4|4|5|3|3|3|2|2019-05-13|Met|2019 39686760136283|Team Charter Academy|3|This year collaborating with the Child Abuse Prevention Council has increased the parent attendance and this venue will be utilized to present the LCAP updates and seek input. In addition, LCAP presentations will be held at staff meetings and Board meetings throughout the year. Surveys will be given and analyzed to revise future school goals. TCA is in the beginning phase of implementing family engagement activities and will seek feedback from all stakeholders. TCA plans to hold a Back to School Night, Leader in Me Night, Science Fair and Open House. Translation and Child Care will be provided.|A strength for TEAM Charter Academy (TCA) is partnering with the Child Abuse Prevention Council for a 20 week parenting program which encompasses teaching parents how to be resilient, connect, socially, child development and building healthy child-parent relationships. In addition, cafes will be offered to explain the education system, legal rights and advocating for your child, including special education, student study teams, understanding the CAASPP and NWEA MAP scores. An area that needs to be improved is increasing parent engagement. TCA will to continue to explore ways to bring in more families and will offer a variety of times, refreshments and childcare. All meetings will be held with translation.|TEAM Charter Academy has a new website and engages parents through social media and School Cast. In addition, weekly Parent Cafe's are being held in collaboration with the Child Abuse Prevention Counsel. This year, the Parent Student Handbook was revised and sent home in English and Spanish, an ELAC/DELAC was formed and meets on a monthly basis. Three Local Control Accountability Plan (LCAP) meetings will be held to inform stakeholders of the students' academic progress in meeting the school goals. TCA will solicit feedback from all students, families, staff and Board members through meetings, surveys and one on one communication. In order to engage underrepresented families, staff will focus on trying to build relationships through finding and fostering community resources, one on one conversation, phone call for invitations, providing refreshments and child care.|3|3|2|3|3|1|4|3|3|3|2|2|2019-05-13|Met|2019 15638260000000|Tehachapi Unified|3|TUSD held three workshops for staff that focused on supporting homeless and foster youth. Caregivers were invited to attend workshops hosted by KCSOS. Additionally, the TUSD Multiple Tiered Systems of Support team worked on developing additional resources for our homeless and foster youth. TASK meetings for parents and guardians of students with special needs are being planned this year. Increased administrative support for School Site Council meetings is being provided this year. Additionally, TUSD is increasing the number of DELAC meetings offered for parents of English learners.|TUSD families were invited to attend family nights, workshops, and training on college and career expectations. Tehachapi High School offered parent workshops on A-G requirements. Staff professional development on utilizing Aeries was held via Aeries conferences and individual training by our technology department and technology mentors. There was also an increase in parent’s access to digital curriculum. TUSD will work on developing parent engagement at our three Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings.|Key findings from the parental involvement section of the California School Parent Survey include the following:( I) 54% of respondents strongly agree and 44% agree of respondents strongly agree that their school allows input and welcomes parents' contributions. 78% of the respondents agreed or strongly agreed that they feel welcome to participate at their child’s school. (2) There was a 9% increase from 2017-18 to 2018-19, with 94% of the respondents feeling they were encouraged to be an active partner with the school in the education of their child . 95% of respondents agreed or strongly agreed that school staff took parent concerns seriously. 90% of the respondents attended a school or class event and 90% of the respondents attended a general school meeting. Survey findings indicate TUSD strengths include; welcoming parent input, encouraging parents to actively participate in their child's education, and parent attendance at school events and meetings. TUSD will continue to work on supporting staff as they learn to identify family strengths, cultures, languages, and goals for all students.|3|3|2|3|3|3|4|4|3|3|3|3|2019-10-22|Met|2019 52105200000000|Tehama County Department of Education|3|Tehama Oaks Site Council serves as the “in loco parentis” and serve in an advisory capacity. The Family Engagement Liaison communicates with the students' parents and shares information between the parents and the Site Council. This communication structure allows for parents to advocate for their students. This communication is the strength of engaging these families in the educational outcomes for their students. One area for improvement is to provide an opportunity for Site Council, staff and student to evaluate the effectiveness of family engagement at Tehama Oaks.|The Tehama Oaks Site Council focuses on program improvement and student outcomes. One area of improvement is to send home semester report cards to the students' families to better communicate student progress.|Tehama Oaks site council serves as “in loco parentis” for Tehama Oaks students. Over the course of 2 years, Probation staff and School staff (teachers, administrators) meet regularly to communicate and plan for program improvement. There is trust and respect amongst the staff. Additionally, there is a Family Engagement Liaison that communicates directly with every parent. He reports student progress (including strengths and challenges) and has developed trusting and respectful relationships with parents. This is evident in parents reaching out to ask questions about their student, the facility and the overall program. Tehama Oaks also created a “Day in the Life of a Tehama Oaks student” to allow parents to view the facility. For safety reasons, parents are not allowed in the classrooms so this video provides parents the opportunity to see the students learning environment and understand the daily activities. Tehama Oaks’ greatest strength in building relationships with families is the Family Engagement Liaison. This position serves as a crucial link between the students’ home and the facility staff. The liaison speaks with families and reports updates back to Tehama Oaks site council. This includes goals parents have for their children. One focus area would be to gather better survey data to allow parents to provide feedback on Tehama Oaks.|5|5|5|5|3|2|4|4|5|5|5|4|2019-10-09|Met|2019 52105206119671|Tehama eLearning Academy|3|A parent and student serve as voting members on our Governance Committee. Stakeholder feedback from students and parents is received multiple times each year from multiple sources, including surveys, interviews, and live focus groups held every other month at Family Night. Teachers are available for conversation and feedback from parents regularly. The Principal has an open door policy for parents, staff and students wishing to share concerns or give feedback. One area of improvement is to begin our student government luncheons to seek input from students on the decisions and policies of our school. We also plan to install a suggestion box in our front office.|Currently, every teacher has a face to face meeting yearly with every parent where we share information about supporting student learning. Teachers communicate home weekly to share student progress. Report cards and assessment results are mailed home each semester. Parent-teacher conferences are offered to all families each semester. Bi-monthly Family Night provides social opportunities, along with opportunities to collect stakeholder feedback from parents, students, and other family and community members. One area of improvement is for parents, students, and staff to improve social and emotional learning skills. For the past two years we have been using a program called Move This World. This web-based video series utilizes the first five minutes of each class to focus student attention, focus thinking, increase mindfulness, and identify and regulate emotions. To increase our learning and growth in this area, our school will participate in a County-wide Community of Learners around the topic of Social Emotional Learning. We will continue to work towards the development of a plan to engage all staff, parents and students in increased skills in this area.|Student and parent surveys on School Culture, Curriculum, and School Safety during the 2018/2019 school year indicate high levels of satisfaction regarding the school program and curriculum, and feelings of a positive, safe, school culture and climate. 100% of returning parents completed the School Climate Survey. We currently have a parent and a student as voting members on the Governance Committee. One area for improvement in 2019/2020 is to begin having bi-monthly student governance luncheons to seek feedback and input on the governance of the school from students who may not regularly participate in Family Night or Leadership class. All students will be invited. We are also looking for ways to increase participation in the Family Night events held at school every other month.|5|5|5|5|5|4|5|4|3|3|4|4|2019-10-17|Met|2019 33103300136168|Temecula International Academy|3|TIA continues to have sufficient parent support and participation, however, keeping this momentum going can be challenging. The school is in need of researching and exploring various ways in which the school can engage parents and help them become more actively involved as shareholders of the school community. The school needs to define what this looks like and how it will be acted upon. What are the steps that need to be taken in implementing such a plan? In moving forward, the school will continue to obtain survey data that will inform the need to formalize and identify other mechanisms of planning, designing, implementing, and evaluating family engagement activities.|The implementation of the emotional literacy program R.U.L.E.R. assists teachers and the principal in gaining a better understanding of parents feelings towards school programs, policies, and their child/children’s academic progress. Faculty/staff work together each week regarding their progress regarding the implementation of R.U.L.E.R. in their classrooms and how they are utilizing the program to support their communication with parents. It is the goal of TIA to further build their capacity utilizing R.U.L.E.R. to improve parent communication. Teachers make available a variety of resources that parents can use to support student learning at home. Various links and other resources are made available to our families via Class Tag and Google Classroom. Parent/teacher conferences also provide the opportunity to share resources and have specific conversations with parents regarding their child/children’s progress. Email communications are another vehicle for the faculty/staff to share and support families with the learning and development of students. TIA maintains an open door policy; administration encourages the staff to remain available to parents when they are in need of clarification regarding their child/children's progress and/or need assistance with assisting students with homework and other class assignments. Teachers are asked to respond to parent emails in a timely manner (within 24 hours of receipt) to assist in building mutual respect; this is directly in line with the school’s Vision. The Special Education Coordinator communicates with parents their legal rights as they work through the Student Study Team and Individual Education Plan process. TIA recognizes the need to better help all parents understand their legal rights and how they can best advocate for their child/children’s education. In addition, the school needs to become more transparent regarding the LCAP in relation to developing school wide goals and action items and involve all stakeholders in this process (faculty, staff, students, parents, administration, and surrounding community).|The administration through modeling transparency and open communication has assisted the faculty and staff in building positive relationships and welcoming environments with school families. Utilizing our emotional literacy program R.U.L.E.R., the faculty/staff are able to develop these relationships and build a good rapport with TIA parents. In support of the above, staff and parents work together during workshops with the R.U.L.E.R. program that assists them in living the mission and vision of the school. The administration and school some school board members have attended training at Yale University and continue to attend local workshops in order to remain current regarding R.U.L.E.R. strategies and best practices. TIA has also purchased a R.U.L.E.R. subscription that gives TIA access to necessary resources that allow implementation of the program with fidelity. Additionally, teachers send home questionnaires at the beginning of the school year that allow them to get acquainted with each one of their families as well as any particular circumstances that may be pertinent to students. TIA has progressed in regards to parent engagement. The Falcon Parent Committee (FPC) has been formed of whom helps to facilitate various school events, activities, and fundraisers. Parents work various committees that they have signed up for to assist the school in facilitating the many events and activities that take place during the school year. Meetings are scheduled and take place as needed in response to the planning and organizing of these events. A master calendar has been created and distributed to the entire school community listing all school events, activities, and important dates (holiday vacation, school board meetings, etc.). In addition, the school office sends out a weekly email blast reminding families of the weekly events, activities, and important dates. A monthly school newsletter is also sent home to provide a monthly at a glance of school happenings for families. TIA recognizes our need to develop and recognize resources that will support the staff in recognizing each family's strengths, cultures, languages, and goals for their children. Several teachers have established great communication with parents via Class Tag and Google Classroom; however, the school needs to follow-up regarding how our teacher’s have inquired about parents goals for their child/children.|3|3|2|4|4|4|4|3|1|2|1|3|2019-10-16|Met|2019 33751923330917|Temecula Preparatory|3|The Seeking Input for Decision Making Standard has been met. Evidence includes: Temecula Preparatory School has effective structures in place that help build the capacity of staff to effectively engage families in advisory groups. As a school, we pride ourselves on making our campus an inviting, welcoming place and train our faculty and staff on strategies for welcoming students and parents into the TPS family. As part of our culture, the school maintains a variety of advisory groups that parents can be a part of and parents are encouraged to participate in these groups, including monthly Head of School coffee discussions, strategic and LCAP parent input meetings, parent assemblies, and other meetings held throughout the year. In order to fully support parent participation in advisory groups, TPS has used a variety of strategies. For a variety of advisory group meetings (such as the strategic planning and LCAP input meetings), for example, TPS offers free childcare so that parents with small children can attend these meetings. Also, because most families have two working parents, TPS will also offer pizza or other food at these meetings so that parents who wouldn’t have time to prepare dinner to attend an evening meeting can do so. Once parents arrive at advisory meetings, we train parents to use effective structures and strategies for sharing and gathering ideas, including breaking into small group discussions, polling the audience, and establishing meeting norms. the same structures in place for families, as it does for staff, in order to build the capacity of family members to effectively engage in advisory groups. Such structures include inviting parents to Head of School Coffees, asking parents to be part of the Strategic Planning Committee, asking families to complete surveys, holding parent input meetings throughout the school year, notifying parents of upcoming board meetings, and holding various parent assemblies throughout the year. TPS provides all families, including underrepresented groups, with opportunities to provide input on policies and programs relating to the school. Parents are invited to attend coffee with the Head of School once per month in order to receive updates on school initiatives, provide input, and share questions, comments, and concerns. The PATS (Parent and Teachers Support) Organization (which all parents are members of) meets regularly with school administration to provide stakeholder input regarding school initiatives. Parents are advised of all school board meetings both on the school website and through email notification, and are encouraged to attend in order to provide input. Parents are represented on the School’s Strategic Planning Committee, and yearly surveys are sent to all parents, in order for them to provide input regarding policies and programs relating to the school, as well as seek input on school climate. Temecula Prep provides ample opportunities to have families, teachers, and adm|The Building Partnerships for Student Outcomes Standard has been met. Evidence includes: TPS believes that effective communication is fundamental for developing strong partnerships with families. TPS provides communication tools (technology and technology support for developing/using teacher websites, email, text, and phone) and gives clear communication expectations to its teachers, in an effort to support them in partnering with families. Such expectations, for example, relate to how often grading should be updated in our student information system for families to access, website requirements, and timeliness in responding to emails. TPS is committed to further improvement in this area and this school year will be undergoing a communications audit to better identify our strengths and weaknesses and strategies for improvement. TPS has fully implemented a sustainable process that provides families with information and resources to support student learning at home. Such resources include: the school’s website, teacher websites, parent teacher conferences, parent nights, curricular resources, and online gradebooks. TPS has a clearly developed process that is used in order for teachers to meet with families and students to discuss student progress. Parent teacher conferences are held at least once per year. The goal of these conferences is to meet with families in order to discuss student progress and work together to support improved student outcomes. Additionally, TPS has clearly outlined steps for the SST process, which guides teachers in how often they should contact parents in order to keep them abreast on ways they can help support students. TPS follows applicable laws and regulations for supporting families to exercise their legal right to advocate for students. Every 504 and IEP meeting begins by giving families their parental rights. Additionally, the school’s website gives families access to the uniform complaint documents, and required legal documents are also provided as part of student enrollment packets.|The Building Relationships Standard has been met. Evidence includes: Temecula Preparatory School has fully implemented a sustainable process to develop the capacity of staff to build trusting and respectful relationships with families. Staff members keep parents informed through classroom and school websites, student data systems (Aeries), and weekly emails, all in an effort to increase communication between family and home, which helps build trusting and respectful relationships. TPS also employs a third party technology company that can assist teachers with anything they need in regards to using the above mentioned communication tools. Temecula Preparatory School partners with the school’s PTA (PATS) in order to create an extremely welcoming environment for all families in the community. PATS puts on wonderful community events, including: back to school picnics, Harvest Festivals, Spring Showcases, father-daughter events, mother-son events, and many others. The school also coordinates a back to school night each year, where community members come to learn about the school and classrooms. TPS recognizes the importance of understanding each family’s strengths, cultures, languages, and goals for their children. Currently, staff members review student and family information stored in our student information system, review CUM files, and rely on parent teacher conferences to learn about students and families, though this is an area that the school believes it can improve upon. Learning about the uniqueness of each family is an important strategy for increasing the engagement of underrepresented families at the school. The school’s website content is available in multiple languages and school documents are provided to families in both English and Spanish. Additionally, TPS employs several multilingual employees, who are available to help translate and TPS addresses any translation needs.|5|5|3|5|3|5|4|4|4|4|5|5|2019-10-08|Met|2019 33751926112551|Temecula Valley Charter|3|Faculty, administration, and families work together collectively to develop policy. Parent participation and ability to provide input is extremely high; however, there is not a formally structured committee (e.g. School Site Council, Parent-Teacher Organization) that currently performs this role. Despite this, based on parent input, these practices are in place; 55% of parents share that they believe they are part of decisions that affect their children. This year, TVCS will develop structured committees, consisting of stakeholder input, that employs input that will be used for reflection and developing policy that will move the Charter forward, using inclusive practices.|The Charter regularly monitors student progress and communicates this with families. Communication occurs through electronic communication, informal and formal meetings, and through testing and observations. During this time, faculty share resources with families that may guide them when assisting students outside of the traditional classroom. At minimum, parents receive quarterly academic updates; however, student progress tends to be in greater frequency. Teachers frequently update gradebooks; parents always have access. TVCS faculty and staff recognize that it does a solid job communicating student performance with families. Families regularly share that they are provided resources on how to better support their students. Similarly, a myriad of informal and formal opportunities are available for stakeholders to discuss and advocate for their student. Despite these positive opportunities, faculty and families recognize the need for greater clarity of structured systems that formalize this process. Administration is currently working with stakeholders to develop a defined, explicit system that outlines and communicates available resources.|During weekly early release days, faculty use this time to review student needs. Working in grade levels, teachers use a team approach to evaluate program effectiveness and student need. Coupled with this, grade levels and/or departments meet with other appropriate faculty and staff to develop greater insight into best practices for scaffolding instruction, utilizing a holistic approach. Parent interaction is frequent. Families receive regular communication from the school via electronic correspondence, qualitative interaction with school employees during the school day (while volunteering), and through school assemblies and other special events. Over three-quarters of parents note that the Charter allows input and welcomes parental contributions. As was revealed during its most recent survey, parents recognize the positive efforts school personnel make towards promoting academic success and the well-being of each child. Students and families are treated with respect, and communication with the school is freely accessible. Students With Disabilities is a growing subgroup. In order to improve current practice, TVCS has employed several additional educators to help service at-risk students, both during SAI and ROAR (intervention) time. Greater emphasis in the use of a structured SST process, coupled with structured family-teacher-student meetings will ensure continued support, but also greater focus on ensuring individual goals and strengths are articulated and celebrated.|4|4|3|4|4|4|4|4|3|3|4|3|2019-10-14|Met|2019 33751920000000|Temecula Valley Unified|3|District support for family engagement capacity building at the site level is excellent. This structure preserves site autonomy and allows principals, teachers, and parents to work together as individuals or on one or more of the many and diverse parent/community committees that provide support, stakeholder input and opportunities to volunteer. This structure gives parents a voice and ownership in student success, a factor critical to successful family engagement. To strengthen family ties on site and within the district as a whole, all committees convene to hear success stories, see their positive impact on school programs, and receive updates and newest techniques for providing school and student support as a committee member and/ or volunteer.|TVUSD has been intentional in its support of staff development specifically to family engagement. Multiple communication systems keep parents apprised of student progress and regular communication with parents provides support for added in-home activities to improve student outcomes. The development and oversight of an organized structure which breaks down silos and allows the free flow of information and services across all sites and departments would help to identify gaps in support, eliminate redundancies, and allow for organized collaboration between sites, grades, and teachers to support student achievement.|Temecula Valley Unified School District empowers school sites and district level administration to develop strong family and community relationships through advisory committees and by providing volunteer opportunities, enrichment workshops, training and cultural/recreational events. TVUSD will continue to establish relationships and increase communication with community based organizations (CBOs) serving underrepresented families to further open the door to greater understanding and engagement with this segment of our community.|3|4|3|4|3|4|4|4|4|4|3|3|2019-10-15|Met|2019 19650520000000|Temple City Unified|3|TCUSD hosts a series of District English Language Advisory meeting to review school and district policies School Site Councils have also been established and work with site principals to develop School Site Plans that are aligned with the District LCAP Goals. Temple City High School is a WASC accredited school, and during the self study process parents and community members are included in the both study and evaluation process. In addition to the State required meetings to engage our families, we host monthly meetings for our parents new to the United States. These meeting are informative and are determined based on the needs expressed by our parent population. Child care is offered and presentations are translated in the families primary language. TCUSD also offers support for families newly enrolling in the district, ensure one on one contact is made in either Mandarin or Spanish. in 2019-2020 the school district office will be adding a Spanish speaking liaison to the staff and all signs visible to public will be translated into three languages. The overall goal is to create an environment that is inviting to our families.|Translation is provided for parents with materials sent home, meetings onsite, and parent conferences. Sites also host English Language Advisory Committee meetings at sites, along with DELAC meetings at the District Office. LCAP Parent engagement meetings are held throughout the year, with finding reported out to the board. School Site Council Meetings are also held at each school site, helping to monitor school safety and develop school site plans. Beginning Fall of 2019, at least one full-time counselor has been assigned to each school site, TK – 12.|Administration holds regular meetings to great and share information with parents at the elementary site. These meetings take place in the form of monthly parent meetings and PTA meeting at each site. To ensure parents are well informed, all correspondences are translated prior to being sent out to parents. Translation services are also provided to parents and communication to ensure communication back to the school site.|4|4|4|5|4|4|4|4|4|4|4|4|2019-06-26|Met|2019 40688410000000|Templeton Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 54721990000000|Terra Bella Union Elementary|3|The district's strength in seeking input for decision making is the leadership team. Site administrators are former students well known in the community and available for stakeholder input. An area of focus is the new Common Core State Standard based family engagement activities. New math reading engagement events are scheduled in 2019-20. These events will be critical to demystifying new academic standards and supporting parents at home.|The district's strength in building partnerships is in finding common ground among stakeholders and celebrating positive outcomes. An area of focus for the district is data management. The district continues to analyze and improve communication with the goal of keeping all stakeholders informed of growth throughout the sites, especially underrepresented families. New assessments and their interpretation and/or translation will be a priority as the district seeks continued support from parents and stakeholders.|The district's strength in the area of building stakeholder relationships is the established and experienced staff. School events are well attended including academic recognition events, informative events, and cultural events. An area of focus is working to implement new communication strategies and ensure effective communication to as many stakeholders as possible, while maintaining established communication methods. New technology has been implemented in the district, such as, social media and text message automation. Staff will work to engage as many underrepresented families as possible and make changes moving forward. In addition, monthly parent meetings have been expanded to include a greater variety of agenda topics and Common Core State Standard based activities and events. The district invites parents, staff. and stakeholders regularly to monthly school events. An area of improvement is maintaining attendance to parent meetings by all stakeholders especially underrepresented families. The district plans to make personal contact with underrepresented families and invite their input on future agendas and make personal invitations to parent meetings.|4|4|3|3|3|3|3|4|4|4|4|2|2019-10-10|Met|2019 01611190122085|The Academy of Alameda|3|We have engaged families informally in the advisory and decision-making process through focus groups, our Family Alliance, and the Panorama Survey. During the 2018-2019 school year, we convened focus groups to support the development of our strategic plan. We also work with families through our Family Alliance structure. The Family Alliance meets with the Principal monthly and provides support with school culture events and activities. A focus area for improvement for us is to find a more formal way for families to engage in the decision-making process through a site council or more frequent focus groups. The Panorama feedback survey is robust, research based, nationally normed, and includes companion surveys for both students and staff. The survey not only provides feedback on parent/guardian decision making and participation in programs, but it also gives the school metrics on school climate and culture. The Panorama survey can be translated into eight different languages, and an area of improvement for the school is to connect with more families who don't speak English and help them to navigate to the survey--given that it can be translated.|Our teachers actively communicate with families using email and phone and we frequently invite families in for proactive circles to help support students or for more formal Student Support Team meetings. We provide translation services for family meetings and phone calls when necessary. We offer multiple parent-education opportunities in the evenings to help provide information about student learning and development and to promote a strong partnership between families and the school. This fall we are offering a series for parent/guardians and students through Classroom Matters. This series focuses on helping students build successful habits and mindsets for school. We are planning to offer future sessions on mental health awareness, youth and technology, and drug awareness, amongst other topics. An area of improvement for us is providing more opportunities for families and students to discuss academic progress. While our teachers make themselves available for phone calls and meetings, we do not have formal conferences. This is an area of exploration for us.|We have a strong foundation of building relationships with families through annual community events, monthly parent education opportunities, our Fall Back to School Night, our Spring Open House, and through accessibility for parent-teacher-student meetings. We use ParentSquare, which has translation tools, to communicate with families. We send weekly newsletters along with updates and reminders through ParentSquare. This year we are working to strengthen our relationship with our African-American families through a partnership with Tovi Scruggs, including a four-part parent education series titled, "Be a Parent Champion". An important area of improvement for us is building stronger relationships with our families from North African, the Middle East, and Southwest Asia. We are actively seeking partnerships with community leaders amongst our underrepresented leaders so we can learn how best to improve engagement.|4|3|3|3|4|4|5|4|4|3|4|4|2019-10-24|Met|2019 01611190131805|The Academy of Alameda Elementary|3|The Academy of Alameda Elementary School has a variety of avenues through which it engages families in decision making. The primary means by which this happens is through the school's Family Alliance and through the annual administration of the Panorama Feedback survey. The Family Alliance meets several times a year and the primary purpose of the meetings is for the school to share what is going well and what challenges the school is currently facing as well as for the school to get feedback and input from families on a variety of topics. The Panorama feedback survey is robust, research based, nationally normed, and includes companion surveys for both students and staff. The survey not only provides feedback on parent/guardian decision making and participation in programs, but it also gives the school metrics on school climate and culture. The Panorama survey can be translated into eight different languages, and an area of improvement for the school is to connect with more families who don't speak English and help them to navigate to the survey--given that it can be translated.|Teachers at The Academy of Alameda Elementary School formally meet with families twice a year for family/teacher conferences. Additionally, progress report meetings are held six weeks into school with the families of any student about whom a teacher has concerns--academically, behaviorally, and emotionally. Interpreters are provided, as needed, for all such meetings. Parenting workshops are held throughout the year on a variety of topics, including but not limited to, supporting children in reading and in math and how to communicate and engage effectively with the school. An ongoing area of improvement is in providing professional learning and support to teachers in order to improve their capacity to partner with families, particularly with the school's underrepresented families. In order to address this challenge, the school plans to continue to its equity professional development in which teachers and staff are given time and space to reflect on their own identities and how those identities show up for the families with whom they interact.|The Academy of Alameda Elementary School is committed to building relationships with its families, and this is an area of strength for the school Each year, in August, all classroom teachers conduct home visits for all of the students in their class. If the family does not want the visit to take place in their home, they can choose an alternate location such as a park or cafe. The purpose of the visit is to build a relationship, prior to the start of school, and to give families an opportunity to share any information about their child that they think the teacher should know. The teachers do not bring any academic materials and the sole focus of the visit is on building relationships. Throughout the year the school offers many opportunities for families to come in and engage with the school, including but not limited to: day time events such as the annual Harvest Festival, twice yearly family/teacher conferences, evening events such as family night at the A's, Bingo Night for parents/guardians, and Family Game Nights. The school uses the lens of parallel processes to make sure that it is always looking at community building with an eye toward what it is is doing for individual stakeholder groups--students, staff, and families--and how those groups also have opportunities to interact with one another. An area of growth for the school is in reaching out and connecting with families for whom English is not their first language. Included among the measures the school has taken in recent years to address this challenge are: hiring staff who are multilingual and contracting with the online platform ParentSquare, which allows families to translate messages from the school into the language of their choosing. However, this remains an area of growth for the school.|4|4|5|5|4|5|5|4|4|3|4|4|2019-10-24|Met|2019 19647330134148|The City|3|Parents plan and lead several community-building events each year. The main area of growth is in including underrepresented families on these planning and volunteer committees. The current parent leadership is working hard to communicate more systematically to engage all parents.|Parents attend conferences three times year. Parents can learn about the curriculum through parent council workshops and during annual curriuclum nights.|The school has implemented several effective strategies for engaging parents, including weekly principal newsletters, monthly chats with the principal, quarterly parent workshops, and the implementation of ParentSquare to facilitate, manage, and track 2-way communication. The school continues to seek ways to engage underrepresented parents. Parent council meets monthly and is diverse and inclusive, but not as far-reaching as we would like. The school continues to create new volunteer opportunities that are responsive to the schedules and contexts of diverse families.|5|5|4|5|4|4|5|5|5|5|4|4|2019-10-24|Met|2019 14101400128447|The Education Corps|3|Our major improvement in the area of family engagement is to get more varied stakeholder input in decision making. We have active leadership teams and work closely with our partner organizations. However, we need to create more opportunities for stakeholder involvement in school decision making. We usually hear about issues after the fact and make every attempt to address concerns when they come up but would rather have the stakeholder involvement prior to decisions being made.|Our teachers and principals are constantly communicating with families and community partners for both positive and negative behaviors. We would like to increase the number of families and students who utilize the parent portal where parents can see their child's academic performance in real time along with test scores. We still have very few families who utilize the parent portal through our student information system. Our parent training around this system needs to be improved.|Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as local Conservation Corps and other Community Based Organizations we connect our families to resources and support services. Since we work with students that are 18-24 years old, many of whom are parents themselves, our focus has been on case management and creating a family environment with our students and their children or extended families. Parent involvement is not as much of a priority for our student population since our students are young adults. For our four year college bound students we have increased the number of parent education events that we hold throughout the year so that families play a greater role in the college application and transition process.|4|4|4|3|3|2|3|4|2|3|3|2|2019-09-13|Met|2019 37680490127118|The Heights Charter|3|The Heights Charter provides all stakeholders the opportunity to have input into the decision making process for our school and students. Besides the monthly Parent Advisory Committee meetings and the bi-monthly school board meetings, we have added a “What’s On Your Mind?” box in the main office for anyone who has suggestions, topics that need to be addressed, and anything else that stakeholders feel it is important to take into consideration or explore. Additionally, we have an annual survey that is sent to stakeholders to complete. Our current focus is to increase parent participation in the Parent Advisory Committee (PAC) and also in the survey completion. The Heights Charter has varied the day and time the PAC meetings are held to optimize parent participation. We will continue to partner with families to encourage increased input into all these forums.|The Heights Charter has a strong communication network with families that helps facilitate our academic and behavioral expectations. This is a crucial component needed for exemplary student outcomes. A weekly electronic newsletter is sent to all parents with academic assignments, upcoming test dates, and other important information. This allows parents to see what has been covered and also gives families the dates and deadlines for student assignments, projects, and assessments. Additionally, monthly emails are sent to the parents of each student by their credentialed teacher with their child’s progress in the core academic areas. Effort and behavior comments are included, as necessary. Partnering with parents helps to reinforce the importance of working as a team to encourage positive student growth and successful student outcomes. Planners are also distributed to all 4th – 8th grade students to help develop their organizational skills while allowing parents a method to check to see if there is upcoming work and once again reinforce deadlines and successful work completion. Our newest area of concentration is regular parent contact by phone from teachers to encourage communication regarding students’ strengths as well as any needed areas of focus or concern.|The Heights Charter values the importance of a strong working relationship with students and their families. To this end, The Heights Charter has monthly Parent Advisory Committee (PAC) meetings to connect with parents and give them a forum for expressing their ideas, opinions, and concerns. These monthly PAC meetings are alternately held in the morning and then in the evening so that working parents may have an opportunity to participate. Monthly emails are distributed to the parents of each student with their child’s progress in the core academic areas and also include effort and behavior comments. In these emails, families are encouraged to share positive feedback and constructive criticism so that every family can participate including those that are not able to attend PAC meetings and/or bi-monthly school board meetings. Our newest area of focus is having families attend all-school events to help strengthen the relationships that the staff are forging with them. An example of our recent outreach event was a family/school picnic and hike-a-thon at a neighborhood park.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-21|Met|2019 34674390106898|The Language Academy of Sacramento|3|Excerpt from LAS LCAP Annual Update (Board approved, June 2019) PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION- PARENT VOLUNTEER HOURS: 5,075 hrs/yr with 51% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: 2014-2015: 8/2015: 69% 10/2015: 47% 2015-2016: Improved 5/2016: 70% 6/2016=74% 2016-2017: 6/2017 = 62% 2017-2018: 5/2018 = 57% 2018-2019: 5/2019 = *76% (*Highest record)|Excerpt from LAS LCAP Annual Update (Board approved, June 2019) PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 3: Family survey responses indicating satisfaction with student(s) progress in: Q1: 96% Satisfied with Spanish Progress Q2: 95% Satisfied with English Progress Q3: 96% Satisfied with development in Critical Thinking Q4: 98% Satisfied with development in Creative Thinking|Excerpt from LAS LCAP Annual Update (Board approved, June 2019) PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1: 76% of families completed the annual school survey. Survey Data 2: 93% of families stated that they would recommend the school to others.|5|5|4|4|4|4|4|4|5|4|4|5|2019-06-21|Met|2019 37681300139063|The Learning Choice Academy - East County|3|The Learning Choice Academy – East County has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, RCAs, teachers, administration, and community stakeholders at The Learning Choice Academy – East County. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms). A focus area for improvement is that TLC-EC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community.|The mission of The Learning Choice Academy – East County focuses on building relationships with students and parents. The Learning Choice Academy – East County works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers. A focus area for improvement for The Learning Choice Academy – East County is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).|Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC Academy – East County provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students. Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.|5|5|5|3|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 34674390101907|The MET|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 38769270132183|The New School of San Francisco|3|The New School of San Francisco has active family-staff co-led, school-wide committees including but not limited to: - Student Recruitment Committee - Staff Recruitment/Retention and Appreciation Committee - Communications Committee - Fundraising Committee - Latino Family Affinity Group - African American Family Affinity Group - LGBTQ+ Family Affinity Group During the 2018-19 school year, the New School of San Francisco engaged in a detailed process of reviewing our school priorities and budget with staff, students and families. The leadership team requested input from all relevant stakeholders regarding what they felt were the most pressing issues that needed to be addressed in the coming school years. Staff working groups were formed and met over the course of 12 weeks to audit current practices and brainstorm new strategies. Families had three different opportunities to meet with the leadership team, learn about the budget and give input to priorities and possible shifts. All materials were made available in English and Spanish, electronically and in hardcopy. This process culminated in a final Home and School Council Meeting where both staff and families engaged in interactive presentations designed to increase participation and two way communication. The focus area for the 2019-20 school year is to increase the participation of underrepresented groups at the New School of San Francisco. Participation of underrepresented groups is lower on both our family committees and schoolwide events, particularly as it relates to decision making events.|We provided 3 family-teacher conferences in the 2018-19 school year as a touchpoint for families and teachers to come together in partnership for student outcomes. As part of our model, the first conference of the year is the intake conferences where families are asked to weigh in on the goals that the teachers have preliminarily set for their students. Individual learning plans are translated into the home language of the family and interpretation is provided when needed to ensure families are able to access conferences. During conferences, teachers provided families with resources such as math games, and homework notebooks, as a resource to prevent academic slide during breaks (winter and summer). Additionally, in the 2018-19 school year, we piloted a new program called “Brain Gym” which provided additional supports and resources to students - and by extension their families. Students in Brain Gym attended targeted instruction either before or after school. School staff provided resources and support to ensure families from underrepresented groups had access to the program (time of day, placement in after school, transportation support). Regular communication on progress and goals met was instrumental in ensuring that families knew their child’s goal and how they were on pace to meeting it. For the 2018-2019 school year, the school made a considerable investment of time and resources in partnering with an organization to provide professional learning opportunities focused on internal biases and how that directly impacts student outcomes. The result of this year long professional learning saw increased teacher-family engagement, including several projects to be piloted in the 2019-20 school year such as; home visits, student centered orientation, and an increase in community building events. An area of growth for the school would be to provide regular and frequent information and resources regarding parent rights, curriculum, and social emotional learning, with a particular focus on underrepresented families. Resources will be provided in families’ home language in order to be most impactful in the home.|We are proud of our engaged family community. 100% of families attended at least two family-teacher conferences this year to support the growth of their child. 70% of families attended at least one Home & School Council meeting. We surveyed our families two times during the 2018-2019 school year. 84% and 77% of families completed the mid- and end-of-year climate surveys respectively. - 97% of families surveyed believe in the vision and leadership of the school - 95% of those surveyed feel valued at New School SF. In addition to our family climate survey we have an outstanding retention rate. In the 2018-19 school year, we retained 96.7% of our families We provide a broad range of opportunities for family involvement from volunteering in classrooms, organizing school-wide and class events, participating in affinity groups, school-improvement, and serving on committees focused on the school's priorities including student recruitment, health and safety, communications, and teacher recruitment and retention. Other strategies we used to increase family involvement include: - Weekly home-to-school communications sent in both English and Spanish. Families have the opportunity to receive information via email, text and/or hard copy. - Hosted parent/student orientation prior to the beginning of the school year to meet parents, discuss school policies/procedures, set expectations, and meet school staff. - Hosted 5 parent workshops on important issues such as social emotional learning, curriculum and pedagogy, and equity and diversity. - The School and parent committees hosted 10 school wide events to encourage parent participation, of which at least five were focused on underrepresented groups. - Monthly Coffee Chats with school leadership in English and Spanish about topics highlighted by parents as important. A focus for the 2019-20 school year is to ensure that there is diversity and equity of voice amongst our family community, which will be measured in the following ways; 1. by the mid and end of year climate surveys. 2. participation of underrepresented groups in Home and School Council and committees Additionally our focus will be on a strong [>80%] retention rate of families and students that are low income, English Language Learners, and students with IEP’s.|4|4|4|3|4|4|4|2|4|3|3|3|2019-11-15|Met|2019 37683386061964|The O'Farrell Charter|3|Progress in building the capacity of/supporting principals and staff to effectively engage families: Principals and staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school. It is the LEA's goal to better provide professional learning for staff on this topic though, to implement its improvement efforts in this area. Progress in building the capacity of and supporting families to effectively engage in advisory groups and decision-making: The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all stakeholders, and given to school leadership teams. The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year after the school presents its SPSA and LCAP documents in small, comprehensible chucks and summarizes program efforts in “parent friendly language.” Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups: The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities: The LEA provides opportunities for this at all parent meetings and advisory committee meetings, which occur on a monthly basis or every other month, depending on the parent group. The LEA also publishes a family engagement policy at the LEA and school level and revises it annually with the input and collaboration of its parent groups. Additionally, an annual parent notification including all school policies is sent out yearly to all families via email and is available online for download. Teachers, principals, and families discuss school issues openly at stakeholder meetings and notes are archived for future reference. Focus Area: To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with FSS, create several family friendly parent meetings and activities throughout the school year to involve parents at school and in its decision making processes based on learnings from these professional developments.|Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families: The school provides professional development to all staff systematically each school year. Professional learning in this specific area, however, is just emerging as a need within the LEA. The LEA will focus on providing professional learning to leadership teams and teacher leaders throughout the school in this area, with the intent that they disseminate information to their respective teams. Providing families with information and resources to support student learning: The LEA conducts 15 parenting workshops per academic year on topics related to student learning, curriculum, and academic resources. Additionally, all classroom teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of each school year to set goals for students and develop a plan of action to support students in meetings those goals both at home and at school. Implementing policies or programs for teachers to meet with families and students: All teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of the school year to set goals for students and develop a plan of action to support students in meetings those goals. Both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet mid-year with students considered “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year. Supporting families to understand and exercise their legal rights: The LEA holds stakeholder meetings throughout the school year (DELAC, SSC, etc.) during which these topics are discussed. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. Focus Area: The LEA will increase the support and professional learning given to staff specifically in the area of partnering with families. While ongoing and targeted professional development is conducted for staff in the areas of relationship building and communication, the LEA is working on providing professional learning that will lead to a measurable increase in parental involvement and stakeholder engagement in advocating and planning for students' education and the school's programs. The LEA will seek out additional professional learning on best practices in this area, and will partner with FSS and its PTO groups to implement new learnings.|Developing the capacity of staff to build trusting and respectful relationships: Staff participate in training each academic year on effective communication with families and parents. Students are assigned a homebase teacher who is the primary contact for the family at school. In the high school, this teacher “loops” with students to build lasting, positive relationships with them, enabling them to focus on fully supporting the student academically and socio-emotionally. Homebase teachers are supported by team leaders and are also responsible for delivering the school’s character development curriculum and monitoring student progress. Creating welcoming environments for all families: The LEA holds parent events on campus on a wide variety of topics that are timely and relevant to families in the community. The events are advertised to the community, including, but not limited to families with children at the school. The school publishes documents sent home to parents in English and Spanish and has translation services and childcare available at parent meetings. Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children: Each year, teachers hold one-on-one conferences with all students and families in their homebase. During these meetings, strengths and background information are discussed and goals are created for the school year. Parents and teachers are partners in these meetings to build a plan for the child in which both share responsibilities for implementation. Developing multiple opportunities for the LEA and school sites to engage in 2-way communication using language that is understandable and accessible to families: The school holds several parent meetings in addition to parent events and education nights. At all PTO, DELAC, and SSC meetings, parents review the school's LCAP, SPSA, and school programs, and give input in the language of their choice. These documents are summarized and presented in “parent friendly language.” Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success. Focus Area: The LEA has identified "two way communication between families and educators" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discus programmatic recommendations and to review and revise school documents.|4|5|5|4|3|5|5|4|4|4|4|4|2019-10-14|Met|2019 04615490000000|Thermalito Union Elementary|3|The district is making progress on seeking input from parents/guardians in school and district decision making. 76% of our parents who responded to the Thermalito Parent Input Survey were aware that the district seeks input from parents and guardians in decision making for the LCAP. The district and school sites actively encourage underrepresented families to attend LCAP stakeholder meetings, school site council meetings, and English Learner Advisory Committee meetings .|The district is making great progress in building partnerships for student outcomes with weekly student advocate meetings. The meetings focus on students with chronic absenteeism and how schools can partner with families and work together to improve student attendance and success in school.|The district is making progress in seeking input from parents/guardians in school and district decision making by promoting parental participation in schools and programs. 91% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Why a parent survey was chosen: The district chose to use a survey during parent conference day in order to access a majority of parents and guardians for feedback from our community. Focus area: Increase the parent involvement for school site English Learner Advisory Committees (ELAC) by engaging parents in the personal academic, social, emotional growth of their own children.|4|5|4|4|4|4|4|4|4|4|4|3|2019-10-24|Met|2019 38684786040935|Thomas Edison Charter Academy|3|Shared-decision-making has become an integral part of TECA’s systems. Quarterly parent meetings serve to inform parents of new developments from the district side of the school, student data, or other information of interest to families, and then to seek feedback on new decisions. In addition to these parent community sessions, parents participate in an active ELAC, SSC, African American Parent Advisory Committee, Parent Café, and have regular communication with the principal, superintendent, and parent liaison, who are all dedicated to the engagement and empowerment of TECA parents. TECA partners with an organization who provides parents with ESL classes. These classes support parents’ development of English, as well as demystifying the school system to support parents in their understanding of their child’s education to be active partners in their child’s education. Our Parent Cafés serve as a community resource, where our Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The SSC and ELAC committees are fully implemented and have developed over the last year into decision-making units. Committee members fully embrace their leadership roles and analyze data trends to support budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) has become a thriving organization that continues to provide helpful feedback to the school as well as organize school-wide events to support our community’s development. While we are very proud of the opportunities provided for parent information, communication, and decision-making powers, as previously mentioned TECA would like to expand the reach of these meetings and advisory groups. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs. This is where we would like to go next in our development of parent involvement.|As mentioned above, TECA staff began a cultural competency PD series to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs, as well as meet the needs of their families and understand how to best develop partnerships with them. In addition, our texting system and communications folder have been very successful in providing families with information. Our Parent Liaison has developed a great resource for families to support student learning at home, however this has mostly been attended by our Spanish-speaking families. We are focusing now on how to support all our families in gaining these resources. Teachers conference with families twice a year to share student progress and achievement. We are trying to implement a schoolwide system where families can regularly monitor their child’s progress to have a more real-time view of their academic development. TECA partners with an organization who provides parents with ESL classes. These classes support parents’ development of English, as well as demystifying the school system to support parents in their understanding of their child’s education to be active partners in their child’s education. The Parent Liaison has begun exploring the sharing of legal resources to families, which is a great need for our community. However, this is another area where we would like more of our families to participate aside from the Spanish-speaking community who is currently accessing it.|TECA staff have developed the capacity to build relationships with our community and continue to make this a priority. Nearly all parents feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Community Survey. After reviewing survey data and considering observations from various community meetings TECA staff began delving into a cultural competency PD series to support their understanding of our diverse learners and to provide them with the tools needed to better meet their needs. This will continue to be a focus this year and become a sustainable model for our staff to support all our students and their needs. Finally, in response to community feedback, TECA expanded communication last year by implementing a texting service that reaches more families, as well as hosting quarterly community meetings to provide opportunities for parent feedback and shared information. The school ensures communications go home in organized weekly folders to provide families time to plan and prepare for school events and celebrations.|4|4|2|3|3|3|3|2|4|3|3|2|2019-11-01|Met|2019 18641960135756|Thompson Peak Charter|3|The LEAs current strength is our school staff and leadership empowers parent groups to observe learning and provide input in decision making. An area of growth is to engage all stakeholders in the review of family engagement activities and the impact on input.|The LEA works closely with families. As an independent study program, staff meets individually with the student and their family. An area for growth is to investigate ways to support families to advocate for their own children.|The LEA has strength in creating welcoming environments. Staff has friendly "customer service" attitudes and families are encouraged to participate regularly. Improving family friendly language is an area for growth. We regularly monitor participation by all subgroups to assure demographically similar rates to enrollment.|3|3|2|2|3|1|2|1|3|2|3|1|2019-06-13|Met|2019 23655650123737|Three Rivers Charter|3|We meet weekly with the teachers and we have monthly Board meetings. Most of the members of our Board are parents at our school and we have quarterly Parent Teacher Network meetings to include the parents in our discussions. We specifically look for families that represent underrepresented student groups to include in our management process and by contacting various parent of students belonging to these groups we try to understand and provide the services needed.|As mentioned above, this area is something we are focused on and meeting with the parents, finding out what their needs are and working with them to provide those needs is critical. We provide notices and summarize the legal requirements for our parents and make it known that if there is any help they need we are willing to help.|We are working very hard on getting our families to engage with the school One are that we focus on is the parent’s involvement in the Governance of the school. We have worked hard on getting better attendance at our Parent Teacher Network Meetings and for the last two years we have seen a steady improvement with parent involvement. Adding childcare, providing food, and keeping the meetings to one hour have helped immensely. We also live stream our meetings for parents who cannot attend in person. Our parental active participation has increased from about 5% to 20%. We have a nice balance on our Board as well with 4/7 of our board being parents and 3/7 being community. 2 of those community members use to be parents at our school. We have weekly communication going out to the parents providing information and we have always been accessible for communicating with, working with, and assisting our parents. We have asked our parents what additional services we could provide to them and they asked for assistance with their children’s math and we now provide that assistance in our Homework Club for parents as well as students. One area we need to continue to work on is with our EL student families. Providing language services, assistance with our programs, and translation services needs more work. Outreach into those groups in our communities is important.|5|4|4|3|3|3|5|4|5|5|4|5|2019-09-17|Met|2019 54722070000000|Three Rivers Union Elementary|3|The LEA has always been successful in engaging staff, students, families, and community groups in activities at the school / district level. We are so small it is like a family and everyone works to support each other. The school is like a community center, used for recreational and meeting purposes by community groups. We will continue to build these relationships and change their focus based on the needs of our constituents.|The LEA is focused on providing more information for parents in a form that is accessible for them. More and more of our parents want everything digital so we are trying to grow our website to include access to all documents online. Meetings are scheduled to accommodate parent schedules and staff are readily available for impromptu or scheduled conferences.|The strengths of this LEA revolve around parent involvement and the ability to cultivate a trusting and respectful relationship with our families. Approximately 70% of the parents feel that there is and has been excellent communication between school and community. As one stakeholder put it, "I think Three Rivers has several great programs in place to sustainably build relationships with families. These include having parent volunteers in the classroom, the volunteer coordinated art program, the Eagles Booster Club, the Three Rivers School Foundation and School Site Council." Our survey suggests that continuing to refine our relationships with parents and provide more diverse opportunities for input is a focus area of improvement. As such we are modifying and adding to our web site to allow for more information to be readily accessible to our parents.|4|4|4|4|3|3|4|3|4|4|4|4|2019-11-04|Met|2019 37769010134429|Thrive Public|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 41690216044770|Tierra Linda Middle|3|Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Part 2 of 3: A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Panorama Strategic Plan survey was completed by 151 Staff and 150 Teachers who identified the following needs: 1) More time to collaborate with colleagues (53% report that staff have sufficient collaboration time, an increase of 2%) 2) Staff morale needs a boost (61% of teachers replied favorably that school morale is positive at their school, a decrease of 2%) 3) Improved means to learn from the evaluation process, and more frequent feedback on goals (49% of teachers responded favorably that they learn more than "some" from the evaluation process, a decrease of 2%) 4) A need for further professional development on integrating technology into teaching practices (45% of teachers responded favorable to this question, a decrease of 2%) The 2019 Panorama Strategic Plan survey was completed by 1864 students who identified the following needs: 1) Too many students report being disconnected from their own learning, and and report that homework it is not meaningful and supportive, especially in 7th and 8th grade (51% of students in grades 3-8 responded favorably to the following statement: "I find the things I learn in school interesting, a decrease of 2%; 60% of students in grades 3-8 responded favorably to the meaningful homework question, a decrease of 2%) 2) Desire for increased tinkering/building/maker experiences, and learning opportunities that are of interest to them (60% of students responded favorably that they have opportunities to make/build things at school) 3) Improved cleanliness of school (56% of students responded favorably that their school is clean and well maintained, a decrease of 1%) 4) Improved school climate, especially at the middle school level (34%, 36% and 36% of grade 6-8 students responded favorably to the prompt "Students treat each other with respect at school") As a result of this data and other data compiled through stakeholder engagement, and to further address the needs of underrepresented families, the District has begun work in restorative practices, equity and implicit bias. This work has begun first in middle school, and will expand to K-5 in the coming calendar year. Additionally, K-3 Site principals led PD for teachers regarding the transition to a Fall goal setting conference model. As a result, all schools moved to a Fall goal setting conference model for 2019-20, with conferences occurring in early October rather than at the end of the first trimester. This allows families to express their ideas for academic and socio-emotional goals, rather than hearing about their child's progress after it is complete.|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: The District is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To that end, the District website was rebuilt in 2018 so that it would continue as a primary source of communication to parents and community. Overall, the district is committed to ensuring that all parents can access information in order to support their child's learning. A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Strategic Plan survey of families reveals that communication remained 82% favorable. Parents also identified school newsletters as a preferred source of information, second only to face-to-face communications with staff. Another important note regarding the Spring 2019 Strategic Plan Survey is the significant increase in the number of families participating in the survey. Overall, 48.5% (2,745 responses) of families participated in the survey compared to just 21% in 2018. The survey results identified the following needs: 1) Parents still desire appropriate and meaningful homework policy and want more information about how at-home learning supports their child's personalized learning goals (favorable responses decreased 1% to 68% this year) 2) Continued desire for high expectations (rigor) for students (favorable responses decreased 3% to 52% this year) 3) Improved communication from staff on how their student is performing academically, and what their child needs to learn in order to demonstrate success at each grade level (although this area increased 2%, only 68% of parents responded favorably) 4) Continued Work is needed in Staff helping Students to Learn to Resolve Conflicts (74%, decreased 2%), and Staff Sensitivity to Issues Regarding Race, Gender, Sexual Orientation and Disabilities (76%, Decreased 3%)|4|4|3|3|3|4|4|3|4|4|3|3|2019-10-24|Met|2019 44697650100388|Tierra Pacifica Charter|3|Tierra Pacifica employs many ways of engaging parents in school operations, culture, and decision-making. After 20 years of work on how to engage parents, a robust framework has been created. A minimum of two parent meetings for each classroom are held during the school year where parents are engaged in learning about curriculum and school practices, are reminded of ways they can be a part of any school day and are asked to collaborate on a variety of school endeavors from planning to problem-solving. Two All School Meetings are held each year for the entire parent body which also engage parents in understanding school goals and progress toward these goals. During this large meeting, parents are organized into small groups for the purposes of effective collaboration and are asked for feedback that will inform further actions toward our goals. An example of this is our meeting in September 2019 where parents were informed of school progress on LCAP goals and asked for input on how to proceed with our School-wide Diversity Awareness and Consciousness Raising Plan. Input from parents at the meeting led to the planning of workshops on raising race conscious children and learning about our implicit biases, as well as a book group focused on topics around racism. Translators are provided at all meetings to make sure that all parents are able to fully participate. Another way parents can engage at Tierra Pacifica is through parent teams. Teams are often organized and run by parents to help support the different areas of need in the school. For instance, the school Finance team meets approximately once monthly to review and refine the work of the Finance Department. Often the team's questions, ideas and research help to clarify the school's direction on budgetary goals and practices as well as communication of outcomes to the wider community. Tierra Pacifica continues to strive for the full engagement of our Spanish-speaking families. Although language accommodations are provided at meetings, some of these families are still not attending them. Informal, personal interviews will be conducted in Spanish to gain a better understanding of how to make meetings feel more meaningful and accessible to these families.|At Tierra Pacifica, we know that supporting the whole child means working with their village as well. One critical practice in addition to regular meetings and parent-teacher conferences is that of the Village Success Meeting. Village Success Meetings are proactive, solution-seeking gatherings of a student's "village" to hear from the most important people in that student's world. Together, we focus on the student's strengths and challenges and brainstorm actions the group members can implement as supports. Anyone can call a VSM; parent, teacher or student. Reasons for calling a VSM are myriad. Every team member can contribute their expert knowledge of the student, the research, or best practices likely to help. Together we work for successful student outcomes. English Language Learners have an extra large challenge to meet academic goals while simultaneously learning a new language. This year Tierra Pacifica will have a VSM for all EL students to ensure steady progress and to investigate whether increased support or community resources are indicated.|Tierra Pacifica is a multi-generational community of learners and relationship building is the foundation of our approach. The school maintains an open and inviting atmosphere for all family members, including grandparents, to be a part of the school community. Teachers send weekly letters to their students' families sharing updates, asking for input and inviting participation in classroom activities. Teachers are very skilled at incorporating parents into their classroom routines and home support jobs, and parent representatives for each classroom are trained to facilitate voluntary parent participation in a way that works for their family. The main communication tool used at TPCS is an online community platform called Parent Square. All posts to the community can be translated with one button either at the sender's end or the user's. The school calendar, important forms and school documents, and a directory are accessible to all community members there, as well as tools for getting involved. Tierra Pacifica Charter School is a place where parents are welcomed in and encouraged to participate on every level. In addition to the meetings and working teams, there are multiple opportunities for parents to interact at school from musical performances to entrepreneurial fairs to parent education opportunities and more. It is our goal that every family will feel recognized, appreciated and respected for who they are and what they bring to the diverse network of relationships that makes our school so strong. Tierra Pacifica would like to build deeper relationships with families of our EL students. This year new families with EL students will be paired with existing families who can assist them with navigating the challenges of being new to the school community.|5|5|5|5|5|5|5|5|5|5|4|5|2019-10-14|Met|2019 54722150000000|Tipton Elementary|3|1. Principal, staff and parents participate in advisory groups quarterly. 2. All parents are invited to attend advisory meetings through Teleparent and notes that are sent home in English and Spanish. 3. Create and distribute a survey asking for parental feedback on family engagement activities.|1. Tipton teachers hold fall and spring conferences with parents each year to discuss each students' academic strengths and weaknesses. Teachers also hold conferences with parents throughout the year on an as needed basis. Progress reports are sent out to families each quarter to provide timely information to parents regarding current grade progress. 2. Tipton holds monthly SST meetings for students who need additional support in the classroom. 3. During the 5 parent engagement nights teachers provided resources for parents to help their students with social/emotional or academic needs. 4. Our goal over the next few years is to provide training to support staff to build capacity to partner with families.|1. Tipton School provides access to translators for 100% of parent/teacher conferences, SST, ELAC/DELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parents request. All school correspondence are delivered in parents primary language as well as English. 2. Tipton school hosted workshops to support parent learning. In order to increase our capacity to support our parents the district has hired a parent liaison to assist with the coordination and implementation of parent support and training opportunities. 3. Tipton School administration and teachers have implemented parent engagement nights. The school hosted 5 parent engagement nights. 4. Our goal over the next few years is to increase our opportunities for professional growth in the area of supporting staff to learn about families' cultures, languages, values and goals for their children.|4|4|2|4|2|3|4|3|3|3|3|2|2019-10-01|Met|2019 19646340119552|Today's Fresh Start Charter School Inglewood|3|During the 2018-2019 school year, a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as a hard copy. Today’s Fresh Start Charter School chose the selected study as a means to collect data regarding parents’ perception of the school in a manner, which would maximize the sample size, encouraging input from all parents/guardians. The purpose of employing a quantitative approach was to ascertain the degree to which parents hold positive perceptions of varied aspects of the school, including the opinion? of parents regarding parental input in school/district decision making and parental participation in programs. The findings relate to the goals established for the other LCFF priorities in the LCAP. As aforementioned, TFSCS plans to increase the number of ways parents can increase involvement and interaction through the use of our Parent Portal system, our website, and social media outlets.|During the 2018-2019 school year, a School Climate Survey was made available via online/hard copy, in English and Spanish, to all parents/guardians of students in grades TK-8. The data collected from the 149 returned surveys, indicate that 91% of parents have a positive perception of the school concerning promoting parental participation in programs. Analysis of the data shows an increase of parents holding a positive impression of the school about fostering parental involvement in programs by 2%. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only.|During the 2018-2019 school year a School Climate Survey was made available via online/hard copy, in English and Spanish, to all parents/guardians of students in grades TK-8. The data collected from the 149 returned surveys, indicate that 86% of the parents have a positive perception of the school about seeking input from parent/guardians in school and district-wide decision-making. Analysis of the data shows a percentage increase from last year’s percentage of 84%. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. TFSCS plans to increase the number of ways parents can increase involvement and interaction through the use of our Parent Portal system, our website, and social media outlets.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-31|Met|2019 19734370132845|Today's Fresh Start-Compton|3|During the 2018-2019 school year, a School Climate Survey was made available, in English and Spanish, to all parents/guardians of students in grades TK-8. This survey was made available on-line as well as a hard copy. Today’s Fresh Start Charter School chose the selected study as a means to collect data regarding parents’ perception of the school in a manner, which would maximize the sample size, encouraging input from all parents/guardians. The purpose of employing a quantitative approach was? to ascertain the degree to which parents hold positive perceptions of varied aspects of the school, including the opinion of parents regarding parental input in school/district decision making and parental participation in programs. The findings relate to the goals established for the other LCFF priorities in the LCAP. As aforementioned, TFSCS plans to increase the number of ways parents can increase involvement and interaction through the use of our Parent Portal system, our website, and social media outlets.|During the 2018-2019 school year, a School Climate Survey was made available via online/hard copy, in English and Spanish, to all parents/guardians of students in grades TK-8. The data collected from the 149 returned surveys, indicate that 91% of parents have a positive perception of the school concerning promoting parental participation in programs. Analysis of the data shows an increase of parents holding a positive impression of the school about fostering parental involvement in programs? by 2%. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only.|During the 2018-2019 school year a School Climate Survey was made available via online/hard copy, in English and Spanish, to all parents/guardians of students in grades TK-8. The data collected from the 149 returned surveys, indicate that 86% of the parents have a positive perception of the school about seeking input from parent/guardians in school and district-wide decision-making. Analysis of the data shows a percentage increase from last year’s percentage of 84%. If a parent indicated on the survey having more than one child at the school, survey responses were duplicated, and responses were recorded for the grade level of the children. Duplicated survey results were calculated for the grade span analysis only. TFSCS plans to increase the number of ways parents can increase involvement and interaction through the use of our Parent Portal system, our website, and social media outlets.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-31|Met|2019 30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|3|TLC offers several channels through which parents can engage with school leadership, including the School Site Council, and ELAC where parents provide input and feedback for all learners at the school. The Parent Representative on the school governing board voices topics of interest and concern for families, and additionally brings families updates and communications regarding the decisions under consideration by the board each month. In addition, the governing board conducts its own survey of parents and parent satisfaction as a component of the annual Executive Director review. Parent participation on the Principal’s Advisory Council is strong and has resulted in many improvements to the school safety plan and routine practices for the general benefit of the school community. In addition, bi-monthly Coffee with the Principal meetings enable parents to raise topics of concern and interest directly with school leadership, discuss LCAP Goals, and measurable outcomes and families are also encouraged to meet with teachers or the school principal at any time (Team Meeting forms are available at all times in the school office, in both English and Spanish versions). In the upcoming year, TLC will work to increase and improve parent participation in the TLC Community Association (TLC-CA) to engage and support the developing parent community at the school. All TLC-CA meetings are conducted in English and Spanish, and parents and all meeting notices are sent home in both languages as well.|TLC provides multiple opportunities for families to partner with school staff to ensure that all students are able to learn and make progress at school as outlined in our school’s LCAP Goal #3. At each trimester reporting period, families meet with teachers to learn about student strengths, challenges, and progress towards mastery of standards at the parent-teacher conferences. Student-led conferences occur in the Spring of each school year to provide students with opportunities to share their successes and major points of learning over the school year. Parent Workshops provided throughout the school year present parents with information on topics such as homework and reading with children, attendance, college and career readiness, neurodiversity and learning differences. In addition, educational websites and apps such as SeeSaw, SmartyAnts/Achieve3000, and MobyMax promote school-home communication and partnership for learning by enabling students to receive additional individualized practice for specific skills as needed. TLC plans to continue developing and providing information resources to families in the upcoming year to maximize family engagement and partnerships for student outcomes. Parent participation in the TLC-Community Association and Parent Workshops have resulted in a collaborative parent group that is assembling a resource library for other parents interested in learning about particular disabilities, student challenges and needs, and ways to promote learning and friendship at home. We look forward to continuing to support families in developing and expanding this parent network as well, and in supporting families to understand and exercise their legal rights and advocate for their child.|The community of families and students at TLC is highly diverse, and our full inclusion model school brings together students with and without disabilities as well as students who are culturally, linguistically, and socioeconomically diverse. There are several important routines and structures at TLC that contribute to building strong and meaningful relationships with families in our community, including 1) daily staff debriefs (“Collab” time) after school in which staff shares knowledge of individual student and family needs as well as strategies for support and success; 2) weekly staff training that focuses on the particular cultural, linguistic, learning, and behavioral needs of students; and 3) to ensure linguistic access to all families, all school notices and materials are sent home in English and Spanish, and Parent Workshops and TLC Community Association meetings are conducted in both English and Spanish. TLC will seek to extend and improve the welcoming environments we create for families by offering additional opportunities for families to be involved in the school, such as volunteering for school events, gardening with students, and fundraising for special activities and programming. To ensure that underrepresented families are included and engaged, TLC will make sure to offer a diverse range of opportunities in terms of time, task, skill, and knowledge background to ensure that all families are able to be involved.|3|3|4|3|3|2|3|3|3|3|3|3|2019-10-15|Met|2019 19647336019525|Topanga Elementary Charter|3|Providing families with multiple opportunities to provide input in school site decisions is an area of strength for the Los Angeles Unified. These opportunities are offered at the school site, regional office, and central offices. From the school site perspective, principals, staff, families and students attend annual School Site Council trainings hosted during the weekends, and workweek, to effectively engage families in advisory groups and with decision-making. A district bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. Three districtwide committees are also in place for parents to engage in decision making. The first committee is the district Central Advisory Committee (CAC), which offers recommendations to the district’s Special Education Local Plan Areas (SELPA) Local Plan|In the last year, Topanga Charter has increased the percentage of parents completing the School Experience Survey from 47% to 69%. In order to determine whether Topanga Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. Overall parent involvement 91% 2. I feel welcome to participate in this school. 91% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 91% 4. This school provides me with information (verbal and written) I can understand. 97% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 98% 6. This school informs parents about school activities in a timely fashion. 98%|In the last year, Topanga Charter has increased the percentage of parents completing the School Experience Survey from 47% to 69%. In order to determine whether Topanga Charter has met the performance standards for the performance indicators concerning parent engagement, the responses to various questions on the School Experience Survey were analyzed to determine key findings. In order to assess whether parents felt that the school sought input from them in decision-making and promoted their participation in programs, the following questions were reviewed. The percentage of parents who indicated Strongly Agree or Agree are noted next to the question. 1. Overall parent involvement 91% 2. I feel welcome to participate in this school. 91% 3. This school encourages me to participate in organized parent groups (councils/committees/parent organizations, etc.). 91% 4. This school provides me with information (verbal and written) I can understand. 97% 5. This school informs parents about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.) 98% 6. This school informs parents about school activities in a timely fashion. 98% Messages are sent weekly through translated Backboard Connect messages and through flyers regarding community and district parent resources.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-29|Met|2019 19647336019533|Topeka Charter School For Advanced Studies|3|Topeka Charter SAS provides families with multiple opportunities to provide input in school site decisions via our various groups and input meetings- Governance Council, Governance Council Committees, English Learner Advisory Committee, Parent Teacher Association, monthly Coffee with the Principal, Parent workshops, etc. An area of need will be to explore various ways to engage underrepresented groups in the school community and/or those who struggle to participate in school input groups.|Topeka Charter SAS provides families with information and resources using multiple access points including the school's website, social media sites, in person resource sections at school, weekly circulations (electronic and hard copy), weekly phone messages, etc. On the School Experience Survey families surveyed stated at a 95% rate that 'This school informs me about school activities in different ways.' An area of focus and/or growth is to continue to explore initiatives that directly target highest need families through teacher training, providing resources and connecting families to community partners.|Topeka Charter SAS has established a School Governance Council and Parent Teacher Association (which includes special committees and Room Parent Teams) at the start of each year. These groups meet monthly and special committees/ad-hoc groups meet an additional day(s) a month. The consistent effort and meetings, build bridges and two-way communication between the home, school, and community partners. We have large and small systems in place to sustain communication from the school leadership all the way through a strategic system utilized by room Parents. The area of growth is to continue the two-way communication and explore opportunities to expand two-way communication that is most relevant and convenient for all stakeholders.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-24|Met|2019 19650600000000|Torrance Unified|3|The district does have opportunities for parents to be involved on multiple levels of decision making school site council, advisory committees, DCC, PTA, etc. In recent years the district has begun to better align district wide efforts to engage by coordinating different groups such as district personnel, PTA and administrators, Building Bridges Collaborative , LIKE screening, SBFC partnership with PTA at THS, ELD conference combined with Wellness Fair 2018, etc. Moving forward a focus area for improvement would be to plan in the spring with these groups and administrators upcoming parent engagement efforts for the school year in order to have coordinated messaging and opportunities for parent input and decision making.|Focus of work with underrepresented families will begin to more overtly focusing on improving student outcomes by providing student level data and ongoing monitoring. Data collection and analysis is beginning this school year along with resource development for outcome based partnerships with parents.|Schools have begun in the last few years to focus on our district vision of All means All in order to address the specific unique needs of our students. However, different schools are at different places of implementation. Some school leadership teams are strong and well established, have established strong roots in their positive behavior supports program and are working on tiered systems of support. However other schools are still working on staff morale, developing stronger PLCs and just beginning work on PBIS. Parent engagement coordinator will focus on empowering underrepresented families such as homeless, foster and ELD parents by hosting parent workshops on how to get involved at schools to support ongoing efforts such as PIQE and Ready Rosie at some school sites.|3|4|3|3|3|4|4|4|4|4|4|3|2019-10-21|Met|2019 39754990000000|Tracy Joint Unified|3|TUSD has continued to increase the number of parent and family engagement opportunities for decision making. Some opportunities include recruiting and increasing participants for School Site Council, English Learner Parent Advisory Committee, District English Learner Parent Advisory Committee, GATE Parent Advisory, District Title 1 Parent Advisory Committee, and LCAP Community Engagement Meetings. Although attendance continues to grow, the district implemented districtwide training for all school site council and ELAC members to ensure sites and members are confident in their roles and responsibilities, as well as working toward consistent processes and procedures regarding decision making throughout the district. Areas of improvement include: continue to find ways to communicate to parents effectively to increase parent and family involvement.|TUSD continues to work diligently in finding ways to communicate and engage with families regarding their child's educational progress. The district has implemented a variety communication methods such as AERIES parent portal, Remind Me text message app, district and site automated phone messages, social media outlets, and a new District and Site website platform. In addition, AVID school sites host family nights to promote college and career readiness, as well as middle school and high school counselors that continue to host family workshops centered around student academic progress and high school graduation/ college eligibility. Areas of improvement include: providing better communication to families regarding resources for students struggling academically and social emotionally.|TUSD strongly values positive relationships with families and has invested in parent liaisons to ensure parents have a resource to access information, programs, and services needed for their children. As a result, school sites have began to implement Cafecito meetings with families, administrators, and site parent liaisons to develop and foster positive relationships. The attendance to the Cafecito meetings has continued to grow and parents have an opportunity to learn about school and district events, share concerns regarding their child's educational experience, and provide recommendations on what the site and district can do to better meet their child's needs. In addition, TUSD has continued to develop positive relationships with various key stakeholder parent groups to collect feedback on making families feel welcomed. TUSD hosts events such as: Annual Festival of Cultures, Annual Anti-Bullying Ceremony, DARE Graduations, and many school site host events for students and families.|3|3|1|4|3|3|3|4|3|3|2|2|2019-10-22|Met|2019 54722230000000|Traver Joint Elementary|3|The district does a good job of bringing all families together, most families feel very welcome in coming to the school and asking questions or needing help. We will continue to strive for excellence in this area.|The district feels that it is doing a great job of getting all parents to events where they need to be, we have most families involved but will continue to get even more parents to events.|The district has sent out flyers, made phone calls, and notes home with children in regards to getting those parents to be more visible at school.|4|5|5|5|5|4|4|4|4|4|4|4|2019-10-08|Met|2019 48705650000000|Travis Unified|3|Survey information was mixed for this item. Many parents feel fully engaged. Others let us know that it can be challenging to attend school, LCAP, or PTA meetings because of work schedules, and that they are interested in participating if we can broaden the ways we seek input. They feel that parents on School Site Councils are well informed and have a voice, but that not all parents are engaged to that extent. Parent orientation came up again in this area, with requests to provide specific information during orientations about how parents can be involved. Focus area for improvement: move involvement in seeking input to schools Parents expressed the most interest in providing input on policies and programs at the school level. In the past, our LCAP parent consultation was done at the district level. Parents prefer to participate at the school level. The topics mentioned in the survey that they would like to provide input on are not necessarily linked to LCAP-related actions and services to close the achievement gap, but rather a wide range of policies and programs. Action steps 1) Move LCAP consultation with parents from the district to the school level. Continue to consult with parents on LCAP actions and services, but broaden the focus of these meeting to include a wide range of issues affecting students and the school. 2) Continue to use surveys to broaden participation of families with time constraints that make attending meetings difficult.|The comments section on the parent survey showed that parents are having very different experiences in this area, particularly in providing families with information and resources to support student learning in the home. Parents appreciate Launchpad, our single sign-on solution where students can access all of their educational software, but some parents let us know they would like more information about what programs are on Launchpad and how they should be used so they can support their children in using the programs at home. Many teachers provide weekly information about what students are learning and about assignments and grades, and parents would like all teachers do to this. They suggest the use of a single communication system instead of teachers using what they prefer. Focus area for improvement: full implementation of current communication tools Parents are interested in learning more about Launchpad and using the educational software we provide with their children. They are also interested in receiving more communication through Aeries Communications. Action steps 1) Create parent information and training materials for Launchpad for each grade level or grade range. 2) Provide teachers with training on the use of Aeries Communication.|Please visit our website for a detailed report for Priority 3 at https://www.travisusd.org/Page/4625. Parents described multiple strengths in building relationships, including friendly front office staff, good communication, elementary Jumpstart PE in the morning, Link Crew and WEB orientation in high school and middle school, and early orientations. Parents would like to see improvements to reduce traffic during arrival and dismissal. Focus area for improvement: parent orientation The parent survey data caused us to think differently about orientation. There was nearly universal satisfaction with student orientation, but there were multiple suggestions for how we could improve parent orientation. We tend to think of parent and student orientation together, but the survey information let us know that we need to think of student and parent orientation as separate events. Parents let us know they would appreciate more attention to their information needs and concerns, particularly at the transition between elementary and middle school. Some parents felt that although we have information on our website about transportation and lunch, we should also include this information in orientation presentations to parents. Parents would also like more information about orientation sent earlier so they can plan. Action steps 1) Work with principals to develop common agendas for parent orientation. To inform this work, have principals analyze the survey data and also have conversations with some families new to the school, especially underrepresented families, and make a list of information requested to be included in the parent orientation agenda. 2) Communicate the dates for parent orientations well in advance so parents can plan to attend.|3|4|3|3|3|4|4|4|4|3|4|3|2019-10-08|Met|2019 23656156117386|Tree of Life Charter|3|Tree of Life continues to have two parent representatives on the board cabinet. Anyone is invited to apply for a two-year term. Invitations are sent through our Parent Square home/school communication platform. A vote is then held through Parent Square. Tree of Life also conducts two parent/guardian surveys to all parents at the end of each semester, one in January and one in May. These are given at conferences and parents/guardians are asked to fill them out while at the conference. They are also available on Parent Square. The surveys seek to get input from parents/guardians about the school's strengths, suggestions for potential improvements, participation in student support activities at home, how the school has aided the child's development, volunteerism, quality and modes of communication between school and family, and ways to improve attendance and completion of independent study work. The school chose the questions in its survey to align with the charter's vision and mission, which are the basis for the goals established for its Local Control and Accountability Plan. Parents are also invited at the beginning of the year to sign up for committees, including site, fundraising, or gardening committee. Parents can volunteer in many different ways that fit their skills and time constraints, including helping in the classroom and on field trips. Our focus area for the coming year will be seeking input for decision-making from underrepresented groups in the school community.|Our instructional staff have attended SUMS (Scaling Up Multi-Tiered Systems of Support) training, workshops at Mendocino County Office of Education and El Dorado Charter SELPA, and workshops at charter school conferences during the 2018-19 school year. This type of professional development happens on a regular basis. Instructional and administrative staff wrote informative and educational articles each month in a newsletter which provided student support of learning at home. Each of the five conferences each year provides opportunity for discussions between parents, teachers, and students to improve student outcomes. Teachers and administrative staff meet with families to problem solve when a student is having difficulty academically, socially, or emotionally. Tree of Life also conducts two parent/guardian surveys to all parents at the end of each semester. The administrator compiles the data and gives the results to the staff and board. During IEP and 504 meetings, parent/guardian rights are communicated and a printed copy is given to parents/guardians. During conferences before school begins, parents/guardians are given a handout with information about mental health and community resources. The uniform complaint procedures and Title IX rights are in the family handbook, also given to families at conferences. A focus for the coming year will be to provide professional learning and support to staff to improve the school’s capacity to partner with families.|Tree of Life provides multiple opportunities to engage in 2-way communication between families and educators. One of the ways the school does this is through Parent Square, a 21st Century school-home communication platform. It works, similar to other social media platforms that people are accustomed to using, so that Posts are made by staff or parent representatives and parents can respond or ask questions. The platform is available with instant Google translation for those non-native English-speaking families. We also have monthly Parent Council meetings (childcare provided) where parents may come to have conversations with staff and other parents/guardians. Topics for these meetings can be requested by parents directly to parent representatives. Also, Tree of Life classroom teachers hold five conferences per year, including three guide-led and two student-led. The first conference allows time for the guide to ask about the child's interests, set goals, and ways that the family can contribute to the school. Tree of Life staff welcome families to share their culture and heritage with the school and classrooms. Our annual International Day celebration is another way families share their heritage at school with a multi-cultural potluck lunch and activities in each classroom on that day. Families are also invited to share during special group lessons, especially if it contributes to what the classes are already studying. A continuing area of focus for next year is developing the capacity of staff to build trusting and respectful relationships with families.|4|4|5|5|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 45699140135624|Tree of Life International Charter|3|The Charter School has recently added 4 new Board members who are parents at the school. They bring an element of parent engagement and decision making not previously existing on the 7 member Governance Board. All parents are encouraged to participate and attend Board meetings, and review Board agendas and minutes that are posted on the school website. In addition, parents have leadership roles on the School Site Council, the Amigos Parent Club Board, and the ELAC. Through these various leadership groups, and also at informal settings such as schoolwide parent meetings and monthly Coffee with the Principal, parents are encouraged to provide input and help to work toward implementing policies and programs that are in the best interest of all students in the Dual Immersion school. Our goal for improvement for 2019-20 is to hold a parent, teacher, admin and school Governance Board forum where the agenda will allow for parents to discuss plans and ways to best encourage and increase family engagement activities at the Charter School.|Partnering with families is one of the core values of our school and part of the Mission statement. The school uses Parent Square as a communication tool to share all info bilingually with parents regularly, and to allow parents easy access to communicate with the teacher and the admin. All teachers and office staff are bilingual, providing the opportunity for increased participation and partnership. Teachers send weekly newsletters to parents detailing what learning is happening in the classroom that week and how parents can help at home. Parent volunteerism is strongly recommended and many parents volunteer in the classroom on a regular basis, or in enrichment classes or other school activities. All students have individual log ins to curriculum and learning materials available online such as Imagine Learning Español, Raz Kids, Khan Academy Math, Benchmarks Adelante, and iReady. Parents are given data and feedback about student progress in meeting all classroom and schoolwide SMART Goals. Two Parent/Teacher conferences are scheduled during the year, in November and February, for teachers to meet with parents and their student and discuss individual progress toward learning goals. The school requires 100% participation from parents in the conferences and works with parents and their schedules to ensure each conference takes place. Parents have access to school Board policies, agendas and minutes of Board meetings, and are encouraged to attend all parent meetings and advocate for their students. The School Site Council meeting minutes, the LCAP, SARC and all other documentation is available for parents to review school plans and be informed of what the school provides to their student. Our focus area of improvement will be to include on every ELAC agenda specific ways parents can help with learning development in the home in Spanish and in English.|In May, 2019 a survey was administered to all parents and data was collected in each of these areas. The data shows that 90-100% of parents agree or strongly agree that the following is true: Parents feel welcome at the school; Parents have trusting and respectful relationships with staff and admin; Students and families feel their home language and culture is honored and celebrated; Communication between school and home is excellent and parents have multiple avenues for communicating ideas, concerns and suggestions. How to improve: The percent of Spanish speaking families responding to the survey was less than English speaking. For 2019-20 we intend to do several things to increase participation in the survey for Spanish speaking families: offer the survey in written form; ask parents to fill out the survey at parent/teacher conferences; offer access to the survey at a schoolwide parent meeting. In addition, the results of the survey will be shared with parents at several venues: a schoolwide parent meeting, Coffee with the Principal, and in written report form. Parents will be given to discuss the suggestions and concerns indicated, and learn about how these concerns are being addressed.|4|4|4|4|4|3|5|4|3|3|3|3|2019-10-22|Met|2019 35675610000000|Tres Pinos Union Elementary|3|We would like to see more parent volunteerism in the classrooms. All classrooms are teaching two grades levels, and with our limited budget, we are unable to hire paraprofessionals to assist in the classrooms. We would also like to see more parents involved on the District Advisory Committee so that there would be more input on suggestions to improve the school.|We would like to see more evenings where parents can attend curriculum nights where the main focus would be on one specific curriculum according to data feedback on students scores.|According to a recent survey given out to our parent stakeholders, our current strengths according to the data are building trusting and respectful relationships with our families, developing opportunities for the school site to engage in 2-way communication between families and staff. All of these categories rated at full implementation or full implementation and sustainability. Another strength is the school's implementation to policies and programs for teachers to meet with families and students for student progress. The other fully implemented area is that Tres Pinos School provides all families with opportunities to provide input on school policies and programs and implement strategies to all underrepresented groups in the school community. One of our major means of communication is through our Student Information System Aeries. Parents have been given the e-mail to sign up for the parent portal so that they can view their child's grades throughout the school year. We also have a new system this year with Aeries that monitors attendance and uses a phone call and text to parents for students that are absent.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 12629760115154|Trillium Charter|3|Our Steering Committee is comprised of current and alumni parent representatives who serve as voting members on the board. Teachers and administration attend monthly meetings to report student progress and participate in group discussions. All families are informed of public board meetings and invited to attend.|We are implementing online access for homework, assignments, and independent study packets to reduce obstacles and increase rates of work return and attendance. We have maintained >95% attendance rate at scheduled parent-teacher conferences through online sign-ups and increased time slots for working parents. OUr annual parent evaluations include multiple choice and write-in sections requesting feedback in all program areas.|Developing and maintaining partnerships with families to support student success is one of Trillium's strengths. We have increased or maintained parent participation rates >97% for volunteerism, attendance at school events, and enrollment in our online communication portal- ParentSquare.|5|5|3|3|2|3|5|4|5|5|4|4|2019-10-30|Met|2019 12630570000000|Trinidad Union Elementary|3|To build the capacity of staff to engage with families in decision making Trinidad school provides staff development training for the whole staff annually, weekly, and as available through school and community agencies. District faculty and administration has participated in equity trainings over several years. Over the past year our district has provided site based and community based professional development to build the capacity of administration and staff in engaging families, communicating with families, and listening to the families who are part of our school. Family engagement is discussed at faculty meetings, board meetings, site council meetings, and with parents at student study team meetings, IEP meetings, and community events. The district has made considerable progress in supporting family members in effectively engaging in advisory groups such as School Site Council and the School Board. The district has used in person communication, mailers, email communication, telephone and text communication to elicit engagement. In addition, the district has discussed alternative ways to elicit engagement at staff, site counsil, and board meetings. Lastly, the district has received information from school climate surveys that directly influences school sponsored events and family engagement. The District provides families with the opportunity to provide input on our LCAP goals and policies that are under review through annual LCAP information nights as well as school wide board policy and board agenda dissemination. The district has employed the use of an online digital calendar to make sure that all families are aware of upcoming events. Additionally, the district distributed communication surveys to all families in which they were able to indicate their best mode of communication. Daily teachers communicate with parents in person, via text and phone, and via email. Special consideration for underrepresented groups in the family is given and additional communication from our school counselor is provided for those families as well as resources and references are provided. The district provides opportunities for all stakeholders to engage in planning, design, and implementation and evaluation of family engagement through monthly site counsil and board meetings, staff meetings, and yearly LCAP and community events. Concerted effort is taken to design presentations that are accessible to all families. In addition, following board meetings information regarding decisions and actions as well as agenda items is provided through the school board president. Annually the school site council reviews the process for designing and eliciting feedback as well as reviews data and designs strategies to address concerns that arise.|The district provides professional learning to support all staff with partnering with families. Annually at staff training the district provides professional development regarding family engagement. Site administration engages in monthly, and yearly training regarding family engagement, family partnerships, and professional training in developing the capacity of the school site in remaining a welcoming partner with families in the education of children. In addition, at weekly and monthly meetings administration supports communication with families through a variety of sources including phone calls, mail, email, in person, and texts. Staff are provided with community based equity training as well as equity training on site to build the capacity of the instructional community to connect with families. The district is in the initial phases of providing additional resources to families to better understand and support their students. We provide information about development through mailers home from classroom teachers, parent teacher conferences, back to school night and open house. In addition the school hosts a digital citizenship night for families to engage in age appropriate digital citizenship training along side their student. Lastly, our school hosts a literacy night for parents of primary students to engage in learning about the importance of reading and how to help their students engage with literature. The district has implemented strategies to support student learning and communication with families to better families understanding and the overall outcome for students. Teachers meet with all families individually twice per year at parent teacher conferences. Additionally all teachers communicate with families at least weekly via email or online portal. Students in the upper grades are enrolled in a digital grading program that is accessable to all families. For families that require additional or alternative communication teachers will make personal phone calls, emails, or texts. All teachers also walk their students to release at the end of the school day and will connect with parents during pick up time regarding school engagement and academic achievement. Should students require additional support and meetings the district and teachers hold additional parent meetings, student study teams, and are in compliance with 504 and IEP meeting timelines. All meetings and communication with families aims to support student outcomes. The district provides families with appropriate annual notices so that families are aware of their legal rights and ability to advocate for their children. Whats more, our district has an open door policy which is communicated to all families, should any family require or request additional information about their or their students educational rights this information is provided through the office, posted on our website, and posted in classrooms.|The district provides professional development throughout the year through site based and community based professional development opportunities to build the capacity of the staff and administration to build and support trusting and respectful relationships with families. These include monthly staff meetings, yearly faculty meetings, annual professional development and equity training, and personnel evaluations. Instructional support for all certificated staff is provided monthly and once yearly. Topics have included differentiated instruction, equity, inclusion, gifted education, communication with families and students, and school sponsored community events - to name a few. These topics have and continue to provide a forum for educators to learn about the value of families as partners and school as a community for family engagement. Classified personnel participate in monthly and once yearly professional development with topics like appropriate communication, supporting student learners, supporting safe and appropriate interactions between students, mandated reporting, among others. Principal/superintendent participates in multiple professional development opportunities with topics such as PBIS, MTSS, family engagement, instructional strategies, equity, among others. 2. Rate the LEA’s progress in creating welcoming environments for all families in the community. 4 TUSD distributes an electronic survey to all families yearly to evaluate the school cliamte. Site Counsil members help school and community members in completing an electronic LCAP survey at an annual event. Staff and students complete LCAP and School Climate surveys as well. Our Parent and family engagement strategies were developed jointly with and distributed to families through School Site Counsil, Site Counsil LCAP Advisory Committee that meets once per month, public LCAP presentations, school board meetings, digital and print communication to families. The school site counsil, which has parent, student, teacher, and admin members jointly developed this process for eliciting parent/family involvement. TUSD uses electronic communication, text, and email, website announcements, phone calls and social media posts about upcoming events. Prospective parents and students are invited to observe in the classroom, attend classes, and or meet with teachers and admin. The district holds annual open house and back to school nights has parent teacher conferences twice yearly, facilitates SST meetings when students are struggling academically, socially or emotionally. TUSD has a very involved parent organization through two groups called PTO an TSEF which meet with Admin and teachers to support student needs.|4|4|3|3|3|3|3|3|4|4|4|4|2019-10-10|Met|2019 53765130000000|Trinity Alps Unified|3|The District sites encourage all family members to join the schools Booster clubs. They encourage parents to be members of the Site Council and to participate in the LCAP process. More parents participated last year in writing and planning the LCAP than in previous years. It is acknowledged at both sites that parental involvement can be improved, this is an issue that both school grapple with. Letters, direct calls and emails are sent out to local parents about events, but turnout is quite often low. Much staff time is spent trying to develop ways to get more parental involvement.|Our District has teacher/staff training every Tuesday. Issues concerning our schools and students are addressed at these meetings. Students with IEP's and their families meet yearly to discuss the students individual academic and personal needs, those needs addressed on an individual basis. Parent/teacher conferences are held twice a year at WES. Parents are kept appraised of their students progress daily through PowerSchool entries at both sites. Teachers are encouraged to participate in seminars and professional development.|All the District's sites work hard to involve families in the educational process. There is an open door policy with both principals and the superintendent, parents and students are always welcome to come and express their concerns. There are open houses and back to school nights at both locations. This allows parents to meet their students teachers in person, and observe their environment. Every issue brought up by families is taken seriously. Academic counseling is available at the High School level, and parent/teacher conferences take place twice a year with the WES students.|4|4|4|4|4|4|4|4|4|3|3|4|2019-10-08|Met|2019 53717610000000|Trinity Center Elementary|3|Decision-making is facilitated at all stages of planning and development. Our area of focus is to continue encouraging parents to participate in school activities and their students' learning. Currently, all families are engaged.|The majority of our staff works exceptionally well with parents. Our area of focus will be to continue to enrich the relationships between parents and staff. Currently, all families are engaged.|Due to the small size of our school, relationships and interactions with families are frequent and supportive. Our focus will be on increasing meaningful family, community, and school interactions. Currently, all families are engaged.|4|4|4|4|4|4|4|4|5|5|5|5|2019-10-16|Met|2019 53105380000000|Trinity County Office of Education|3|Our staff meet weekly in planning and evaluating the progress of each student. This year, we plan on increasing opportunities for parents to provide opportunities for decision making through a school advisory committee.|Our program is unique in that it provides a trauma-informed program for all students. Because of this we have ensured that our staff are adequately trained and developed in trauma and restorative practices. Before each student enrolls in our program, an in-take and welcoming meeting is held with the family and school. We plan on focusing on adding a second classroom and developing an elementary level program this year.|Currently a daily progress report is sent home with each student and parents must respond and sign so that the student returns the report back to the teacher the following day. This home to school connection has really enhanced the parent to school communication. The school also conducts two 6 week parent development classes each semester to improve engagement and connect with underrepresented families. We plan on improving methods to garner feedback on connecting families to local partner agency resources.|5|4|4|5|4|4|5|4|3|2|2|4|2019-10-16|Met|2019 42691120124255|Trivium Charter|3|The charter will develop promotional information to better explain how fully supported students and families are when enrolling at the charter to encourage enrollment from families who are underrepresented.|Trivium is developing an active outreach for underserved communities.|TCS, TCSA and TCSV: The charter LEA regularly seeks information and feedback from parents during regularly scheduled meetings, surveys, events, and surveys. The charter LEA is designed as a parent partnership program. Survey results and general family feedback is reported at regularly scheduled board meetings and through the Dashboard. As a personalized learning program, Trivium provides numerous opportunities for parent involvement. First and foremost, parents partner with Trivium staff to guide and foster their child’s education. At our learning centers, parents are warmly greeted and received by the learning center coordinator who is available to answer questions and support family needs. Additionally, parents are always welcome to visit or to volunteer in their child’s classroom. Monthly center meetings provide parents an opportunity to have questions and suggestions addressed as well as to participate in planning center events (e.g.Book exchanges, fundraisers). Our parent community is also supported through a series of parent coffees at each center where parents have an opportunity to share ideas, learn about different educational resources (e.g. speaker series, parent panels, and topical discussions) and foster fellowship. Through our school communication system, parents are able to receive email and/or text alerts from Trivium staff. Parents are also able to post questions to their child’s teacher and to communicate and share ideas with other parents in the Trivium community (e.g. local educational and field-trip opportunities). Parents are surveyed twice a year on all aspects of the school and school community. An in-person roundtable discussion with the executive director is also held at each center. Parent feedback is discussed at a staff meeting and options are discussed to implement needed changes based on parent feedback. Parents are also invited to participate on Trivium’s Governing Council. Trivium is developing an active outreach for underserved communities.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-29|Met|2019 42691120137877|Trivium Charter School Adventure|3|TCS, TCSA and TCSV: The charter LEA regularly seeks information and feedback from parents during regularly scheduled meetings, surveys, events, and surveys. The charter LEA is designed as a parent partnership program. Survey results and general family feedback is reported at regularly scheduled board meetings and through the Dashboard. As a personalized learning program, Trivium provides numerous opportunities for parent involvement. First and foremost, parents partner with Trivium staff to guide and foster their child’s education. At our learning centers, parents are warmly greeted and received by the learning center coordinator who is available to answer questions and support family needs. Additionally, parents are always welcome to visit or to volunteer in their child’s classroom. Monthly center meetings provide parents an opportunity to have questions and suggestions addressed as well as to participate in planning center events (e.g.Book exchanges, fundraisers). Our parent community is also supported through a series of parent coffees at each center where parents have an opportunity to share ideas, learn about different educational resources (e.g. speaker series, parent panels, and topical discussions) and foster fellowship. Through our school communication system, parents are able to receive email and/or text alerts from Trivium staff. Parents are also able to post questions to their child’s teacher and to communicate and share ideas with other parents in the Trivium community (e.g. local educational and field-trip opportunities). Parents are surveyed twice a year on all aspects of the school and school community. An in-person roundtable discussion with the executive director is also held at each center. Parent feedback is discussed at a staff meeting and options are discussed to implement needed changes based on parent feedback. Parents are also invited to participate on Trivium’s Governing Council. Trivium is developing an active outreach for underserved communities.|The charter will develop promotional information to better explain how fully supported students and families are when enrolling at the charter to encourage enrollment from families who are underrepresented.|The charter builds its entire program on a parent partnership model and will actively seek to recruit underserved populations..|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-29|Met|2019 42691120137885|Trivium Charter School Voyage|3|TCS, TCSA and TCSV: The charter LEA regularly seeks information and feedback from parents during regularly scheduled meetings, surveys, events, and surveys. The charter LEA is designed as a parent partnership program. Survey results and general family feedback is reported at regularly scheduled board meetings and through the Dashboard. As a personalized learning program, Trivium provides numerous opportunities for parent involvement. First and foremost, parents partner with Trivium staff to guide and foster their child’s education. At our learning centers, parents are warmly greeted and received by the learning center coordinator who is available to answer questions and support family needs. Additionally, parents are always welcome to visit or to volunteer in their child’s classroom. Monthly center meetings provide parents an opportunity to have questions and suggestions addressed as well as to participate in planning center events (e.g.Book exchanges, fundraisers). Our parent community is also supported through a series of parent coffees at each center where parents have an opportunity to share ideas, learn about different educational resources (e.g. speaker series, parent panels, and topical discussions) and foster fellowship. Through our school communication system, parents are able to receive email and/or text alerts from Trivium staff. Parents are also able to post questions to their child’s teacher and to communicate and share ideas with other parents in the Trivium community (e.g. local educational and field-trip opportunities). Parents are surveyed twice a year on all aspects of the school and school community. An in-person roundtable discussion with the executive director is also held at each center. Parent feedback is discussed at a staff meeting and options are discussed to implement needed changes based on parent feedback. Parents are also invited to participate on Trivium’s Governing Council. Trivium is developing an active outreach for underserved communities. The charter builds its entire program on a parent partnership model and will actively seek to recruit underserved populations. The charter will develop promotional information to better explain how fully supported students and families are when enrolling at the charter to encourage enrollment from families who are underrepresented.|The charter will develop promotional information to better explain how fully supported students and families are when enrolling at the charter to encourage enrollment from families who are underrepresented.|The charter builds its entire program on a parent partnership model and will actively seek to recruit underserved populations.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-29|Met|2019 36678920000000|Trona Joint Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 54722310000000|Tulare City|3|TCSD is effective in promoting parent participation on various advisory committees throughout the school year. An area of focus will be to brainstorm with site and district leadership strategies to provide opportunities to have all families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|TCSD is strong at sharing information and resources with families through two-way conversations utilizing parent conferences, Social Media, AERIES Communication and flyers. An are of growth to focus on is continuing to partner with teachers and principals to improve a school’s capacity to partner with families by creating a District "Resource Center of Best Practices," that all schools can access and contribute information.|The District and every school site share the common goal, "All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning." TCSD values relationships and continually strives to foster 2-way communication with all stakeholders. To continually improve the engagement of underrepresented families the bilingual department is partnering with sites to assist in identifying barriers to family access and participation. Once barriers are identified resources will be identified to overcome the barrier and increase access.|5|5|5|5|3|4|4|3|3|3|5|3|2019-10-08|Met|2019 54105460000000|Tulare County Office of Education|3|TCOE Court and Community schools provide multiple opportunities to engage families to provide input for decision making for school policies. This includes surveys during parent-teacher conferences, individual contact, school site council, LCAP information meetings, parent education opportunities and written communique. A focus area of improvement would be to develop and implement a parent advisory group. Targeted efforts to include parents of underrepresented families will be a critical component of developing a parent advisory group.|TCOE Court and Community school staff are in constant contact with student families, providing information on how to support their students' learning. In addition, transition specialist, truancy officers and teachers discuss student progress with parents multiple times throughout the school year, both in formal and informal meetings. A focus area of improvement would be to provide professional learning opportunities for parents regarding their legal rights and how to advocate for their own and all students. When considering our underrepresented families, the knowledge of their legal rights and how advocate for the own students is an essential component for their students' success.|TCOE Court and Community schools' current strength in the area of building trusting relationships between the school and parents is that we incorporate multiple opportunities throughout the school year to meet with parents, both individually and as a group. Currently we have a fall and spring parent teacher conferences and school site council. In addition, our counselor, transition specialist and truancy officers, make weekly contact with families of our students. An area for improvement would be to provide training for our teachers in cultural proficiency in order to expand their understanding of our students cultural norms. By providing cultural proficiency training to our teachers, they will gain knowledge on how to engage with our underrepresented families.|4|4|4|4|4|4|5|4|5|5|5|5|2019-10-09|Met|2019 54722490000000|Tulare Joint Union High|3|Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa. As we district, we need to continue to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.|Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students." Our district also hosts a Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals. Our district needs to continue to explore policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.|As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our opportunity education sites meet individually with parents/guardians on a regular basis to address the needs of their students. As a district we need to continue to explore opportunities to learn about each family’s strengths, cultures, languages, and goals for their children.|5|5|4|4|3|4|1|5|4|4|4|2|2019-10-17|Met|2019 25735930000000|Tulelake Basin Joint Unified|3|The LEA elicits input in a variety of ways from Google forms, to in person meetings, parent organizations, and a morning meeting once a month that all parents are invited to. We have DELAC, Site Council, PPA, Boosters, 2nd cup of Coffee, parent conferences, and online input. We are always trying to improve engagement with all families but are targeting our Hispanic parents since they represent 80% of our student population. DELAC is working on getting more families involved so that we can engage more families.|The school sends all communications home in Spanish and English. The District started using NWEA MAP testing last year to help staff better suit the educational needs of our students. This program allows educators to address student issues, better their practice and communicate with families so that they know what and how to help their students in school. The school provides multiple website licenses so that kids can work on their skills outside of school. The school conducts SSTs as necessary to make sure kids stay on track. Parent teacher conferences are held from 1pm to 7pm twice a year with translators so that families can come connect with the school. The school provides reports on students at this time as well. We welcome open communication with all parents at all times but especially when they have an issue at school. A Bilingual Liaison is available to parents during the school day to contact and work with families.|The LEA employs a bilingual liaison to help communicate with Spanish speaking families. The sends all communications in English and Spanish. The district conducts parent teacher conferences from 1pm to 7pm so that we can hopefully get all families to come and we provide translators so that we don't have language barriers. Parents have access to PowerSchool portal to see grades and attendance. Parents have Site Council, PPA, Boosters, and DELAC to be able to give input and communicate with the school. The DELAC is currently working on doing more activities to bring in more Hispanic parents. The district would like to learn more about the specifics of all families so that we can better involve and communicate with them.|4|4|3|4|4|4|4|3|4|3|4|4|2019-10-22|Met|2019 55105530000000|Tuolumne County Superintendent of Schools|3|The consistent small percentage of parents that participate in surveys – whether online or in person – indicate that our Goal 4 in the LCAP is an area of continued growth for TCSOS. The LCAP goal was written as: Goal 4: Strengthen communication between Community/Court School programs, parents, and community members. The following Action/Service was also included: Development and Implementation of Regular Communication Schedule with Stakeholders - Parents/Guardian. While TCSOS and community partners seek parent input and collaboration, it is difficult identify parents. Outreach efforts include personal invitations, going to events where parents are in order to reach out to them to create a level of comfort with working with school personnel and monitoring SSTs/IEPs to identify areas of need.|In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided a private consultation in order to develop learning and transition plans for the students. TCSOS staff need more time to develop strategies to connect with families. Oftentimes, the staff is overwhelmed with the state and federal requirements for reporting leaving no time for relationship building let alone the intensive support needed for our parents/families. Alternative scheduling, coordination between districts and more support staff options are being considered.|As a county operated program, our parents and families do not have access to traditional school site parent activities such as parent-teacher organization, booster clubs, and other traditional groups. In order to reach parents, we have tried a variety of approaches tailored to each programs specific need. The ILS Soulsbyville program help several events throughout the year designed to provide parents some training on a specific concept or skill and then engaged them in a fun activity – tea party, family fun night. The TLC program provides one-to-one parent/family meetings and are usually centered on working with families to create positive family dynamics. Teachers who are working at co-located program sites participate in Open House Nights and other events. More work needs to be completed in this areas including: Parent/Guardian learning opportunities in positive discipline, substance abuse prevention, and connecting them to opportunities to connect with each other. Reach out to parents/guardians individually in order to invite them personally to join the school site council or the Parent Advisory Council. Develop outreach materials that are meaningful to parents and easy to access such as a digital newsletter delivered through website access and increase access by including text messaging options.|2|3|2|4|1|1|4|3|4|3|3|1|2019-10-14|Met|2019 50757390000000|Turlock Unified|3|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 76% agree and strongly agree our schools allow input and welcomes parents’ contributions, 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child, 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions and providing opportunities to have families, teachers, principals, and district administration work together to plan, design, implement, and evaluate family engagement.|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 97% moderate to high for school connectedness at the elementary level and an average of 91% moderate to high for our secondary level, 95% moderate to high for caring adults in school at the elementary level and an average of 83% for caring adults at the secondary level. The District's strengths are students feeling connected to school and that there are caring adults in our schools. An identified area: providing professional learning and support to teachers and administrators to improve a school's capacity to partner with families.|Turlock USD administered the California Parent Survey, California Staff Survey, and the California Healthy Kids Survey in the 2018-2019 school year. Data from the survey provided valuable feedback that support our LCAP goals and District Initiatives of expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings include: 76% agree and strongly agree our schools allow input and welcomes parents’ contributions, 85% agree and strongly agree our schools encourage parents to be an active partner with the school in educating their child, 54% agree and strongly agree that our schools actively seek the input of parents before making important decisions, and 81% agree and strongly agree parents feel welcome to participate at our schools. The District's strengths are: our schools encourage parents to be an active partner with the school in educating their child and parents feeling welcome to participate at school. An identified area is: our schools needing to actively seek input of parents before making important decisions.|4|4|3|3|2|3|4|3|4|4|4|2|2019-10-15|Met|2019 30736430000000|Tustin Unified|3|Tustin Unified works hard to engage all stakeholders and seeks ongoing input for district-wide decision making. In addition to surveying stakeholders, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to engage in decision-making. These committees include: District English Learner Advisory Committee (DELAC), Superintendents Advisory Council for Parents, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs. Tustin Unified also hosts various parent education nights, a College & Career Fair, and other district-sponsored events to engage families and promote parental participation in programs. An area of continued focus is providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Tustin Unified will continue to encourage all stakeholders to participate and attend meetings designed to gather input for decision making.|Tustin Unified is proud of our efforts in building partnerships for student outcomes. Our Educational Services Department works closely with our schools to offer professional learning and supports sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home and all required postings also posted so parents understand their legal rights and advocate for their own students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication and support as needed. The focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.” In supporting district staff’s capacity to partner and support all families, we will increase the engagement of underrepresented families.|The Annual Parent Survey contains items that help us measure how well we are doing as a district. The survey also provides parents/guardians an opportunity to provide input into school and district decision making, allowing for open response comments to address the strengths and areas of need. Findings from this survey impact the development of the LCAP. The district-wide Parent Survey is administered every two years, and most recently administered in Spring 2018. Parents/guardians with students at all grade levels participated, with 2,807 respondents. The survey will be administered again in Spring 2020. Key findings include (Strongly Agree/Agree): Various opportunities for parent participation are provided = 86.8% Teachers communicate with me about my child's progress = 73.1% The school communicates with parents about programs and events in a timely manner = 88% Administrators are strong, positive, educational leaders who are visible and available = 82.7% Administrators listen to what parents have to say, treat them with respect, and consider parents team members. = 75.4% The District communicates effectively with parents/guardians. = 79.2% The findings relate to the goals established for other Local Control Funding Formula priorities in the Local Control and Accountability Plan. Specifically, questions focus on student achievement; academic intervention services; student wellness, health, and welfare; school facilities; and parent participation and input. A focus area for our LEA will be: “Developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.” Focusing on effective communication between families and educators will improve our efforts to engage of underrepresented families and connect them to the resources and supports that are offered by the LEA and outside organizations in support of student achievement.|5|5|5|5|5|5|5|5|5|5|5|4|2019-10-14|Met|2019 55724210000000|Twain Harte|3|We have a very active site council that provides valuable input on district policies and programs. Every effort is made to notify parents of site council vacancies with little or no interest most years. The district has made many efforts to improve parent engagement and further evaluation is necessary to determine the next steps improve in this area.|The district has provided training on trauma informed practices to give staff the tools they need when teaching students who have been exposed to trauma. We work closely with staff at the county office of education to identify supports for students who are either in foster care or identified as homeless. Further work is needed in identifying students that are homeless. Parent questionnaires are currently used to determine the living situation of students but in some cases it is inadequate.|A back to school night is held each fall the night before the first day of school for parents and students to meet their teacher and tour the classrooms. Notices are sent out in the mail 2 weeks prior to the event and reminders are also sent out via our text message parent notification system and the event is very well attended. We also provide an opportunity in the spring for parents to visit classrooms as well. Along with these 2 school wide events we also schedule to parent/teacher conference weeks each year. One in the fall and one in the spring to allow parents to meet with teacher individually. Teachers are expected to schedule conferences with every student in their class in the fall to communicate progress to parents and discuss and concerns the parent may have about their student. There is still opportunity to grow in this area as we still have some parents who do not attend conferences and do not communicate efficiently with staff.|4|3|3|5|4|2|5|5|3|2|4|1|2019-10-09|Met|2019 49709616052302|Twin Hills Charter Middle|3|All parents and families are provided a survey each spring. The principal is forming a site council to include parents in decision-making.|Twin Hills Charter Middle School has responsive and friendly office staff. The principal is diligent in communication with families. The principal works with teachers to schedule meetings with parents and families that need help in supporting their student's achievement and behavior. We are working on being timely in scheduling these conferences.|Twin Hills Charter Middle School has implemented frequent email updates to keep families informed. Teachers are asked to respond to parent emails promptly. We provide a translator when needed.|4|4|4|4|4|4|4|4|3|3|4|3|2019-10-10|Met|2019 49709610000000|Twin Hills Union Elementary|3|The LEA/School has three vehicles for feedback and working together: ELAC; School Site Council; and Annual Survey. We a new principal we have an opportunity to grow our inclusion of families in decision-making. He is forming a new site council and we will continue to review and improve our involvement of all families.|The LEA school has a strong intervention program. Students are assessed regularly, teacher teams, Integrated Student Team of specialists, review student assessment and behavior data and provide supports within the classroom and outside. Parents are part of the team and included in student study team meetings and informed of any support programs available for their child. An area of focus is to provide additional professional development for teachers to support students with self-regulation and behavior needs, and to provide information for parents.|The LEA consists of one Tk/K-5 school. While we have less than 10% English Learners, we have a strong ELAC program guided by a dedicated, community oriented EL Coordinator. Most families, as evidenced by the annual survey are engaged and attend major events such as Back to School Night, Open House, Parent Conferences, and fun community activities. The principal and school office manager monitor attendance and personally contact families who may need more support. We will continue to monitor family participation and respond as needed to insure all families feel welcome and included.|4|4|4|4|4|4|4|4|4|4|4|3|2019-10-10|Met|2019 29664150000000|Twin Ridges Elementary|3|Twin Ridges ESD has a certificated and classified staff where everyone has three or fewer years working in the district. This is a unique configuration that has allowed the entire staff to come together with fresh eyes and identify what we see as working to move the district towards seeking input for decision making.|Twin Ridges ESD has a certificated and classified staff where everyone has three or fewer years working in the district. This is a unique configuration that has allowed the entire staff to come together with fresh eyes and identify what we see as working to move the district towards building partnerships for maximizing student outcomes.|Twin Ridges ESD has a certificated and classified staff where everyone has three or fewer years working in the district. This is a unique configuration that has allowed the entire staff to come together with fresh eyes and identify what we see as working to move the district towards building relationships with families.|1|1|1|1|1|1|1|1|1|1|1|1|2019-11-12|Met|2019 29102980126227|Twin Ridges Home Study Charter|3|Twin Ridges Home Study Board of Directors and Staff meets monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide stakeholders the opportunity to engage in their school community to promote positive student outcomes and school culture. Parents this year are working to establish a Parent Teacher Club to further support the needs of the students and staff and to promote family engagement. Our teachers host parent workshops throughout the school year to engage parents in effective strategies for working with their students in core academic areas.|As a personalized learning charter school, Twin Ridges Home Study has been working with students and families to provide excellence in academic, athletic and personal growth for 40 years. Our teachers work to support students and families in creating successful outcomes for students in modeling effective teaching strategies, providing curriculum and resources to engage students in learning, and track student progress with encouragement and support provided for students to make academic growth in meeting them where they are and setting goals for academic progress. Teachers and staff consult with their administrators and the special education team for support, advice and actionable strategies to implement with students below grade level standards. Parents are informed of the educational support services provided by the school and the community resources available for additional student and family support. TRHS actively seeks parent representation from all learning sites to serve on the Board of Directors as well as attendance at our Board meetings.|Twin Ridges Home Study teachers, students and parents meet to collaborate on student educational goals, review student learning and student work and discuss the needs of the student for academic and personal success every 20 school days. Teachers work to build trusting relationships with students and parents and often work with students over the course of their entire K-8th grade years. Staff members consult weekly with one another in site based meetings to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes. Students and families are addressed personally and welcomed at school sites, attention is provided to the presentation, cleanliness, and safety of sites and parents provide feedback to teachers in site surveys and parent feedback meetings conducted in the fall and spring semesters to address parent safety concerns, student and parent requests for cultural/educational presentations or classes, and to collect feedback on the educational programs we offer at our school.|4|4|5|5|4|5|4|4|4|4|4|4|2019-11-07|Met|2019 51714640107318|Twin Rivers Charter|3|We have created several SMART goals for our school in order to increase our EL and underrepresented student student achievement. These goals have been included in our Schools to Watch application and are monitored by the Leadership Team and MTSS Guiding Coalition.|TRCS has hired an ELD/ELAC specialty teacher to support our improved engagement of our EL and underrepresented families. TRCS continues to send home all correspondence in each families preferred home language. Staff is outside each day for student pick up in order to connect with each family. We continue to offer training and evening events (with daycare) for our families in order to increase their successful connection to our school.|The TRCS LCAP Survey asked our stakeholder groups three questions about Communication, Decision Making, and Providing a Variety of Programs/Opportunities. Priority 3 is an area TRCS has been working on since 2017. This is the second year this survey was implemented in order to gain additional insights and measure growth on these selected areas. We provide timely communication, updates about goals, and outcomes to our families. TRCS provides timely communication updates about goals and outcomes to my family. My teachers and TRCS communicate with me. 100% Staff Strongly Agree or Agree 89.7% Parents/Community Strongly Agree or Agree 82.8% Students Strongly Agree or Agree Our school does a good job of including parents and families in school decisions. TRCS does a good job including us in school decisions. TRCS does a good job including my family and me in school decisions. 97.1% Staff Strongly Agree or Agree 78.5% Families/Community Strongly Agree or Agree 75.9% Student Strongly Agree or Agree Our school does a good job of providing programs for students with exceptional needs. TRCS does a good job in providing programs for students for students with exceptional needs. TRCS does a good job in providing different programs and opportunities for me. 88.6% Staff Strongly Agree/Agree 79.7% Parents/Community Member Strongly Agree/Agree 82.8% Students Strongly Agree/Agree|4|4|3|4|4|4|4|4|3|3|3|4|2019-10-09|Met|2019 34765050000000|Twin Rivers Unified|3|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 49709790000000|Two Rock Union|3|Each year, we ask parents to complete a survey that helps us to gauge our success in reaching out to parents Our parent committees provide multiple opportunities for parent input and participation. In addition to extensive digital and direct outreach to gather parent input, we ask parents to complete the survey during regularly scheduled meetings, such as ELAC/DELAC, to ensure that we capture as much data as possible. We maintain a variety of ways for parents to participate in decision-making and school activities, and to learn about our programs. These opportunities include parent information nights, open houses, volunteer days, monthly ELAC/DELAC meetings, monthly Site Council/LCAP Committee meetings, TRSEF meetings, special events, and digital and direct communication through newsletters, social media, Remind, and monthly "Coffee with the Principal" events to gather informal input. We continue to work on drawing all parents to special events, such as parent education nights. We are experimenting with time, place, and subjects or topics that are most relevant to all families. We have found that connecting parent events to student work or student outcomes creates the greatest interest, so we are working to plan events that integrate these elements with other topics to attract a broader audience.|We have two primary communities within our school. One is the Coast Guard community, which represents over 60% of our population. The other primary community is local ranch workers' families, most of whom speak Spanish and their children are learning dual languages. We have garnered Department of Defense support for building strong collaboration with the base through two grants that support parent education and family mental health services, as well as opportunities for parents to learn alongside students about College and Career Readiness. The grants also provide for a liaison with the base who supports home-school communication and event planning. We have conferences twice a year and on an as-requested basis to ensure that parents are informed of student progress throughout the year. Translators attend these meetings so that all parents have access to this information in their first language. Our ongoing focus for improvement is our efforts to engage our Spanish-speaking parents and to ensure that our priorities and goals reflect the input of parents, as well as providing meaningful and relevant opportunities to participate. We have improved our efforts to provide translation at events, consistent translation of written materials, and now we are working on adding bilingual resources to our website. We now have ELAC representation on our Site Council/LCAP Committee and provide translation at parent education events.|Home-school communication is consistent and delivered through a variety of means, including Remind messaging system, social media, parent & community newsletters, classroom newsletters, special events, volunteer opportunities, parent & community committees including ELAC/DELAC, Two Rock School Education Foundation, and Site Council/LCAP Committee, and a parent liaison with our adjacent military base. We host monthly events on the base to provide additional opportunities for parents and community to connect and communicate directly with staff. Our focus for continued development is stronger engagement and participation with our Spanish-speaking English Language Learner parent community. We continue to add bilingual staff who are fluent in English and Spanish, have extended the hours of our bilingual secretary, and work with outside agencies to build a better understanding of our school community and family needs. We are w|4|4|3|5|4|4|5|4|3|4|4|4|2019-10-17|Met|2019 23656150000000|Ukiah Unified|3|Ukiah USD has supported Principals through training on facilitation of advisory groups, data analysis processes to aide with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided trainings to parents on how to be involved through the Parent Institute for Quality Education, School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites, including coffee with the principal. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), and School Site Councils are consulted and provide input. A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be evaluating their family engagement activities through the new School Plan for Student Achievement yearly, along with their Parent Involvement Policy and Compacts. The District will be evaluating parent engagement through the Strategic Planning process, and through the Parent Advisory Committee.|An area of strength is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (83% favorable). A focus area for improvement is the time school activities, meetings, and conferences are scheduled. This was evident on the Ukiah USD Parent Survey where 32% of parents felt that inconvenient scheduling limits their participation in school activities, meetings, and conferences. Ukiah USD is experimenting with different ways and times to engage parents, including weekend trainings and trainings within the school day.|Ukiah USD has improved building relationships and communication with parents. This is evident through the Ukiah USD Parent Survey questions regarding quality of communication (78% favorable), feeling welcome at their child’s school (85% favorable), and knowing who to contact at school if they have a question or concern (86% favorable). A focus area for improvement for Ukiah USD is getting input from parents about concerns, interests and goals related to their child’s learning and environment (66% favorable). Ukiah USD has just adopted Aeries Communication and is learning about the different avenues for two-way communication between teachers and parents. Communication guidelines are being created and Family Liaisons and teachers will be trained on the use of Aeries Communication.|3|3|3|4|3|3|3|4|4|4|4|3|2019-11-12|Met|2019 08618200137729|Uncharted Shores Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 43697080000000|Union Elementary|3|Union School District offers a variety of ways for families to provide input into policies and programs and recently expanded work in this area to include more underrepresented families by inviting all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Inviting all parents to attend and learn about our English Learner policies and programs gave voice to our parents as we collected feedback. As a result, attendance at these meetings greatly increased. To further improve engagement of under-presented families, we have recently recruited a community liaison to support our Title 1 designated schools. The liaison has a strong connection to our underrepresented community populations.|Communicating with families remains a priority for Union School District. To increase our communication venues, we have continued working with teachers and administrators to explore various online media platforms such as communication apps, social media postings and electronic newsletters. Twice a year, elementary teachers meet with families via student conferences and all schools open their doors for community engagement nights including: STEM/STEAM nights, open house and various other parent offerings. To better include under-represented families, we are hosting several community events at each of our schools, based on survey data collected from parents on what they are interested in and would like access to. Where applicable, at these events, interpreters and child-care will be provided.|Building relationships with our families is a continued focus for Union School District. This year, we have begun integrating both social-emotional learning and equity for all employees during professional development sessions. The goal is to better understand the unique qualities that each of our students brings to our environment each day. To increase relationships of our under-represented families, our Title I schools are hosting parent engagement events focused on social-emotional learning and access to the curriculum.|2|2|2|2|2|3|2|2|3|3|3|3|2019-10-14|Met|2019 29664070000000|Union Hill Elementary|3|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 68% of parents feel the school seeks parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services.|Parents are strongly encouraged to participate in their child’s education. Each classroom has several volunteer to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. Responses to both surveys showed a significant percent of parents agree or strongly agree: *The school promotes academic success for all students – 97% *The school motivates students to learn – 98% *The school’s teachers are helpful and responsive to my child’s needs – 93% In 2019 the district will offer parent classes on contemporary social/emotional and academic topics with a focus on building strong study habits, reading at home and positive parenting strategies.|Of the approximately 450 households and 690 students in Union Hill School District 217 surveys were returned for a completion rate of 48%. This is very high as school surveys go. The district chose this survey as it has been in place for several years and has a good response rate. The district also surveys parents each year using California Healthy Kids Survey. The results of both surveys are analyzed and presented to the board annually. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior is the identified focus for 2019. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district will focus on implementing Positive Behavior Interventions and Supports during the 2019-20 school year.|4|4|3|4|2|4|4|5|4|4|3|5|2019-10-08|Met|2019 29664076027197|Union Hill Elementary|3|The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 68% of parents feel the school seeks parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services.|Parents are strongly encouraged to participate in their child’s education. Each classroom has several volunteer to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. Responses to both surveys showed a significant percent of parents agree or strongly agree: *The school promotes academic success for all students – 97% *The school motivates students to learn – 98% *The school’s teachers are helpful and responsive to my child’s needs – 93% In 2019 the district will offer parent classes on contemporary social/emotional and academic topics with a focus on building strong study habits, reading at home and positive parenting strategies.|Of the approximately 450 households and 690 students in Union Hill School District 217 surveys were returned for a completion rate of 48%. This is very high as school surveys go. The district chose this survey as it has been in place for several years and has a good response rate. The district also surveys parents each year using California Healthy Kids Survey. The results of both surveys are analyzed and presented to the board annually. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior is the identified focus for 2019. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district will focus on implementing Positive Behavior Interventions and Supports during the 2019-20 school year.|4|4|3|4|2|4|4|5|4|4|3|5|2019-10-08|Met|2019 12626790111708|Union Street Charter|3|The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook. Families are invited to participate in decision making by giving input about the school in the annual school survey. Parents gave input on our survey and all grades were well represented. The survey asks for parent comments on many aspects of the school. Suggestions are integrated into daily running of the school by staff and the board. A key finding was that parents feel like they have many opportunities to participate. 100% of respondents agreed or strongly agreed that parents are given opportunities for involvement. A goal is to increase participation in the survey from 25% to 40% by giving the survey out at parent conferences. In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during 3 input meetings during the year. Parents serve on the board and the Site Council that meet monthly to discuss the budget and LCAP.|Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights. USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can a confidential request for paper copies.|Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school. Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the Site Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as the Spring Sing and potluck where all students perform music and sing and the open house which displays student projects. USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings.|5|5|5|4|5|4|5|5|5|5|5|5|2019-10-02|Met|2019 30103060133959|Unity Middle College High|3|Parent involvement in advisory groups is very prominent at Unity. The school provides opportunities through the School Site Council. The focus area for improvement will be to continue to hold regular School Site Council meetings, as well as build its sustainability for future years. Unity will continue to brainstorm and implement strategies to encourage the participation of underrepresented families.|Parent communication and involvement in student learning and success is one of Unity’s strengths. Parents get sent home weekly progress reports from the student’s “Family Teacher.” When new programs are introduced, parents and students have a chance to voice opinions at parent meetings, as well as school site council meetings. A focus area of improvement for the LEA is professional learning for the staff on how to best communicate and better partner with families especially underrepresented families.|Unity’s strength is our relationships with our families. We hold monthly parent meetings, a weekly memo sent by the administration, as well as parent-teacher conferences quarterly. The focus area of improvement will be parent participation in the monthly parent meetings, currently we have a translator at all meetings, however we are going improve engagement of underrepresented families by having a secondary parent meeting held solely in Spanish.|4|5|4|4|4|4|5|4|4|4|4|4|2019-10-22|Met|2019 10621660114553|University High|3|UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent or Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years. UHS sends out a Parent/Student Handbook each year, and parent and student climate surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes.|The UHS Administration provides professional development for their faculty during summer inservice days, conferences, professional readings, survey data assessment, and many other methods. Meetings are held for parents for Back to School Night, Open House, annual 504 Plans and IEP's, Information Days for incoming students, SST's, annual counselor meetings, and anytime a parent would like to meet to discuss their student's progress or issues. Teachers also make phone calls and emails to parents in regards to progress and/or behavior. Progress reports are mailed home every 6 weeks. PowerSchool, our SIS, emails home grade information daily, weekly, or monthly, according to the parent's set up preference. UHS plans to increase its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increase its marketing to places where students may frequent (movie theaters, etc.).|UHS annually uses a survey to solicit input from our parents and to assist with decision-making. The school also uses Volunteer Hub to promote parent involvement and volunteer activities. UHS prides itself on its welcoming, respectful, and family oriented staff (including teachers, admin, and clerical staff). The staff has been consistent, with very little turnover. There are three bilingual faculty members in the office and 3 of the 20 teachers are bilingual. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. UHS annually sends out a parent survey for feedback, uses the Remind text service and Blackboard phone service for announcements, PeachJar, PowerSchool as our SIS, as well as email and phone calls to contact parents.|5|5|4|5|4|4|5|4|4|4|4|4|2019-10-03|Met|2019 19647331938885|University High School Charter|3|LAUSD has established policies to ensure that schools guarantee parent engagement and involvement. The establishment of advisory councils: School Site Council, English Learner Advisory Committee and Governing Councils are a few ways that parents are guarantee a voice and an avenue to be an engaged participant in their student's school decision making. A focus area of improvement continues to be the requirement that schools establish an English Learner Advisory Committee (ELAC), especially for schools with a low English Learner population.|LAUSD policies mandate that schools engage their parents/guardians in various ways: Back to School Night, ParentTeacher Conference Night, Individual Graduation Plan meetings and School Experience Surveys. At the beginning of each year, parents/families receive a Parent Student Handbook that delineates important policies, including the process for Uniform Complaint Procedures. One focus of improvement continues to be easy accessibility for parents to sign up and navigate the parent portal and access Schoology to check their students' academic progress and attendance.|LAUSD provides multiple opportunities for parents to engage and participate in.... Parents are encouraged to be members and/or officers of advisory committees at their student's school. At the District level, parents can be members of Focus Groups, especially our underrepresented families in the topics of LCAP and others. One focus of improvement continues to be easy accessibility for parents to sign up and navigate the parent portal and access Schoology to check their students' academic progress and attendance.|4|5|4|5|4|5|5|5|5|5|5|5|2019-10-24|Met|2019 37680490138313|University Prep|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 10623800138347|University Prep - Fresno|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 36678920138321|University Prep - San Bernardino|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 56725536120620|University Preparation Charter School at CSU Channel Islands|3|Strengths: Families feel they are able to contribute in helping the school, families feel that advisory groups make meaningful contributions to the school, Progress: Families feelings of engagement with the school Focus Area for Improvement: Empowering parents to be involved in decision making and providing input.|Strengths: Responsiveness of teachers, regular parent/teacher conferences, parent education nights Progress: Continue to seek input from parents on the types of parent education nights and resources they most need in order to support learning at school Focus Area for Improvement: Educate parents on understanding and exercising their legal rights and how to advocate for their students|Strengths: Creating a friendly environment, showing respect to different races, ethnicities, genders, and backgrounds, employees commitment to the school’s success, caring relationships between families and administrators, families treat teachers and administrators with respect, administrators and teachers treat families with respect Progress: Making sure that communications are provided to families in ways that are easily understood. Focus Area for Improvement: Find ways to help families feel comfortable to share concerns with administration.|4|4|4|4|4|4|4|2|3|3|4|3|2019-09-27|Met|2019 45701360106013|University Preparatory|3|The purpose of U-Prep’s Parent Venture group is to partner with parents and school staff through learning about U-Prep’s history, governance, curriculum and instruction programs, student performance outcomes, and ancillary programs that contribute to student achievement and success. Parents participate in group dialogue regarding different aspects of school programs and operations. In this regard, serve as a constructive sounding board for policies, programs, and practices. Our Parent Venture has been instrumental in creating Bridge 9, a class that provides support services for incoming 9th grade students. Those students are also grouped together in their 8th period ASAP class to further support and monitor their progress throughout the year. To ensure representation across the continuum, U-Prep’s Superintendent/Principal invites all parents interested at Back to School Night as well as seeks out families involved in various grades and activities within the school. In addition, during the WASC process, parents and students are recruited to include both junior high and high school representation. During the Self Study process, our entire staff and many of our stakeholders are taking an active role in not only evaluating U-Prep but looking forward to the ways in which our school can maintain its’ success. U-Prep’s School Board has five members with at least one member serving as a parent. The Board reviews and approves the school’s LCAP-WASC goals, which serve to set the direction. U-Prep School Board’s current areas of focus include sustainability of academic and college readiness programs and services, increasing dual enrollment course offerings, ensuring high quality professional development for staff, and strengthening partnerships with families, community agencies and businesses, and colleges. U-Prep counselors meet with students and their families to manage student wellness, ensure proper resources are provided to our free and reduced lunch students, inform them of opportunities for college trips and AP exam fee waivers. U-Prep is committed to continuing to advocate for and provide equal opportunities for all students.|U-Prep faculty and support staff are involved in continuous professional training to better support our school’s capacity to partner with families. Through the school’s Parent Survey, parents provided information to include: time frames to best suit their schedules, topics they would like to see offered in regards to parent education, and what activities they are most likely to participation. 86% of our parents indicated that they are actively involved with our school. Attendance at workshops and conferences is tracked annually to ensure all staff are equally engaged in meaningful outside professional development. Staff return from these trainings and share their learnings with their colleagues. Staff Development Days, staff meetings, collaboration, and August trainings have served as opportunities for learnings to be shared. Trainings include: Educating Anxious Brains: Creating Calm, Connected, Mindful, and Trauma-Sensitive Schools, California League of Schools, Challenge Success, and the California Mental Wellness Conference; conference attendance is inclusive of faculty, counselors, and administrators. In response to a greater need for weekly collaboration, the academic calendar was adjusted. As such, every Monday is an early release schedule allowing for an hour of collaboration time for the following teams: ASAP (grade-level), Department, All Staff, and WASC focus groups (to include a board member, parent, and student representative). U-Prep has three school counselors with one designated to focus on students needing additional support. Increased attention is given to students with special needs and students on free and reduced lunch; this also of the resources available to them such as college trips and AP fee waivers. Student progress is monitored by counselors, administrators, and teachers through academic grades, local and state assessments, and PSAT score performance, among other measures. Academic conferences, Student Study Teams, academic support classes, Study Hall, ASAP (Tutorial), and Academic Saturday School represent some of the supports offered to U-Prep students and parents. All new families to U-Prep including incoming sixth receive a hard copy of the Student-Parent Handbook and Course Guide. Incoming sixth-grade families meet with administration, counselors, and teachers to review school and academic policies as well as school to home communications. In addition, all U-Prep parents must log-in to their Aeries Parent Portal to electronically sign and acknowledge the current year’s Student-Parent Handbook and Course Guide so students may receive their class schedule for the upcoming school year. 93.5% of our parents reported they are familiar with school policies according to our Student-Parent Handbook. In an effort to increase parent education, the most recent parent survey indicated they would like strategies to help support their student’s success. To address this, school administration will work closely with|All U-Prep faculty serve as a coach and/or advisor as a means to build relationships (including coach, performing arts director, mentor, advisor, club sponsor, and tutor)to build relationships with students and families outside the classroom. Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, plan activities, trips, and events for students (which also includes parent chaperones). Grade level trips and activities occur 6th-12th grades (including college campus visits, science explorations, team building overnight trips). U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. Data provided by the most recent parent survey states the school app, website and school messenger online/phone system and the accessibility with individual teachers through phone calls and emails were most valued by parents. U-Prep also prepares a daily bulletin that is read by a student representative (a parent section also follows which is distributed daily via the school app and email), the Panther Pride Newsletter is created monthly, school activities and important information is displayed on the beautiful color marquee, as well as up-to-date and interactive online forums for home school communications (i.e teacher websites and apps). U-Prep has organized annual summer trips to China for students where they are able to access the culture and provide and receive educational learning experiences. Students participate in meaningful activities with their Chinese counterparts, and experience school and family life of Chinese students through shadowing at school and staying with their families. U-Prep also host visiting students from China through the Confucius Program. The English Learner population is less than 1%. U-Prep Administration, counselors and teachers meet with each family individually to review test scores, student strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist. Within our culture of continuous improvement, we will continue to maintain open communication with all stakeholders through our Parent Venture program, student advisory groups, WASC focus groups, school governance teams, and various other forms of collaboration and communication.|5|5|5|5|5|3|5|4|5|5|4|5|2019-11-06|Met|2019 43104390113431|University Preparatory Academy Charter|3|For the past 5 years, UPA has operated an Executive Director’s Advisory Council composed of parent representatives from multiple sectors of the UPA community. This council provides input on policy changes, logistics and event planning, and feedback on school operations in general. In addition to the council’s input, UPA issues a perception survey to parents, students, and staff yearly. The survey results are summarized and fed back to the various constituent groups. The student survey is used to form student focus groups, who then provide more specific feedback on areas of growth. UPA has a very active parent community, as represented by the 4 parent booster organizations on campus, that serve to support extracurricular programs on campus. The UPA PTSO organization provides fundraising and support, as well as engagement opportunities for families through their hosting of social events and fundraisers. UPA’s parents actively participate in yearly audits by the charter authorizer, WASC visits, charter renewals, and LCAP study sessions with the board. UPA continues to focus on the recruitment and engagement of underrepresented families, beginning with the planned implementation of translation services to reach a broader cross-section of the parent community. In addition, UPA’s Parent University has had success in parent engagement, and the program managers are set to study that success for strategies that can be implemented across other programs.|UPA’s chief strength in this area is the systems in place to support student achievement. UPA has many intervention programs in place, and the 18-19 implementation of the Multi-Tiered Systems of Support framework brings those programs into a structure that faculty and staff can navigate to align students and their academic needs. Among these programs many provide meeting opportunities for parents and teachers, including the Student Success Team (SST), IEP, and 504 plan processes. Parents and teachers are able to engage in two-way communication through Powerschool’s Unified Classroom LMS. UPA’s norms committee developed communication timelines for teachers to ensure timely feedback in order to more effectively partner with families to support student outcomes. UPA utilizes the school website to make legal and policy documents available to the community, including posting all board meeting notices and agendas, per the Brown Act. As UPA continues to focus on equitable outcomes for all students, an area of focus in the coming school years will be to provide learning and support for all faculty and staff in strategies to partner with families, particularly those from underrepresented groups, first-generation families, and socioeconomically disadvantaged families.|In the 2018-2019 school year, UPA specifically set aside professional development time for teachers to organize into grade level teams, and identify students in need of additional supports. During the same team meeting, time was then set aside for teachers to contact parents in order to begin the support dialogue. UPA hosts multiple grade-level specific family information nights presented by the grade level counselors throughout the year. UPA has a Spanish language translators for meetings and documents as needed, provided through on-site staff. In 2018-2019, during professional development, faculty conducted a study of equity on campus, based on research by Smith, Frey, Pumpian, and Fischer. Parents are invited to attend and provide feedback during LCAP study sessions, and addition feedback is collected through the annual perception survey. For the last two year, UPA has run a program called “Parent University,” aimed at providing strategies for success to parents who may be first-generation, or who did not attend college. Finally, UPA has a number of parent organizations on campus that serve to both support various student activities – athletics, band, theater – but also serve as ways for parents to connect to the school community. For the coming school year, UPA is focusing on diversifying translation services for documents, messages, and meetings to ensure more families in our population stay informed and feel welcomed. In addition, UPA is exploring strategies to increase parent attendance at the monthly board meetings.|5|3|4|5|4|5|5|5|4|4|5|5|2019-10-24|Met|2019 54105460119602|University Preparatory High|3|Recently our school hired a part-time ELD teacher who reaches out to our migrant community and students to help them better understand their educational opportunities and how to best help their children to better their education.|As an early college high school, self-advocacy is a skill that all students are encouraged to develop. We assist parents in how to best help their child be a self-advocate in both their high school and college classes.|UPHS chooses to use the California Healthy Kids Survey due to the survey's depth of questions. It was also chosen for the quality of questions asked of parents and students. The data reported is accurate based on previous school built surveys. UPHS is always striving for better parent participation in our annual and semi-annual surveys. In 2018-2019 we began to offer parents an opportunity to complete our survey at our Parent Support Organization fundraiser events. Last Spring saw the greatest completion rate as it was offered during a fundraiser event.|5|4|4|5|4|4|4|4|4|4|3|4|2019-10-09|Met|2019 19647330132027|University Preparatory Value High|3|UPVHS is always looking for more ways to engage underrepresented families. UPVHS has created a Parent Empowerment Center, with the office at the Salvation Army, that educates parents and provides parents with resources. Additionally, UPVHS has an active and robust School Site Council that meets 6 times per year. The School Site Council is responsible for the budget, the ELAC meetings, Title One Compacts, School Wide Improvement Plan, the School Safety Plan and the Wellness Policies. The ELAC meets 4 times a year and attempts to meet with all parents of English Learners for every meeting to discuss ELPAC testing, SBAC testing and reclassification criteria and data. UPVHS will always look for more ways to engage our families and help them understand that they can help create the school.|University Prep Value High School wholeheartedly upholds the importance of working together to achieve student success--teachers, families, and students all play integral, collaborative roles. Even before the official start of the academic year, administrators and teachers work as a team during an extensive, two-week professional development program that is centered around ways to partner with one another and with families to help each student on his/her path towards academic excellence. This year, we initiated Parent Square, a new program that facilitates regular and easy communication between administrators, teachers, and parents/families. Additionally, our school site uses Deanslist, another software program that helps teachers/administrators document student behavior in a format that can be easily shared with students and their families on a regular basis. We also believe that it is imperative to share the details of student academic progress, not just behavioral progress, with all stakeholders and community members. We do this in a variety of ways at our biannual “SPA Meetings” (Student-Parent-Advisor Meetings) and monthly parent meetings. During these conferences, teachers share data from Mastery Connect, NWEA reports, SBAC exam growth reports, Deanslist, and comments written for each student by each teacher. Family members are encouraged to dialogue with advisors about any concerns, ideas, or questions they may have regarding their student’s educational process. This year, UPVHS also began an initiative to convert our school into a Trauma Informed School, which also requires the participation of all community members--students, staff, and families. Parents will continually be educated on trauma, Adverse Childhood Experiences (ACEs), and how they can affect academic, social, and emotional development in our children and our families both at school and at home. Regarding supporting families in understanding and exercising their legal rights in the education system, we have recently developed a center for parents and families called the Parent Empowerment Center. The Parent Empowerment Center coordinator, Flor Gonzalez, has worked to initiate a variety of programs (Parent Steerage Committee, Parent Education series, etc.) with this exact aim in mind. We would like to focus on continuing to build and strengthen the Parent Empowerment Center so that it can grow, serve more parents, and involve more families. UPVHS staff and administration would also like to continue to diversify how we disseminate information and opportunities to parents/families, particularly those that cannot regularly attend our monthly parent meetings. Through digital methods such as Parent Square, we hope to increase the involvement and engagement of all of our families in the UPVHS community.|UPVHS develops the capacity of its administration, faculty, and staff to build trusting and respectful relationships with families from our first interactions with the community and families when we're recruiting students, and we continue to build relationships with families through our communication systems and protocols, volunteering, celebrations, and through daily interactions with families about their students' academic goals. We communicate bi-lingually in English, Spanish, and Korean; we hold Student-Parent-Advisor (SPA) meetings twice annually to discuss academic progress with parents; we hold monthly parent meetings; we provide every family with PowerSchool accounts so families can monitor student progress; we use DeansList to communicate social and scholarly behavior in school with families, and to log home communications; and we started using ParentSquare this year to communicate information to families-- all available in families' home languages. We have also sought to create a welcoming environment by creating a special Parent Empowerment Center, out of which the Coordinator runs workshops for families on everything from mental and emotional health to supporting students through the college application process. In order to learn more about each family's strengths, culture, languages and goals, we hold monthly parent meetings and semi-annual SPA meetings, and we invite families to attend school celebrations such as Arts and Honors Night, or to join our community service events such as Heal the Bay or Community Clean-up Days. Whenever we are communicating with families, we make sure we have translators and/or translations provided, and avoid the use of unnecessary educational jargon, facilitating two-way communication.|4|4|4|4|3|3|4|4|4|4|4|4|2019-10-25|Met|2019 36750690000000|Upland Unified|3|In the area of decision making, Upland Unified has ensured that all sites have current School Site Councils and English Learner Advisory Committees (Title I) consisting of parents, teachers, staff, students, and administrators. These groups provide site administrators with specific feedback on the school site plan, budgets, and site operations. An area of improvement are the number of parents currently attending these site meetings. Although Upland schools have many family events, an emphasis on attendance in these specific meetings for the purposes of decision making is critical. Upland Unified is encouraging parents to become aware of their legal right to view the site budgets, the site goals, and provide feedback for how these specific systems will affect their child's education. As parents become aware of their legal rights to be active participants, we anticipate greater parent involvement. For example, in regards to English Learners, the ELLevation program provides instant EL data to parents at ELAC and DELAC meetings. School Site Council has also made parents aware of digital score reporting of the CAASPP so that the parents can have access to their student's academic progress. We have recently formed a District Parent Advisory Committee whose purpose is to inform School Site Council reps, as well as receive feedback on district plans.|Our strengths include the many opportunities at individual sites for family activities and opportunities for face to face communication. For example, we use parent conferences to discuss assessment results to set learning goals for students and discuss strategies for parent support at home. Many sites also host events like Coffee with the Principal or Family Forums that encourage dialogue with families and school staff, allowing families to ask questions and seek guidance on how to best support their student. One of our areas for improvement is the use of our data collected from our district-wide benchmark assessments. Now that these assessments have been put in place, we, in partnership with families, must actively and strategically use this data to increase student outcomes in literacy and numeracy. (Two of our district instructional goals).|Our strengths in this area include using the results of family surveys to inform our family engagement plan. This feedback directed our classified personnel trainings, teacher community building circles, and principal professional development. The implementation of Aeries communication also provided an opportunity for two way communication with parents and school staff. Additionally, we have created site and district Climate and Culture committees. These groups are charged with getting to know about family's strengths, differing cultures and languages and equipping parents and teachers with what they need to ensure their student's individual success. We have expanded our Family Engagement Celebration to recognize ELAC, PTA’s and exemplar families from every site. Our focus area for improvement this year is increasing the social emotional competency of all district employees as it pertains to families and underrepresented student groups, so that we are better able to communicate with and meet the needs of all of our families.|4|4|4|4|4|4|4|3|3|3|3|2|2019-10-25|Met|2019 27659790136218|Uplift California North Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 42750100135590|Uplift California Santa Barbara|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 27659790136010|Uplift California South Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 27659790135111|Uplift Monterey|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 17769760000000|Upper Lake Unified|3|Beyond School Site Councils which serve the role and responsibility of the ELAC community, our Native American Advisory committee meets monthly to provide input in descision making and review policies and support student programs. We also have bond oversite committees, facility committees and are working to build a SART and Chronic Absenteeism committee to include staff, parents and community resources.|All elementary school teachers meet with all families to focus on student success and the partnership with home support. All school sites hold Student Success Team meetings to involve and support our families in meeting the needs of the students as well as to give our staff suggestions and seek support from our families in supporting our students.|Beyond our positive presence on social media platforms, our schools invite the community to multiple events to provide feedback and work as partners in making descisions. These opportunities include but are not limited to: Coffee with the Principals, School Site Councils, Facilities Meetings/community forums, sporting events, reading nights, Back to School Nights and more.|3|4|4|4|4|4|3|3|4|4|4|3|2019-10-15|Met|2019 26102640124990|Urban Corps of San Diego County Charter|3|UCCS enrolls students age 18-26. Working with students of majority age has inhibited the involvement of families in decision making. UCCS sees its students as agents of their own academic success. The school provides student's opportunities to participate in the Corpsmember Advisory Board. Through this student led governing body, students are able to provide input in policy and procedure decision making. An identified area of focus for improvement includes expanding engagement of all stakeholders in decision making through the development of additional advisory committees.|UCCS enrolls students age 18-26. As young adults, there are limitations to how involved their families are with the school. The school's leadership team is actively engaged in professional learning activities through the county office of education to improve the school's partnerships with families. The school is in full implementation of providing academic progress to students and families through our Student Information System via online grade books and progress reports. The identified focus area of improvement includes the development of a systematic process for conducting a family needs assessment that could inform ways in which the school can support families.|UCCS enrolls students age 18-26. As young adults, there are limitations to how involved their families are with the school. Still, through the school's efforts in developing a multi tiered system of support for students, the leadership team identified a goal to improve communication and participation of student families within the school community. In the 2019/2020 school year, UCCS plans to host community engagement events to solicit ideas from families on how the school can better support our students academic and career goals. The identified focus area for improvement includes administering family survey's twice per year to collect data on their family strengths, cultures, and languages. This data will be used to develop professional development programs to build our staff's capacity engage in trusting and respectful relationships with families.|2|2|1|1|2|1|4|1|2|3|3|3|2019-06-14|Met|2019 37683380135913|Urban Discovery Academy Charter|3|Strengths: - Ongoing opportunity for collaboration, input, feedback. - School Advisory Council, other regular parent meetings - Regularly scheduled community forums for all families/stakeholders - Climate surveys Focus for improvement: - Strategic efforts for underrepresented groups|Strengths: - Professional development and training on cultural proficiency and restorative practices - Parent conferences for all students, all the way through K-12 Focus for improvement: - Relevant workshops for families|Our strengths include: - Small school culture focused on relationships with students and families - Frequent formal and informal communication structures - Very high levels of family engagement for school events and student learning exhibitions - Multiple parent conference events - Community liaison position Focus area for improvement: - Revamping/re-initiating our ELAC committee efforts - Enhancing/adding parent workshops which are most relevant for underrepresented families|4|4|4|4|4|3|5|4|4|4|4|4|2019-10-16|Met|2019 01100170125567|Urban Montessori Charter|3|UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide chromebooks for family use at our school sites. We monitor the number of community members who participate in these surveys. The survey seeks input about academic programs, school community, and administrative functions. Related to decision-making, 81% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 90% of respondents report that our school creates a sense of belonging for students and community members. It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey result show that families experience the strength of the school through the faculty and staff. We use this survey every year because it gives actionable, detailed data, and as a small school it helps us be responsive to community needs as quickly as we can. In our LCAP, the survey most closely connects to our work in Goal #3 supporting and empowering families in ways that help them further support student learning at home. This survey has a student and staff component, as well.|This year we are focused on improving school staff's ability to partner with diverse families. We contracted professional development for our whole staff before school began to focus on the foundations of implicit bias and decentering whiteness. Throughout this thorough 3 day workshop, we worked in collaboration with each other to develop systems and strategies for partnering with families in meaningful ways. Families also indicated through survey data that they wanted more parent education about Montessori and more in-person communication with leadership. Based on this information we are offering regular parent night with specific topics of focus. Our administration is also hosting regular informal events like a monthly morning coffee, to connect face to face with members of the community.|This year we are focusing on engaging families in accessible two communication. As a community, we are streamlining our communications with families by implementing a new communications platform to support better access to families and two-way communication between families and staff. Our new communications platform translates into several languages and gives parents the ability to connect with both staff and each other. So far this system is working smoothly and has greatly increased parent receipt of school messaging.|3|3|3|3|3|3|3|4|3|3|3|3|2019-10-24|Met|2019 48705730000000|Vacaville Unified|3|The consultation with stakeholder groups proved to be very beneficial over the course of this year. Several themes emerged that were shown to be consistent over all of the groups. The surveys were a good method for obtaining districtwide information. Results of the surveys are posted on the district website: Family/­Community Survey #1 Results (1033 respondents) Family/­Community Survey #2 Results (864 respondents) Staff Survey Results (266 respondents) Student Survey Results (5088 respondents) Board member survey (7 respondents) The first survey for each group was designed to get feedback as to how we're doing as it relates to our LCAP goals. This year we have modified the surveys slightly between elementary and secondary parents. Their interaction with the goals are in different places and it's important to understand how we're doing in areas they are currently involved in. The second goal is related to priorities. The feedback assists in the modification of the actions and services and financial commitment. It is important to understand what is important to our parents. Deliberate attention was given to ensure that voices from all stakeholder groups were heard and accounted for in all LCAP discussions. It was the intent of the district to consult with parents, community, students, school personnel and the local bargaining units. The primary purposes for meeting with stakeholder groups was to review the district LCAP goals, report on LCAP budgeting and funding processes, share progress towards current goals, and collect feedback for making decisions on the 2019-20 LCAP priorities and actions. The impact of these meetings has provided a robust array of results that are high in agreement on the needed actions and services for planning. The board and cabinet then determined the final set of actions and services. After the stakeholder groups reviewed the current LCAP, analyzed the CA Dashboard Results, gathered additional survey data, and discussed district needs, there was a high degree of consistency in terms of needed actions and services as well as the recommendations to continue many of the current actions. The stakeholder groups discussed the priority actions to continue this next year, actions to modify the next year, and actions to add for the next year. The areas of Mathematics Achievement, Social­Emotional Support, School Safety, Intervention Support, College and Career Preparation, actions to improve/support student behavior, and a focus on student groups (specifically Homeless, Students with Disabilities, African American) consistently rose to the surface as areas of needed support.|The Vacaville Unified School district consulted with the following key stakeholder groups: the Parent Advisory Council (PAC), the District English Language Advisory Committee (DELAC), the District Advisory Committee (DAC), and the Student Advisory Committee (SAC), the Administrative Leadership Team (ALT), VUSD Staff, VUSD School Board, Superintendent’s Cabinet, bargaining units, and meetings at each school site. The district convened a series of meetings for these groups to provide input on the services, actions, and goals of the Local Control Accountability Plan (LCAP). The members of PAC (2/27, 3/6, 3/27), SAC (1/22, 2/13, 3/13), DELAC (2/8, 3/29, 5/10) and DAC (2/13, 3/6, 3/27) met a total of 3 times. The Parent Advisory Council and District English Learner Committees were especially helpful in familiarizing parents with the LCAP goals, actions and service and in soliciting their suggestions on how to continue to support student learning. The Student Advisory Committee provided a different and unique perspective. The student views are important aspects that will assist in improving student learning. A total of six surveys were utilized throughout the consultation process, two for staff and four for parents/community and one for students. The first surveys asked stakeholders to review and rate various aspects of our school district, especially those relating to our three primary LCAP goals. These first surveys also generated a list of priority area possibilities. The second surveys asked respondents to rank the various priorities from most to least important. ALT, ELT, SLT, and the Superintendents Management Team each met on multiple occasions to discuss LCAP progress, outcomes and possible actions and services. The surveys were separated between elementary parents and secondary parents so information could be attained for each level as to the priorities. The two parent surveys were also in spanish and parents were assisted in filling out the surveys. The Vacaville Teacher's Association (VTA) and SEIU participated on the DAC. VTA and the District also jointly sent out an elementary and secondary survey to members to gather feedback. All of this feedback informed our process and actions and services. Every group recommended better communication about Career Technical Education (CTE) and the pathways available to students. Also, each group recommended the District focus on "life skills" such as financial literacy, digital citizenship and communications skills. The superintendent played an active role in continuing the engagement process by meeting with multiple stakeholder groups, providing information on the 2017-18 outcomes, the 2018-19 goals and related actions and services. Through the interactions, she was able to inform and gather feedback from every school site. The Superintendent and Assistant Superintendent met with school site staff and facilitated a survey with each school site|Schools within our district host annual community engagement events in order to encourage parental involvement. Such events include (but are not limited to): Back to School Nights Student / Parent Orientations Parent/Teacher conferences Our district and all schools within it maintains websites and a variety of social media pages in order to communicate important information, as well as inviting parents to these community events. In addition to a main website and social media, our schools utilize Blackboard and School Loop as important communication tools. We publish communications in both English and Spanish to ensure all families are able to access the same information.|4|4|3|5|3|3|4|4|4|4|3|4|2019-10-24|Met|2019 33752420000000|Val Verde Unified|3|A representative stakeholder group of VVUSD staff and parents met on 4/10/19 and reported the following: Our district has a system to effectively support and build the capacity of our principals and VVUSD team members in engaging families. Principals and school sites receive training and materials at monthly Principal meetings that focus on parent advisory committees, such as SSC and ELAC to successfully train our parent leaders. There is clear and concise information available on our English Learner website (i.e. ELAC handbook, PowerPoint presentations and handouts). VVUSD continues to strengthen their advisory committee meetings in such a way that principals, support personnel and parents collaborate to create agendas and facilitate meetings together as equal partners focused on improving student achievement. Our district has an established systems to engage families (PAC, DELAC, ELAC, SSC, AASC, VVAACC). For several years, we have been committed to developing a unique model to build family leadership and give a voice to our community. At our VVAACC & DELAC committees, parent leaders are the facilitators. Through study sessions, parent leaders receive and co-create the information needed to present to other community members in meetings. Our district has invested meaningful resources in powerful research-based programs to empower and establish a parent/guardian leadership program where our families are trained as experts who pass along tools and information to other families to support improved student outcomes. VVUSD provides opportunities to all families to provide input on policies and programs and implementing strategies to reach and seek input from underrepresented groups. At our advisory committee meetings (DELAC & VVAACC) not only are parent/guardian surveys provided, but voice forms as well, where parents can share their personal ideas, questions and priorities and receive a personalized response. In addition, our Special Education Informational Sessions, our LCAP discussion forums, and Parent Focus Groups distinguish themselves by always encouraging input from our community. Families, teachers, principals, and district administrators consistently work on ways to improve family engagement throughout the year. Based on local need and input provided by the community, site leadership reaches out to our Family Engagement center to schedule classes or services from a wide array of options made available to them. For district-based events, courses and services are centered on feedback provided from surveys and voice forms, i.e., our families requested CPR classes and as a result, this semester we sought out qualified professionals to provide trainings to our community. The same has occurred in our offerings of English as a Second Language classes, Computer Literacy, among others. Input from the community has driven our offerings and services and allocation of funds for our LCAP adoption process.|A representative stakeholder group of VVUSD staff and parents met on 4/10/19 and reported the following: Sites have developed an ongoing relationship with families and both teachers and administrators view parents as partners in improving student outcomes. The district encourages interested parents/guardians and community members to visit the schools and participate in their children’s educational program. With ongoing PD throughout the year, VVUSD team members are committed to celebrating our families’ strengths and working side-by-side to promote educational equity and success for our students. The district offers 4 parent collaboration sessions per year to support family reading at the Elementary level. The number of sessions has increased year to year. They are aimed at enhancing the success of learning at home and promoting literacy. In addition, other ongoing events are continuously being offered to support middle and high school aged students. Our class for parents to promote college awareness through the Latino Family Literacy Program, Graciela’s Dream, has had a wide impact on our families. Our district added another level to this class by including field trips to a local college as well as a four-year university. It also includes visits from high school and college counselors. VVUSD also offers a College Kickoff, a widely attended district event in which information from many universities and career paths are made available to families. VVUSD offers Free Application for Federal Student Aid (FAFSA) workshops and informational sessions to assist our families in supporting their children in their educational journey. At the district level, VVUSD offers many events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. The district uses a variety of tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input is encouraged during focus group meetings as well as committee meetings. Surveys are provided as well as voice forms so parents can make their concerns and/or suggestions heard and addressed. We encourage our families to make their voices heard at the various meetings held throughout the year [Local Control Accountability Plan (LCAP) informational meetings and others]. The district provides information at the beginning of the school year to parents, and in the case of Foster Families and families with children with exceptional needs, we offer informational sessions throughout the year. Information on rights and responsibilities are made available at informational sessions for parents and guardians. In addition, the district makes it a point to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings.|A representative stakeholder group of VVUSD staff and parents met on 4/10/19 and reported the following: VVUSD prides itself in providing ongoing professional development (PD) to build the capacity of staff throughout the year. We deliver a cycle of professional development where all teachers and administrators are trained twice a year (August and January) around equity and access topics to improve student outcomes; including the importance of the school-family connection and family engagement practices. In addition, we train one teacher leader at every elementary site to lead family literacy workshops and increase family reading in the home. VVUSD also provides job-alike training for secretarial staff and support personnel where customer service for families is a focus. Our sites and district office are proud to have welcoming environments for our families. There has been a focus to hire bilingual staff and we now have one bilingual clerk at every school site to welcome families and tend to the needs of our community. A civility policy was adopted and posted at sites as a reminder that we are all committed to treating all members of our community with respect. In addition, family-friendly volunteer policies have been implemented to recruit and retain support from parents and guardians. The district provides access to a variety of events, trainings, and conferences to support staff to learn about our community. It continuously seeks ways to ensure families are valued as equal partners in their children’s education. For example, every year VVUSD sends administrators, teachers and parents to the California Association for Bilingual Education (CABE) and the California Association of African-American Superintendents and Administrators (CAAASA), and the County’s Equity Conference to learn more about student and family strengths, cultures, languages and goals. The district/sites offer opportunities to engage in two-way communication between families and educators on a regular basis (parent conferences, one on one meetings with administrators, and parent focus groups. Translation/interpretation is also made available as needed. The district’s commitment is to ensure our families receive timely messages regarding all that we have available to support them with their students’ educational journey. To ensure this commitment the district has consistently invested in a district-wide communication program to connect with parents and has also developed its own phone app. In addition, two-way communication is valued and encouraged at our parent advisory committees: District English Learner Advisory Committee (DELAC), Val Verde African Advisory Community Circle (VVAACC), Parent Advisory Committee (PAC) and at School Site Council meetings, to name a few.|4|5|4|5|4|5|5|4|4|4|4|4|2019-05-07|Met|2019 19753090130955|Valiant Academy of Los Angeles|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 37680490131169|Valiant Academy of Southern California|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 42750100136630|Valiant Santa Barbara|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19101990132605|Valiente College Preparatory Charter|3|We have a Parent Advisory Committee that works together to help engage parents and also to help with decision making. We also provide parents and students with a survey so that they can share their opinions and idea with school leaders.|We have a set time for parent conferences where all families are invited to attend. Beyond that, teachers communicate with parents to share with them the needs and strengths of their children. We also have parent training evenings were parents are given resources on how to help their children with homework, how to check their grades, and various other topics. We want to focus more on helping families understand and exercise their legal rights so that that they can advocate for their students.|We started using Parent Square to communicate with families and families enjoy it because it gives teachers the option to translate their messages so that the information is accesible to parents. Parents can get the information by text, email, or on the mobile app. We also send home a weekly newsletter to communicate with parents and put the information on our website and social media sites. We share events where families can engage with each other and with staff. One focus area is to find ways to engage more families. We are trying different things such as having meetings at different times of the day and offering incentives for attendance such as a free dress pass.|5|4|4|4|5|5|5|3|4|4|4|5|2019-10-20|Met|2019 19650780000000|Valle Lindo Elementary|3|The LEA's current strength and progress is in providing transparent communication, strong collaboration, and daily celebrations that include all school stakeholders. Stakeholders receive program updates in a variety of ways: (1) share-outs at committee meetings; (2) regular updates on district website; and (3) print material sent home. As active participants in the development of the district’s plans parents, teachers and other stakeholders are continuously providing input, analyzing data, and helping determine program needs. Bilingual newsletters go home monthly, important dates are displayed on the electronic message boards, and resources from workshops are posted on the district website. The school principals are highly visible and accessible on campus. They are at the gate before and after school greeting parents, in classrooms throughout the day engaged in student learning, on the playground during lunch talking with students.|The LEA has worked to improve the engagement of underrepresented families by including: regular stakeholder surveys provided in multiple languages (both digitally and physical copies), participation on school committees, attendance logs from Back-to-School Night, Open House, school conferences and parent trainings, and attendance at student awards programs and celebrations. In order to improve engagement of underrepresented families the LEA will partner with PTO to increase parent engagement.|All stakeholders, particularly parents, have many opportunities to contribute to the decision-making process. The Parent Advisory Committees develop all school site plans by incorporating feedback from all stakeholders. The English Learner Advisory Committee and foster parent PAC focus group provides feedback specific to the unique needs of English Learners and foster students.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-29|Met|2019 05615800000000|Vallecito Union|3|Each school has a School Site Council made up of parents, staff, and students (at the middle school) that review needs and data, and make recommendations that contribute to the Single Plan for Student Achievement. Site Council is guided by the principal who seeks parent members and parent input for the Plan. The Family Engagement Plan is reviewed and revised by site stakeholders annually and adopted by the Board. There is a district English Learners Advisory Council that discusses issues and initiatives related to English Learners. Many in this group also participate in school-based workshops related to learning of the English language and supporting children who are learning English as a second language. All parents are invited as stakeholders to participate each year in the LCAP development and review, providing input into programs and policies. School Board meetings are open to parents with a standing agenda item allowing public comment. Families are always encouraged to participate in surveys, meetings, and other forums where schools and school improvement is addressed. Sites will work with Parents’ Club or other representative parent groups to facilitate conversation and action related to engaging families at all levels. All sites have participated annually in the California Schools Healthy Kids Parent Survey and those results have informed next steps for family engagement and responses to support student/family needs.|Staff meetings, trainings, and conversations include components focused on local demographics, including culture of poverty, trauma backgrounds, foster youth, truancy, and the socio-economically-disadvantaged population. Surveys and public forums have been used to elicit feedback from all demographic groups represented in the district. This feedback often drives the conversations and focus for staff to foster understanding and partnering. Resources, including workshops and trainings, from community agencies and organizations to help in educational and behavioral training and development are shared by posting, sending fliers home, and messaging to parents. Student/parent conferences are held at the midway point during the first trimester to discuss student academic/behavioral progress. Where there are further academic or behavior concerns, the Student Study Team is established for a school team to meet with parents to talk about interventions attempted and accommodations needed. IEP and 504 meetings provide a venue for parents and school in supporting students who need specialized accommodations and/or supports within the general education and special education settings. Maximizing general education inclusion time has become a District focus. In an effort to improve engagement of underrepresented families, schools allow for families to have a “representative” in meetings or venues where student progress is addressed. The District is also advancing in making materials for parents available in their home language.|The District has sought input and engagement from stakeholders, including socially, culturally, and ethnically diverse families, through venues such as School Site Council, English Learner Advisory Council, Local Control and Accountability Plan forums, surveys, and face-to-face conversation opportunities. Staff has used a variety of tools (text, messenger, e-mail, Parent Square, phone calls, literature translated to Spanish, etc.) to facilitate school-to-home communication to foster trusting relationships and to promote a sense of community partnership with parents. Staff engage and interact regularly with parent volunteers, parents’ club members, and other guardians of children at the school to work together on projects and initiatives that support students. In an attempt to reach families who are transient or truant, the district will establish its own Child Welfare and Attendance Team to reach out to such families to promote student attendance and to provide resources and support that will help engage those families.|5|5|4|5|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 37684370000000|Vallecitos Elementary|3|Each year, Vallecitos families provide input through a school survey, advisory committees, and parent meetings. One focus area is to increase the amount of input being received from parents from the year prior.|Some teachers use phone calls, parent conferences, or social media to communicate and connect with families. Additional resources are sent home to support parents and students in navigating grade level standards. One focus area for improvement is to provide ongoing professional development for staff in how to work and engage with the families, particularly those that are underrepresented.|Outreach for family engagement has improved through weekly messages, school flyers, PTO Facebook, school website, ARC Community Newsletter, and the school marquee. Parents are encouraged to participate in PTO events, as well as committees such as ELAC/DELAC and School Site Council. Student achievement is communicated through ongoing parent meetings, including Open House, Parent Conferences, and Back to School Night. One focus area for improvement is increasing parent participation in workshops offered by the school site.|5|5|4|5|3|3|5|4|4|4|4|4|2019-10-08|Met|2019 48705810115469|Vallejo Charter|3|Annual professional learning sessions are provided for staff and parent leaders of advisory councils to come together to learn about roles and responsibilities. Parent participation in advisory councils is measured each year and has increased for site level councils, the District English Learner Advisory Council (DELAC), and the district Community Advisory Council for Special Education (CACSE). Parent participation in the Local Control Accountability Plan (LCAP) development increased last year through better communications about how to complete the parent survey and a decision to hold stakeholder engagement sessions at each of our 24 campuses led by site principals. An area of improvement is to more intentionally bring families, administrators, and teachers together to plan, design, implement, and evaluate engagement activities.|A full time staff member (Academic Support Provider), whose focus is to provide support to families and connect them to school and community resources, is in place at each school. These staff members work to build strong partnerships between school and home, and to include families in building student success. Seven Parent Liaisons work across the district to address the needs of our families. They provide parent educational opportunities, make phone calls and home visits to provide two-way communications, provide translation services for Spanish speaking families. At the elementary and K-8 schools, there are two weeks dedicated to one on one conferences with parents to support student learning in the fall. A focus are for improvement is to ensure that the day to day work of the Academic Support Providers and Parent Liaisons are targeted toward supporting student outcomes through the engagement of parents of foster youth, English Learners, special needs, and free/reduced eligible student groups.|In the 2018-2019 school year the District engaged in a partnership with a company specializing in communications, resulting in recommendations for improvement in building relationships with parents through a variety of pathways. Staff and parents were surveyed in order to gather information informing the recommendations. An area of strength was the degree to which parents were satisfied with their child's current school. Areas for improvement include use of websites and social media to enhance information sharing and two way communications. Family engagement efforts also highlight the need for improvement in engaging families with foster youth and special needs students.|3|3|3|3|3|4|4|3|4|4|3|1|2019-10-16|Met|2019 48705810000000|Vallejo City Unified|3|Annual professional learning sessions are provided for staff and parent leaders of advisory councils to come together to learn about roles and responsibilities. Parent participation in advisory councils is measured each year and has increased for site level councils, the District English Learner Advisory Council (DELAC), and the district Community Advisory Council for Special Education (CACSE). Parent participation in the Local Control Accountability Plan (LCAP) development increased last year through better communications about how to complete the parent survey and a decision to hold stakeholder engagement sessions at each of our 24 campuses led by site principals. An area of improvement is to more intentionally bring families, administrators, and teachers together to plan, design, implement, and evaluate engagement activities.|A full time staff member (Academic Support Provider), whose focus is to provide support to families and connect them to school and community resources, is in place at each school. These staff members work to build strong partnerships between school and home, and to include families in building student success. Seven Parent Liaisons work across the district to address the needs of our families. They provide parent educational opportunities, make phone calls and home visits to provide two-way communications, provide translation services for Spanish speaking families. At the elementary and K-8 schools, there are two weeks dedicated to one on one conferences with parents to support student learning in the fall. A focus are for improvement is to ensure that the day to day work of the Academic Support Providers and Parent Liaisons are targeted toward supporting student outcomes through the engagement of parents of foster youth, English Learners, special needs, and free/reduced eligible student groups.|In the 2018-2019 school year the District engaged in a partnership with a company specializing in communications, resulting in recommendations for improvement in building relationships with parents through a variety of pathways. Staff and parents were surveyed in order to gather information informing the recommendations. An area of strength was the degree to which parents were satisfied with their child's current school. Areas for improvement include use of websites and social media to enhance information sharing and two way communications. Family engagement efforts also highlight the need for improvement in engaging families with foster youth and special needs students.|3|3|3|3|3|4|4|3|4|4|3|1|2019-10-16|Met|2019 37756140000000|Valley Center-Pauma Unified|3|Stakeholder engagement was accomplished via district and site committees, advisories, and parent participation at regular meetings of stakeholders. Many other formal and informal methods of gathering input for the planning process for the LCAP annual review and analysis was provided. Meetings were held with all stakeholder groups beginning in November, and with a meeting held specifically for consultation with union representatives of the two bargaining units (Certificated and Classified) in the district. LCAP input was obtained at each ELAC, DELAC, Title VI, DAC, PAC, Migrant Parent advisory, Special Ed. parent advisory and School Site Council monthly meetings beginning in December 2018 through May 2019. Through this process, we are able to gather improvement strategies from our parents, in their native language. Also, we hold 5 meetings with our Native American tribal parents/leaders to gather their input on how to strengthen our learning environment and programs for students. We continue, as a district, to keep our doors open to parents, following up on their phone calls and emails, eliciting their thoughts on how we can work together on the concerns. Our last survey garnered 724 responses and revealed the following: My child’s school allows input and welcomes parent ideas - 91% An area of improvement would be to gather year round input on school culture, academic rigor, and safe learning environment through surveys and increase participant responses on surveys by, providing various ways in which parents can access it (online, writing, etc.).|Building trusting and respectful relationships is an expectation of every professional. We respond to parents immediately when they have a concern as well as engage with parents when there is a concern regarding their students. In our district, we value Parents as Partners. As a small town district, relationships and interconnectedness within the community is a strength that allows us to work together on educational concerns, everything from instruction and curriculum to safety. We continue to strengthen our relationships with stakeholders by engaging parents in various groups that meet regularly during the year. Back to School Nights and Open Houses, as well as regular meetings such as Title VI, ELAC and DELAC, are highly attended by our parents. Various methods were used to quantify parent participation including sign in sheets at events and rosters for parents to check their names to indicate they were in attendance. Our parent survey revealed the following: I feel welcome to visit or volunteer at my child’s school - 92% My child’s school has adults who really care about them - 96% While a strength of ours is engaging our local families to hold cultural events at our schools, we see this as an areas of improvement also. We are already discussing how we can strengthen our partnership by bringing our families in to celebrate our diverse cultures, languages, and discuss how we embed these assets into our school learning environment. Increasing stakeholder engagement is planned as listed above and implemented with emphasis on collecting data to support the assertion that parent participation and input are at high levels throughout the district. In addition, surveys were given out in many forms including surveys during events such as parent conferences.|Building trusting and respectful relationships is an expectation of every professional. We respond to parents immediately when they have a concern as well as engage with parents when there is a concern regarding their students. In our district, we value Parents as Partners. As a small town district, relationships and interconnectedness within the community is a strength that allows us to work together on educational concerns, everything from instruction and curriculum to safety. We continue to strengthen our relationships with stakeholders by engaging parents in various groups that meet regularly during the year. Back to School Nights and Open Houses, as well as regular meetings such as Title VI, ELAC and DELAC, are highly attended by our parents. Various methods were used to quantify parent participation including sign in sheets at events and rosters for parents to check their names to indicate they were in attendance. Our parent survey revealed the following: I feel welcome to visit or volunteer at my child’s school - 92% My child’s school has adults who really care about them - 96% While a strength of ours is engaging our local families to hold cultural events at our schools, we see this as an areas of improvement also. We are already discussing how we can strengthen our partnership by bringing our families in to celebrate our diverse cultures, languages, and discuss how we embed these assets into our school learning environment. Increasing stakeholder engagement is planned as listed above and implemented with emphasis on collecting data to support the assertion that parent participation and input are at high levels throughout the district. In addition, surveys were given out in many forms including surveys during events such as parent conferences.|4|5|4|5|4|4|4|4|5|4|5|4|2019-10-10|Met|2019 19647330122754|Valley Charter Elementary|3|Valley Charter Elementary is committed to seeking input from a diverse group of families. Our progress in this area is a result of intentionally varied opportunities for families to give their input. We are proud that we offer a variety of different forums, so that families are able to participate in a way that is consistent with their work schedule and comfort level. One opportunity is Parent Faculty Council (PFC), which meets monthly to discuss issues related to school policies and programs. When we opened, these meetings were held in the evening at a family’s home. However, we noticed that these meetings were well attended by families who could afford babysitters and who felt comfortable going to the home of someone they may not know. Consequently, we moved the location to our school site and we provide child care. We encourage families that cannot be present after school to attend board meetings, as that is another time to discuss school policies and programs. A third opportunity is during Principal’s Coffee, which is a less formal time to come together to talk about raising school-aged children and to learn about the curriculum our school offers. While we are proud of the variety of formal opportunities that families have to give input into decisions, we continue to seek ways to ensure that members of underrepresented families feel empowered to give their opinion. We plan to address this need through our monthly Principal’s Coffees. We have found that is an occasion when parents feel open to sharing their struggles and frustrations, both with raising children and with the school. We have also noticed that members of underrepresented families attend these events at a higher rate than they attend PFC or board meetings. We intend to weave in opportunities for families to give input at these events.|Valley Charter Elementary School offers parent education in English and Spanish on a variety of parenting topics, such as home-school communication, parenting strategies, and academic success. Our principal, our reading specialist, and/or an outside consultant lead parent education meetings. The parent and family engagement policy was initially developed with the assistance of founding parents and administration. It has been reviewed and discussed at Parent Faculty Council and principal's coffee meetings. At these meetings, families give input regarding the way in which they are involved and hope to be involved in the future. The policy is distributed to families as part of the back to school packet and discussed at Back to School Night. Annually, the principal meets with families from all grade levels to examine CCSS, to review the results of statewide assessments, and to discuss ways families can support the academic work started at school. Communication about state assessments is also sent home in a bilingual letter from the school. Likewise, teachers formally meet with families twice a year at parent teacher conferences to discuss the student's progress and ways the teachers and families can work together to improve student achievement. Although there are two formal meeting times, teachers and parents typically communicate weekly about student progress through weekly reports, emails, and meetings. Another formal check-in point is progress reports. These reports are distributed two times a year and consist of a one page narrative report and three pages of scores that give parents a thorough understanding of their students' growth and suggestions for future work. We regularly hosts monthly principal's coffees that provide materials and training to help parents work with their children on academics and social-emotional learning. At least once a year, a guest speaker talks to families and students about internet safety and how to foster open communication between adults and students around technology. If the reading specialist meets with a student, she includes suggestions for ways to support literacy development at home as part of her monthly progress report. Likewise, teachers reach out to families when they identify a way that families can support the work a student does at school. This is done for the whole class through weekly newsletters and for individual students during meetings and via email. Written school-wide communication is sent home in Spanish and English, which are the two primary languages spoken by families at our school. We have numerous staff members that assist with translation, as needed, especially for parent conferences and IEPs. The narrative of the progress report is translated if the family primarily speaks a language other than English. Our office staff members speak Spanish fluently and the community feels comfortable reaching out to them.|Valley Charter Elementary School believes parent and family engagement is most effective when it meets the needs of the families, the school, and the children. For this reason, we offer myriad of ways for families to be engaged in their child’s education, including opportunities for helping at home and at school. We will offer parent education in English and Spanish on a variety of parenting topics, such as home-school communication, parenting strategies, and academic success. Parent education meetings are led by our principal or an outside consultant. We have opportunities for families to drive on field trips, help with cooking classes, set up for special events, and lead school-wide events. Prior to any formal opportunity for family-school communication, the LEA discusses with all stakeholders the value of the home-school relationship. The principal expresses this sentiment in the whole school newsletter and gives suggestions for how to foster the relationship. At staff meetings, administration reviews the purpose of the event, be it Open House, Back to School Night, progress reports, or conferences. She leads a discussion about the message we send with our classroom environment and the content of our communication. When home-school communication needs to be fostered, she will preview progress reports or attend meetings. We have an active parent body and so parents who lead community-wide events regularly meet with the principal to talk about how the events facilitate the home-school relationship, how to provide diverse ways of participating, and how to communicate information to families.|4|4|4|5|4|4|4|4|3|3|3|4|2019-10-17|Met|2019 50105045030234|Valley Charter High|3|VCHS recognizes that we are a diverse population and have families whose first language is something different from English. Our parents who speak a primarily language other than English are supported in all meetings and events by a translator. Multiple staff members are able to provide their services in a variety of language to ensure that communication is clear. We will also provide outside translators if necessary. Our Spanish teacher has provided interested staff in written scripts to facilitate initial phone introductions between Advisory teachers and parents. We are focusing on ensuring that all information is provided in necessary languages. The practice of First Contact is one that invites our families to be involved from the beginning of the school year. Each advisory teacher initiates communication with the parents of their students by making a welcoming phone call and also sending an e-mail to ensure that parents have contact information and a lead person to reach out to at VCHS. This friendly outreach is meant to establish a pattern of positive communication, so that when parents see a teacher trying to reach them, they will not assume a negative reason. Our School Site Council is comprised of a variety of stakeholders including parents, students, teachers, school administration, and school office members. Together, the SSC works to determine how monies can best be used to improve the climate and learning conditions of the school. The focus of the SSC is geared toward teacher instruction and school climate. Our LCAP meetings are well publicized and open to the public; they provide a venue for stakeholders to offer input as to how they would like to see the school improved and how funding should be allocated. Our students integrate into the local community when they attend classes on the MJC campus. As they move across campuses, they are able to interact with students and staff that they have met at the college, visit on campus coffee shops and markets, and develop skills necessary to interact with their professors at college in a professional capacity. We offer family Information nights to create a bridge for families into the community college offerings and to explain our connections and how their students can be involved. To encourage more parent support and involvement in the student’s GBE process, each student is required to rehearse the presentation with a parent, and a parent feedback form is provided. Similar forms are also being provided for underclassmen for Demos and Exhibitions. This creates a buy-in for parents to see and know what students are doing and for teachers to see that students are working and practicing an important presentation.|All parents and stakeholders are part of the Valley Charter experience. We recognize and value the roles of all these people in the learning and development of our students, thus we utilize many effective strategies to involve them as much as possible in the learning and teaching process. We acknowledge that regular involvement of all interested and supportive entities strengthen our school and support student achievement. To encourage all families to be actively in their student’s learning, VCHS hold quarterly After 5’s, which are informal evenings where teachers, parents and students can gather to discuss student needs and progress. This is an opportunity to arrange additional and more private conferences where parents can share comments or concerns that might require additional interventions. The first spring After 5 is being expanded into a Family Fun Evening, where clubs give presentations, games are provided, and pizza served. After 5's provide a venue for community bonding as families, which live in different areas, get chances to meet each other and be introduced to their children’s friends. All parents/guardians and other support team members of special needs students are intimately involved not only in the development of learning plans such as IEP’s but also in the assessment of teaching strategies that best support the individual child. In addition to the various SCOE personnel such as school administrator, teachers, school psychologists, inclusion and resource specialists, speech therapists, district nurse, and others who collaborate to create the most appropriate learning plan for the student, non-district private mental and physical health care providers or other support system members may be included at the invitation of the parent/guardian. Written notices in addition to emails and phone calls are used to ensure that all necessary personnel are present for meetings. The student, is of course, the primary client and is present unless the parent wishes otherwise. Parents of all students and particularly those with unique health or educational needs are encouraged and invited to provide information, strategies, and insights that help us be better educators. Teachers are informed of special dietary and medical needs and taught to be vigilant concerning specific symptoms of students with diabetes or other conditions requiring monitoring. Through our partnership with MJC, VCHS is able to facilitate transitions for special needs students to the college either through the EC program or after the student’s high school graduation. Through personal and professional contacts in Student Services at MJC, the student is referred to individuals who can assist in guiding the student through enrollment, access to necessary services such as tutoring, carrying over the IEP plan, and communicating with instructors about accommodations.|Engagement of all families, especially underrepresented ones, has been and continues to be a focus for our LEA. We have made significant progress evidenced by increased parent and student participation in Site Council and LCAP meetings. We have implemented improved communication pathways, including but not limited to mass emails via Aeries, in response to parent suggestions. We have added new staff, a full time Student Support Advocate, who will specifically work with underrepresented families (those in transitional housing and/or without permanent addresses) to assure they are receiving all necessary and available services and are as fully engaged with the school as possible. We provide access to technology via 1:1 devices and also provide training and support for parents and families to support them in integrating technology in a useful and appropriate manner. We have conducted needs assessment surveys to determine in what areas parents would like support, particularly but not exclusively in digital citizenship. We strive to align our services with their perceived needs. At our back-to school event we provided quick workshop trainings to help parents support their students in accessing our online curriculum, and we reach out to engage parents in the FAFSA process and provide hands-on workshops.|5|5|5|5|4|4|5|5|5|4|5|4|2019-10-30|Met|2019 19647330122838|Valley Charter Middle|3|Valley Charter Middle School is committed to seeking input from a diverse group of families. Our progress in this area is a result of intentionally varied opportunities for families to give their input. We are proud that we offer a variety of different forums, so that families are able to participate in a way that is consistent with their work schedule and comfort level. One opportunity is Parent Faculty Council (PFC), which meets every other month to discuss issues related to school policies and programs. Meeting are held at the school site and we provide child care. We encourage families that cannot be present after school to attend board meetings, as that is another time to discuss school policies and programs. A third opportunity is during Principal’s Coffee, which is a less formal time to come together to talk about raising school-aged children and to learn about the curriculum our school offers. While we are proud of the variety of formal opportunities that families have to give input into decisions, we continue to seek ways to ensure that members of underrepresented families feel empowered to give their opinion. We have begun to address this need through our monthly Principal’s Coffees. At each coffee, our principal leads the program in English while our assistant principal offers an identical program in Spanish. We have found that is an occasion when parents feel open to sharing their struggles and frustrations, both with raising children and with the school. We have also noticed that members of underrepresented families attend these events at a higher rate than they attend PFC or board meetings. However, we still have work to do in making these events truly representative of our parent community. We intend to weave in opportunities for families to give input at these events.|We offer parent education in English and Spanish on a variety of parenting topics, such as home-school communication, parenting strategies, and academic success. Our principal, assistant principal, or an outside consultant lead parent education meetings. Annually, the principal meets with families from all grade levels to examine CCSS, to review the results of statewide assessments, and to discuss ways families can support the academic work started at school. Communication about state assessments is also sent home in a bilingual letter from the school. Likewise, teachers formally meet with families twice a year at student-led conferences to discuss the student's progress and ways the teachers and families can work together to improve student achievement. Although there are two formal meeting times, teachers and parents communicate regularly about student progress through emails, and meetings. Another formal check-in point is progress reports. These reports are distributed two times a year. Moreover, student grades are accessible at any time via our online student information system. We regularly host principal's coffees that provide materials and training to help parents work with their children on academics and social-emotional learning. All coffees are offered in both English and Spanish. At least once a year, a guest speaker talks to families and students about internet safety and how to foster open communication between adults and students around technology. Likewise, teachers reach out to families when they identify a way that families can support the work a student does at school. This is done for individual students during meetings and via email. Written school-wide communication is sent home in Spanish and English, which are the two primary languages spoken by families at our school. We have numerous staff members that assist with translation, as needed, especially for parent conferences and IEPs. Written comments on progress reports and report cards are translated if the family primarily speaks a language other than English. Our assistant principal and office staff speak Spanish fluently and the community feels comfortable reaching out to them.|Valley Charter Middle School believes parent and family engagement is most effective when it meets the needs of the families, the school, and the children. For this reason, we offer myriad of ways for families to be engaged in their child’s education, including opportunities for helping at home and at school. We will offer parent education in English and Spanish on a variety of parenting topics, such as home-school communication, parenting strategies, and academic success. Parent education meetings are led by our principal, assistant principal, or an outside consultant. We have opportunities for families to serve on committees, set up for special events, and lead school-wide events. Prior to any formal opportunity for family-school communication, the LEA discusses with all stakeholders the value of the home-school relationship. The principal expresses this sentiment in the whole school newsletter and gives suggestions for how to foster the relationship. At staff meetings, administration reviews the purpose of the event, be it Science Fair, Back to School Night, progress reports, or student-led conferences. He leads a discussion about the message we send with our classroom environment and the content of our communication. When home-school communication needs to be fostered, he will preview progress reports or attend meetings. We have an active parent body and so parents who lead community-wide events regularly meet with the principal to talk about how the events facilitate the home-school relationship, how to provide diverse ways of participating, and how to communicate information to families.|4|4|3|5|3|4|4|4|3|3|3|2|2019-10-17|Met|2019 50713240000000|Valley Home Joint Elementary|3|The administration advertises and invites all parents to participate in the School Site Council & the English Learner Advisory Committee meetings. These are important opportunities for parents to provide input on policies and programs.|Valley Home is seeking to meet with parents earlier in the school year to address any concerns at the very beginning of the school year. Follow up meetings are also planned to coincide with progress reporting periods.|Valley Home has built strong relationships with parents and teachers make strong efforts to include parents through frequent communications. This includes phone calls, emails, Class Dodo, Powerschool Parent Portal, newsletters, websites, surveys, conferences, progress reporting, and easy access to speak directly with the teachers. To improve the engagement of underrepresented families, the teachers will provide individual family conferences within the first two months of school.|4|4|3|4|4|3|3|4|4|4|4|4|2019-11-12|Met|2019 19647330137612|Valley International Preparatory High|3|VIP has set up a school site council that includes teachers, students, and parents/guardians that act in an advisory role. This body will be meeting for the first time in October. A way to improve this is to more actively reach out to underrepresented families to include them on the school site council.|VIP is particularly proud of its special education program, and its outreach/education for families of students with IEPs and 504s. These families at VIP are fully informed of their legal rights. VIP also has a fully implemented student success team (SST) protocol whereby teachers and families can initiate a request for tier two interventions that will help improve a student's outcome. VIP can improve in developing early warning systems that will more quickly identify students in need of intervention before referral from a staff member or parent/guardian.|Stakeholders at VIPHS were consulted in a variety of formats and on a variety of topics over the course of the year, all which were used to craft the 2019-2020 LCAP. VIPHS regularly initiates and maintains communication with its stakeholders and engages them in their children’s education through a variety of tools and methods that comprise the school’s comprehensive communication system. At a foundational level, VIPHS have access to the majority of pertinent information through our student information system, School Pathways. Through the parent portal on School Pathways, parents have live access to teachers’ gradebooks, student records, and other pertinent information. In addition to this passive source of information, information is actively and extensively shared with parents through a variety of means. Parents receive emails from their students’ teachers that are initiated through VIPHS’ student information system which allows teachers to email parents and/or students using the most up-to-date information provided by families on enrollment. Students receive a range of communication through faculty’s regular employment of the school’s Google Suite of tools. For example, any given parents are emailed with updates on their students’ progress and/or insight on how they improve, timely notices when students’ performances are slipping, information on what information/concepts their students are expected to learn during the school year, and grading policies. Teachers are required to send notices to parents/guardians of students with D’s or F’s at least twice a semester to keep them proactively informed. VIPHS uses MailChimp in order to generate the school’s weekly newsletter called the VIP Voice as well as some student surveys and school-wide emails. The Voice is usually sent to families on Sundays or Mondays, depending on arrival of changing content. It is typically used to communicate information about upcoming events and reports of ones that have recently passed; college-related news, such as acceptances, college representatives’ visits and information sessions; encouragements to improve daily attendance; school policy-related reminders — as well as various congratulatory messages which are also regularly communicated through the school’s social media pages on Facebook and Instagram. While the school newsletter and parent square updates are sent bilingually, we can improve providing even more materials in dual language format.|4|4|3|4|4|4|4|4|3|3|3|3|2019-10-15|Met|2019 54105460124057|Valley Life Charter|3|VLCS has had a parent board member for the last 8 of 9 years. VLCS communicates routinely with the Parent Group, and the Lighthouse Parent group. The Parent lighthouse group is in initial implementation stages and will need to work towards full implementation and sustainability. The Parent Group Chairperson sought parent input for days/times to hold meetings. After receiving input, the Parent Group meetings were changed to a more convenient time, and childcare is now offered. Parents are invited to meet with an administrator and parent representative twice monthly, at the Parent group meetings in the evening, and Coffee and Conversation, during the day. Parents will be invited to attend an informational meeting to be part of the parent advisory committee (PAC) for title 1 funds.|VLCS's current strength is building partnerships for student outcomes. One way in which this is happening is in the creation of a Parent Lighthouse Team. This team has been trained in the implementation of the 7 Habits, by the Leader in Me. They have begun to communicate with parents and teachers, and are training parents in the 7 Habits, with events, and classes. VLCS has fully implemented "supporting families to understand and exercise their legal rights to advocate for their students," but will need to ensure sustainability.|VLCS utilized a 2018-2019 Dashboard Survey to find out how others perceived VLCS' progress in developing the capacity of staff in the following areas; building trusting and respectful relationships with families, creating welcoming environments for all families, supporting staff to learn about each family's strengths, cultures, languages, and goals, and developing multiple opportunities for 2 way communication between families and educators. The results are from this survey. 92% of the responses that required writing were very positive. Parental involvement is vital to student success. Between August to October 2018, VLCS has trained over 320 parents and grandparents, for volunteering at school. Since our volunteer training program started in 2015, over 1020 parents have gone through the training. In 2018, VLCS had 539 households, 263 of which have two or more children attending VLCS. VLCS’s parents volunteer at evening events, in the library, the lunchroom, office, on field trips, and as teacher helpers, either in the classroom or at home. Research shows that parental involvement in a child’s education is paramount to their success. Though not mandatory, volunteering is encouraged and promoted at VLCS. In 2016-17, volunteers logged 14,772 hours. In 2017-2018, parents logged over 16,497 hours. In 2018-2019, parents logged nearly 17,300 hours. These hours include attending student-led conferences, field trips, volunteering at Tricky Tray and the Carnival, attending assemblies, and productions, as well as helping in the classroom. Valley Life has continued to engage parents in a variety of ways: Valley Life Board Member & Meetings Valley Life Foundation Board. Parents are invited to be on the curriculum committee. Parent-Led Parent Group, Administration, and staff also attend the parent group. Attending field trips, assemblies, and concerts Assisting teachers, in and out of the classroom Parent lighthouse team, this group facilitates leadership efforts, including teaching the 7 Habits of Highly Effective Families, to our families (2019). Parents are invited to participate in completing the LCAP survey, as well as previewing the results for the upcoming year. Parents use the (private) Facebook group - VLCS "Parent-connect" to communicate with other families and teachers. Sharing academic and behavioral data with parents is an area of focus for improvement. aIn order to address this, VLCS is strategic in how data is shared. rIn order to facilitate the sharing of data, staff will be attending the parent group meetings, as well as reinitiating the "coffee and conversation" meetings. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, and other school news. A core group of parents have been trained to deliver the 7 Habits of highly effective families to other parents.|5|5|4|4|5|5|5|4|4|3|3|4|2019-10-14|Met|2019 56725205630405|Valley Oak Charter|3|The school develops its onsite educational programs through parent input on surveys and in discussions by the school Steering Committee. Parents serve on the Board of Directors, Steering Committee, Parent Advisory Committee, and a number of specific decision-making committees. Using records kept by the school’s Programming Coordinator, 2018-19 engagement figures showed that: • 43% of parents actively served on a schoolwide committee. These committees handle specific areas of school operation (curriculum, budget, library, programming, etc.) or school decision-making (Parent Advisory Council, Steering Committee and Board of Directors). • 63% of parents consistently completed their assigned duties as an Assisting Parent. In this role, parents volunteer to help in classrooms, drive students to school events, or participate in some other capacity. • 100% of our parents oversee their child’s educational program and serve as their child’s primary teacher. In this role, they are directly engaged on a daily basis in the education of their children. The school is now developing its Public Relations Committee for improved outreach to our own families and the community at large.|Valley Oak Charter holds regular staff meetings in which staff discusses ways to improve ways to partner with families. The school offers workshops at Open House and Orientation meetings to teach parents how to better serve their children as their primary teachers. Families meet regularly with their Supervising Teachers to collaborate in setting goals and evaluating progress for the children. Parents are informed of their rights through workshops, the school’s parent handbook, and at Parent Advisory Committee meetings. The school is working on improving communication for all families through the use of electronic communication, the school newsletter, and individual family meetings.|Each Supervising Teacher at Valley Oak Charter oversees 25 students at their assigned grade levels (K-3; 4-8; 9-12). Supervising Teachers meet with their families on a regular basis and make phone contact at least once a month. Teachers communicate with their families weekly through their work records. STs also teach onsite classes where they interact with the students and create a trusting relationship. Each week, staff meets and discusses children and their needs. Families interact with each other and with staff at frequent Open Houses and family events on campus and in the community. On our 2019 parent survey: 82% said the school offered a emotionally and physically safe space for their children to learn; 94% felt the school adequately supported both parents and students in their homeschool learning program. 94% of parents reported engaging with their students’ Supervising Teacher at least once a month, and 54% reported once a week or more. The school is now working on improving communication with parents and students about their children's progress in learning the Common Core Standards.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 15101571530492|Valley Oaks Charter|3|Every year Valley Oaks Charter School (VOCS) looks for different ways to seek input from all stakeholders, especially from Parent Educators. All parents are able to offer input in making decisions for each site by attending table meetings, attending scheduled appointments and/or Town Hall meetings, receiving Parent Square/Newsflash announcements, and/or completing surveys. Additionally, VOCS advertises and communicates different collaboration opportunities, such as Parent Workshops, Homeschool Chats, Town Hall meetings, Governing Board meetings, PEP meetings, and VOPTAC meetings by sending weekly emails and/or Parent Square/Newsflash announcements, posting flyers, and/or sharing the information at a scheduled table meeting. VOCS will continue to seek input from all stakeholders and look for different ways to engage all families.|Valley Oaks Charter School (VOCS) prides itself on building relationships with all families to encourage unlimited student growth. Parent Educators, credentialed teachers, and staff work in partnership to provide high quality curriculum, vast and diverse resources, and learning experiences to support student learning and development in the home. At the mandatory progress/assignment (table) meetings, teachers and parents strategize on how to present lessons, oversee learning, integrate state standards, assess learning, add supplemental assignments and projects, and meet learning objectives. Professional learning opportunities are available to both credentialed teachers and parent educators throughout the school year, which enhances the capacity to build stronger relationships with all families.|Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice; giving parents a chance to tailor an education to fit their children’s individual needs in a homeschool environment. VOCS prides itself on building trusting and respectful relationships with all families. Additionally, all five sites strive to create a welcoming environment where families feel safe and comfortable, while being on campus. VOCS staff works closely with families to learn about educational goals that are set for each student, along with discovering new information about the family’s strengths, culture, and reasons for homeschooling.|5|5|5|5|4|5|5|5|5|5|3|5|2019-10-07|Met|2019 39686270129916|Valley View Charter Prep|3|Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families including underrepresented families, are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.|Valley View Charter Prep teachers and administration work to provide support and partnership for all families including underrepresented families, in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are testing in DIBELS (K-2) or NWEA/MAP. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. With the model of independent study where teachers meet with every family/ student regularly, all stakeholders are actively engaged.|The Director of Valley View Charter Prep (VVCP) holds multiple LCAP meetings with stakeholders including underrepresented families, throughout the year, including our biannual parent fair. At these meetings, school leadership addresses the description of the LCAP process, progress toward meeting annual school goals, and discusses future school goals, seeking input from parents/guardians in school and district decision-making. Annually, Valley View Charter Prep surveys all its stakeholders. We have had great progress towards measuring and promoting parental participation in our survey. A majority of the questions in the surveys are directly aligned to the 8 Basic State Priorities. Data from the survey and stakeholders meetings are reviewed and discussed. High priority status is given to student performance, attendance, school facilities, school climate and course offerings when determining the school’s needs and areas for growth. This information is compiled and the district LCAP is written based on these identified needs. Adjustments to the draft LCAP are made and the final plan is provided to the Board of Directors for approval at a regularly scheduled Board meeting in June. In an ongoing effort to foster parent engagement throughout the year, Valley View Charter Prep recognizes the need for a formal body of parents to empower parent decision-making in school efforts. At our inception, Valley View Parent Advisory Committee was established. The PAC meets monthly to address school-wide parent engagement, school efforts to better communicate with its stakeholders, academic achievement of VVCP students, and opportunities to engage with the community. Currently, the PAC is being re-structured so we can reach more parents through a virtual meeting platform. A group of parents and teachers are meeting regularly throughout this school year to gather stakeholder input with which we will create a master schedule for the 2018/19 school year. The monthly meetings for next year will include workshops, presentations, and PAC-organized social gatherings, culminating in an end-of-year schoolwide showcase of student work and performances. Finally, the academic triangle holds parents as an integral part of the academic program. Teachers meet with parents at least once a month for regularly scheduled meetings and frequently more often (based on student needs). Teachers also schedule informal park days and opportunities for parents and students to gather regionally. Project Lead The Way and field trips are additional places for parents and staff to build community.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-23|Met|2019 19647330133694|Valor Academy Elementary|3|Every year Valor Academy Elementary School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principal. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy Elementary School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.Our participation in our Teacher- Parent Conferences was 100%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’ve excelled in participation is attendance at our Educational seminars which last year was at 75%. Moreover, our families feel supported as evident by survey respondents saying that 89% of families feel “confident in their ability to support their child’s learning at home” and 94% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy Elementary School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 92% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 97% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to elementary schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 98% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 95% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19647330127894|Valor Academy High|3|Every year Valor Academy High School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 95% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy High School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 48%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 27%. Nevertheless, our families feel supported as evident by survey respondents saying that 83% of families feel “confident in their ability to support their child’s learning at home” and 83% feel “confident in their ability to motivate their child to try hard in school. With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy High School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 95% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 79% of respondents believe the administrators do well in creating “a school environment that helps children learn” and more than 81% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to high schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 83% of families attend at least one school event which included Coffee with the Principal, Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 87% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19647330120022|Valor Academy Middle|3|Every year Valor Academy Middle School administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we host throughout the year and the organizational supports we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. We know our families trust the program we offer because the survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Furthermore, program changes are communicated to families in weekly newsletters, school site council agendas and discussed in person at Coffee with the Principals and Counselors. One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parent ambassadors or the Family Engagement Coordinator.|Valor Academy Middle School provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through a substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. We increased the participation in our Teacher- Parent Conferences to 97%. Our counselors work hard to provide families with information and resources to support student learning in the home. An area where we’d like to increase participation is attendance at our Educational seminars which last year was at 56%. Nevertheless, our families feel supported as evident by survey respondents saying that 81% of families feel “confident in their ability to support their child’s learning at home” and 84% feel “confident in their ability to motivate their child to try hard in school.” With the support of Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We’ve provided interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.|The Valor Academy Middle School community understands that the success of our students depends on the trust and communication between staff, families and students. We know that our families trust our staff because our Family survey reflects that 97% of parents agree or strongly agree that they are “overall satisfied with the education their student is receiving.” Additionally, 83% of respondents believe the administrators do well in creating “a school environment that helps children learn” and 89% think there’s mutual respect between staff and students. Furthermore, through survey analytics we were able to ascertain that compared to middle schools with a high Free or Reduced Priced Lunch % in an urban setting, our school scored near the 99th percentile for School Fit and School Climate. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Last year we had 97% of families attend at least one school event which included Coffee with the Principal, Student-Led Conferences or Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, our staff and families have learned more about each other. These practices and the use of Parent Square have increased two-way communication between families and staff. This is evident in the survey that highlights that 89% of parents said “The school responds to my phone calls, messages, and/or emails within 48 hours.” We will continue to work on communication so that the number of families feeling heard and validated increases as our students succeed.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-28|Met|2019 19647336019673|Van Gogh Charter|3|Our School Site/Governance Council represents our community and is a decision making council. We also have an English Language Advisory Committee that represents our population of 6% English Learners. The minutes of our meetings are posted at school and our school website to ensure that all parents are kept informed. Monthly Principal Chats provide an opportunity for all families including those that are underrepresented to be informed and to have a forum to address any concerns that may arise. In addition our monthly morning community assemblies encourage parents to participate and stay informed of school events.|Our teachers consistently communicate with parents through a variety of applications that keep parents informed on the progress of their students academically as well as socially and emotionally. In 2019-20, our local Parent Portal participation went from 16% to 81%. Our focus area is to continue to reach out to the 19% of parents that are not activating this communication tool and to design opportunities for parents to access the School Experience Survey that will increase parent participation.|Van Gogh Charter prides itself on a safe, healthy, warm, welcoming school climate and culture. Our office staff and our Community Representative/Parent Center Director welcome parents and offer support and resources when needed. There are many opportunities where teachers and families work together to benefit our students and community. Parent participation in our annual School Experience Survey in 2018-19 was 83%. In our annual School Experience Survey 2018-19, our Overall Customer Service was rated by parents at 93% agree/strongly agree that concerns are taken seriously, responded to in a timely manner, and that teachers and staff treat parents with respect. In the area of Parental Engagement our parents were rated at 92% agree/strongly agree that they are informed of school activities, encouraged to volunteer or participate, and feel included. Overall resource availability was rated at 75% agree/strongly agree that our school is providing necessary information and resources. Only 43% said that they often visit the Parent Center. Our focus is to increase parental visitation to our Parent Center. The Parent Center provides workshops, resources, and on going support to parents. By increasing parents utilizing the Parent Center it will positively effect the outcomes of resource availability. Our PTO, Administrator, and teacher liaison work collaboratively to meet identified areas of need for our school and community. We are a diverse community and strive to include our students' cultures in our curriculum as well as our family events. We are committed to increase parent participation in all areas.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-30|Met|2019 29768776111371|Vantage Point Charter|3|Parents of each student work with staff on weekly bases in a 1:1 environment. This allows for open communication and all needs to be addressed regularly. Vantage Point Charter has a Charter Advisory Council (CAC) that meets to provide feedback, input, support to the site with activities, fundraisers, etc. They also direct functions related to the site budget, school events, the District safety plan, LCAP, WASC accreditation, and more. Our biggest area of need is maintaining parent engagement with CAC. Because families meet with staff weekly it can be difficult to get them to engage in additional meetings. Staff will continue to reach out to families of all students in hopes of growing the number of parents who attend meetings.|Vantage Point Charter has a Charter Advisory Council (CAC) that meets to provide feedback, input, support to the site with activities, fundraisers, etc. They also direct functions related to the site budget, school events, the District safety plan, LCAP, WASC accreditation, and more. An area of focus for the District is to provide improved output communication to parents through the use of a District-wide calendar found on the District and school site websites, announcements listed on websites, and social media. We have started the process to create the platform for each of these and will continue to build upon feedback received in our Spring, 2019 parent surveys. For underrepresented families we now offer translation services for all conferences, school meetings, etc. This will help ensure accurate two-way communication with families who are in need of this service.|This school is an independent study charter school program where families meet with staff 1:1 once a week to communicate, review work submitted, and obtain work for the following week. This is an area of strength for the site as a whole. The Charter Advisory Council meets as stated in the school's Board and State approved Charter document. Students can also participate in art, science lab, and math tutoring on a regular basis. An area of focus for the District is to provide improved output communication to parents through the use of a District-wide calendar found on the District and school site websites, announcements listed on websites, and social media. We have started the process to create the platform for each of these and will continue to build upon feedback received in our Spring, 2019 parent surveys. For underrepresented families we now offer translation services for all conferences, school meetings, etc. This will help ensure accurate two-way communication with families who are in need of this service.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-13|Met|2019 19647336019715|Vaughn Next Century Learning Center|3|Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn chose to utilize a School Experience Survey to gather direct feedback from the parent community, in particular to learn about parent perceptions and use of school resources, the overall health of the vital relationship between parent and teacher, and to gather key information for iterative and ongoing school improvement. The information gathered from the survey will also continue to inform the development of Vaughn's LCAP, as parent engagement is clearly measured through parent participation in school events and conferences.|All educators engage in Fuel Ed's empathy training during our summer PD in order to support our team in being able to effectively interface and partner with families throughout the school year. Twice a year, teachers meet 1:1 with all families at each site during student and parent conferences where they reflect upon student progress, growth and development. Additionally, twice a year, teachers conduct home visits in order to build connections and relationships with our families and community. At our Vaughn Parent Center, workshops and classes are held monthly that support parents in understanding their legal rights and how to best advocate for their students.|Vaughn NCLC administered a School Experience Survey for parents/guardians and collected responses via both online and paper versions of the survey tool. The response rate across all Vaughn school sites (TK-12) was 47% with a total of 1,427 submissions. Parents responded to all questions/statements using a 1-5 scale (1 indicating Strongly Disagree and 5 indicating Strongly Agree). When asked to respond to the statement: "I feel welcome to participate at this school": 84% Agree (4) or Strongly Agree (5) "The school includes me in important decisions about my child's education": 82% Agree (4) or Strongly Agree (5) "The school encourages me to participate in organized parent groups.": 81% Agree (4) or Strongly Agree (5) "Teachers treat me with respect.": 93% Agree (4) or Strongly Agree (5) "Teachers at this school let me know about my child's progress." 84% Agree (4) or Strongly Agree (5) "This school informs me about volunteer opportunities." 83% Agree (4) or Strongly Agree (5) "This school informs me about school activities in different ways (letters, emails, phone calls, posters, flyers, etc.).": 92% Agree (4) or Strongly Agree (5) "I can easily find information about parent workshops or other programs offered at this school.": 84% Agree (4) or Strongly Agree (5) "My child is safe on school grounds.": 88% Agree (4) or Strongly Agree (5) Clearly, the overwhelming majority of parents not only feel welcome to participate at Vaughn NCLC, but the survey responses also point to the fact that parents feel well informed and valued as equal and important stakeholders. Moreover, communication with parents and dissemination of key information has been successful with between 80%-90% of respondents indicating that informational is easily accessible, consistently communicated, and offered in a variety of ways. With regard to school safety, parents believe that Vaughn is a secure learning environment where student discipline is fair, consequences are clear, and parents are valued as partners in both the academic and social-emotional education of their children.|5|5|4|5|4|4|5|4|3|3|3|3|2019-10-23|Met|2019 56105610112417|Ventura Charter School of Arts and Global Education|3|VCS engages parents regularly for input regarding decision making. During the 2018-19 school year, we had monthly Parent Advisory Committee meetings and scheduled regular English Learner Advisory Committee meetings. At each meeting we discuss LCAP goals and potential goals for the following year. We conducted an online survey to solicit parent feedback on how the school is meeting their child’s needs and if they are satisfied with the level of communication from the school and opportunities they have to provide input and feedback. 98% of respondents agreed that the school communicated with them about important school policies and events and 98% agreed that there are opportunities to contribute in ways that are meaningful and feasible at VCS. Instead of surveying parents at the end of the year, we will survey them mid-year in order to assess any issues that need to be addressed as well as to solicit feedback for the next LCAP. In 2018-19, we engaged a consultant to conduct a strategic planning process. A core team of VCS leaders, parents, Board members, teachers, and staff engaged the entire VCS community and key partners in order to rigorously reflect and discuss an appropriate plan for the future. A re-articulated vision for the School’s long-term impact emphasizes the importance of individual student success as well as awareness and connection to others and our societal well-being. A redefined mission succinctly summarizes VCS’ core purpose and highlights the unique learning experiences VCS creates for every child to grow as learners and people. The strategic planning team explored in-depth feedback from all stakeholder groups, weighing desires for the future with student needs and organizational capacity. Through thoughtful consideration of financial health, leadership and staff sustainability, and essential supports for students to be prepared for the future. A focus area of improvement is to implement our strategic plan.|VCS provides regular support to teachers to improve the School’s capacity to partner with families. Teachers maintain classroom websites with a wealth of resources for families to support student learning and communication about what is happening in the classroom. Parent conferences are held formally twice a year, and informally throughout the year. At least once a year in all grades except Kindergarten and seventh and eighth grades, parent conferences are led by the student to encourage and promote transparency and communication about student progress. Parents whose students receive additional Language Arts intervention/tutoring receive detailed progress reports from that teacher. Parents whose children receive support services through an IEP are provided detailed information and resources to help them understand and exercise their legal rights. A continued focus area of improvement is to find ways to engage our Spanish speaking families and to increase participation in school meetings. We are working to include underrepresented families in the planning of existing school annual traditions such as Campout and Thanksgiving Feast in order to be more inclusive with food and activities offered.|VCS staff works hard to build trusting and respectful relationships with students’ families. We utilize the Compassionate Communication or Non Violent Communication model for interacting with students and their parents. One of our LCAP goals is to create a safe welcoming inclusive climate for all students and their families. We ensure that there are frequent and meaningful ways for families to be involved in their child’s learning. We ensure important school information is provided in English and in Spanish. We offer monthly Parent Advisory Committee meetings and quarterly English Learner Advisory Committee meetings. Spanish and other language translators are available for parent conferences regarding student progress. We send a weekly News and Update email as well as regular teacher letters to parents. We publish a quarterly school newsletter with information about school programs and activities…..all in English and Spanish. We provide evening parenting meetings throughout the year to build and strengthen relationships between home and school. In addition we hired a consultant to present to our staff and parents to share tools, strategies, and frameworks in diversity, equity, and inclusion work for social justice. A focus area of improvement is to utilize the services of a professional translator to translate all school notices and policies as well as to attend school meetings to provide interpreting services. Another area for improvement would be to increase the participation and attendance at evening parenting class offerings. Parents will be surveyed to determine how best to accomplish this.|5|5|5|4|5|5|5|4|5|5|5|5|2019-10-17|Met|2019 56105610000000|Ventura County Office of Education|3|Upon reflecting on Seeking Input for Decision-Making, the VCOE team described the following as current strengths: Robocalls, LCAP process and communication, IEPs, Online surveys, LCAP Survey, Development of more parent groups, Sharing of advisory info, Advisory groups are established, LEA provides some training to principals and educators Upon reflecting on Seeking Input for Decision-Making, the VCOE team described the following as current progress: Continue to find ways to get parents to participate, continue to explore best practices for engaging parents, understanding parents own limitations, Work more closely with sites, need to create feedback loop, Families have been invited to participate, however family engagement is low Upon reflecting on Seeking Input for Decision-Making, the VCOE team described the following as how we will improve the engagement of underrepresented families: Utilize input from Safety committee, Community advisory committee – SELPA, LCAP – Survey to seek engagement, Back to School and open houses, BBQ with parents, carnivals, talent shoes, and art shows.|Upon reflecting on Building Partnerships for Student Outcomes, the VCOE team described the following as current strengths: Pre- meeting for IEPs, foster families legal support, draft IEP goals/input prior to meeting, discussion about rights at start of every meeting, preschool letters quarterly “help” to suppose student progress, starting preschool education events this year, opportunities to meet with families exist and occur, home visits, progress discussed at least annually, Career Education Center/career counseling services available, and site administration collaboration Upon reflecting on Building Partnerships for Student Outcomes, the VCOE team described the following as current progress: Need to provide/continue to provide homework or resources, improve parent participation in SELPA training, host education events more regularly, improve school to home curricular connectedness (more than just a newsletter is needed, help families understand legal rights, identify targets and services to meet DAS, provide relevant info to students and families regarding CCI and opportunities, as extension of what is offered during school day Upon reflecting on Building Partnerships for Student Outcomes, the VCOE team described the following as how we will improve the engagement of underrepresented families: Provide education training and educational events, continue to provide information and resources to parents and family, continue to support educator and parent meetings, continue to provide parents and educators with information regarding parent and student rights and annual notifications, partnership with SELPA, monthly professional development days, Home visits/IEP progress, continue to promote Q communications, and learning in the home.|Upon reflecting on Building Relationships between School Staff and Families, the VCOE team described the following as current strengths: 2/3 of school sites have been remodeled creating a more welcoming environment. Food, childcare, and using translators, awards ceremony, more frequent communication with families, communication “books” daily, home visits prior to IEP meetings, annual Art show, Open house in addition to Back to School, frequent contact with parents, sharing and celebrating student successes, IEP process, outreach, sharing Career Education Center information with VCOE school administrators, translation services at Career Education Center site for families and students. Our LEA has provided communication tools for educators to communicate with parents and review student progress. School sites are welcoming to parents and families providing several opportunities for parents and family to visit sites. Interpreters attend meetings and campus events. Site staff impact day to day communications as needed. Upon reflecting on Building Relationships between School Staff and Families, the VCOE team described the following as current progress: Getting families more engaged, community building/parent engagement activities and increased opportunities, Parent Q involvement, utilize the “funds of knowledge”, increase mechanism(s) for parent feedback (i.e., survey or other feedback at BTSTC/other VCOE school events Upon reflecting on Building Relationships between School Staff and Families, the VCOE team described the following as how we will improve the engagement of underrepresented families: Continue to ensure Back to School Night interpreters as well as Interpreters available to help at school functions/meetings/events, continue to distribute flyers/materials in English and Spanish, Home visits/Pre IEP meetings, continue to staff schools and programs with Bilingual paraeducators and staff, communication – access for EL families, website resources, and involvement activities after school|3|4|3|3|4|3|4|4|3|2|2|3|2019-10-28|Met|2019 56726520000000|Ventura Unified|3|On the 2019 VUSD Parent Engagement Survey referenced above, 46% percent of all respondents agree that parents are invited to help plan, implement, and evaluate instructional materials, strategies, and programs: 43% of parents of elementary school students, 48% of parents of middle school students, 53% of parents of high school students, and 40% of parents of students attending Alternative schools agree. School Site Councils and English Learner Advisory Committees engage in robust meaningful discussions around student achievement, student connections to school, and family involvement as they craft their site’s School Plan for Student Achievement. Principals lead discussions around student achievement and social emotional data, and together, they create goals for their school which are aligned to the district’s LCAP. VUSD has a number of existing committees in which parents are active, including the Superintendent’s Parent Advisory Committee (PAC), District English Learner Advisory Committee( DELAC), Migrant PAC, LCAP Advisory Committee, Ethnic and Social Justice Committee, Budget Information and Advisory Committee, Parcel Tax Committee, and Long Range Facilities Master Plan Committee. This year, we are adding an African American PAC in response to the needs of our African American families. Childcare and translation are provided at all meetings and families are encouraged to be candid with their input. Some meetings, like the LCAP Advisory committee are held twice in the same day to allow more parents to participate. Some district meetings are held at different school sites so that families from that neighborhood can attend. Principals nominate and encourage all families – and especially underrepresented families - at their site to attend and participate.|On the VUSD 2019 Parent Engagement Survey referenced in the previous section, 48% of all respondents agree that parents are provided resources and training needs to strengthen student learning at home: 55% of parents of elementary school students, 45% of parents of middle school students, 37% of parents of high school students, and 44% of parents of students attending Alternative schools agreed. On the same survey, parents were asked what types of training they would attend if available. 50% of all respondents requested training on College and Career Readiness; 38% requested training on Student Organization/Study Skills; 32% requested training on Mental Health/Suicide Prevention, and 31% on Bullying Prevention. These topics were the top four requested by all grade levels surveyed. In response to this survey other data, and input from parents at various site and district meetings, VUSD has implemented a series of workshops for parents on academics, college and career readiness, mental health issues, bullying prevention, vaping and more. Several workshops will be held at school sites so that families without transportation can attend. Childcare and translation will also be provided. In addition, VUSD has hired Student Assistance Program (SAP) counselors at the secondary schools and a district Psychologist on Special Assignment (POSA) as a lead for suicide prevention. Schools are piloting Social Emotional Learning curriculum, and parent input will be sought as those are considered for adoption. Currently, VUSD has an active Superintendent’s Parent Advisory Committee (PAC), District English Learner Advisory Committee( DELAC), Migrant PAC, LCAP Advisory Committee, Ethnic and Social Justice Committee, Budget Information and Advisory Committee, Parcel Tax Committee, and Long Range Facilities Master Plan Committee. This year, we are adding an African American PAC in response to the needs of our African American families. Childcare and translation are provided at all meetings All meetings will be announced, and all families will be encouraged to participate.|Family Involvement is Goal 3 of VUSD’s LCAP, and we are committed to developing multiple opportunities for the district and sites to engage in two-way communication between families and educators using language that is understandable and accessible to families; supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children; developing the capacity of staff to build trusting and respectful relationships with families, and creating welcoming environments for all families in the community. We received 1477 total responses to the VUSD 2019 Parent Engagement Survey; only 93 of these were from Spanish speakers. 67% of all respondents agreed that the district values parents/guardians as important partners in their student’s education and actively seeks their input: 67% of parents of elementary school students, 66% of parents of middle school students, 66% of parents of high school students, and 71% of parents of students attending Alternative schools agree. We posed the same question to our staff; 89% of both Certificated and Classified staff strongly agreed or agreed. VUSD recognizes that there is a disconnect between staff and parent perceptions, and that we have much work to do in this area. Our new Communications Coordinator announces events in a timely manner, using multiple means including social media platforms. Sites hold a number of family engagement nights around academic content, social emotional learning, and just plain fun. This allows families to connect with their school as well with the community. VUSD has implemented a series of workshops for parents on our student information system, supporting math learning, and more. Site family liaisons will make phone calls to families inviting them to events, and principals will make connections at drop off and pick up times. This year’s LCAP stakeholder meetings will be held twice on the same day - once at the district office and once at a school site - to encourage families to attend. VUSD is focusing on professional development for staff around social emotional learning. Childcare and translation are provided so families can attend and participate We will continue to communicate with our families and invite them to engage with us as partners in their child’s education.|2|2|2|3|2|2|2|1|2|2|1|1|2019-10-08|Met|2019 39103973930476|Venture Academy|3|All Venture Academy families are invited to attend the meetings of the Advisory School Council and nominations for parent representatives are open to all. All families are invited to have input into the development of the Local Accountability Plan. Information about these stakeholder meetings is disseminated through on line messaging and phone calls in English and Spanish. Governing Board meetings are open to all stakeholders for input on policies and programs. Venture Academy is committed to continue to increase stakeholder participation and engagement.|Venture Academy uses an on line communication system through which families can monitor their students' grades and academic progress. This information is available in English and Spanish. All families are introduced in the use of this system at orientation meetings in the beginning of the year. Although many parents use this system, there is a need to reach out to families who are not using it regularly to identify barriers and provide solutions. The expansion of the AVID program into the elementary grades has provided the opportunity to strengthen parent involvement through parent nights and communication through monitoring of student AVID agendas.|Venture Academy values the diversity of our student population and recognizes the value in forming relationships with our students' families. At the k-8 grade level, parents are included as full partners in their children's education. In grades k-2, parents meet one on one in the beginning of the year with their children's teacher to discuss results of initial assessment and to set goals for the school year. In the upper elementary grades, parents are included in daily or weekly communication regarding their student's progress and are encouraged to communicate with their child's teacher in person or through our on-line messaging system. At the high school level, parents are encouraged to maintain regular contact. Families are trained on the use of the school's messaging system during academy specific orientations at the beginning of the year. Use of this system allows parents to monitor grades attendance and completion of class assignments. The system promotes two-way direct communication between parents and classroom teachers. The Venture Academy Language Development Leader has implemented a series of grade level meetings for the parents of Spanish speaking students and is developing strategies to increase participation. Translators are available for teachers conferences and meetings as needed.|3|3|3|3|3|2|2|2|3|3|2|2|2019-09-17|Met|2019 36679180000000|Victor Elementary|3|Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well. We want to continue to seek the best ways to ensure all parents have multiple opportunities to provide feedback to support our decision making processes.|Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center not only provides classes and networking for families, but we have opened up 5 satellite Family Resource Centers at school sites to increase our outreach and support. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. We want to continue to build our collaboration and support of the Family Resource Center through more school sites.|Building relationships: VESD has built MTSS teams at each site including school psychologists to support families. We use data analysis of results and surveys to focus our decision making. Sites hold many opportunities to build relationships including "Coffee with the Principal," School Site Council, English Language Advisory Committees, and family events. VESD will continue to provide targeted professional development to continue to improve on the best ways to serve and support our families.|4|4|3|4|4|4|4|4|4|4|4|3|2019-10-09|Met|2019 36679340000000|Victor Valley Union High|3|VVUHSD has been working in building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, this is however, work in progress there has been a slow, but steady positive change in the increased participation of parents and community members in the decision-making process as well as participation in advisory groups. LEA is having difficulty at some sites engaging unrepresented students, such as EL’s, Foster, Homeless and Special Education student families to participate in advisory committees. VVUHSD has launched a climate survey for families from Panorama Education since the winter of 2017-2018. Survey was administered again in 2018-2019. The response to this survey is addressed in local indicator priority 6.|VVUHSD has created several Family Engagement Liaison (FEL) positions throughout the district. Out of eight school sites, we currently have seven with active Family Engagement Liaisons who work in a school site family engagement center to provide support for families of all students, however, their goal is to reach our unrepresented students and their families. One of the expectations of the FEL’s is to reach out and build relationships with community organizations to create a partnership between the district and support organizations. Once those partnerships are established, FEL’s bring guest speakers to the schools and invite families, community members and staff to participate in a variety of workshops and informational meetings, where resources available to the community are shared. This is one of the strengths of the district, as the FEL’s work tirelessly on building those community and family relationships, to bridge the gap between the schools and the families. FEL’s also serve as a bridge between the families and the school staff to ensure information is provided to families and staff and ensuring that communication is clear between the two when necessary. VVUHSD must do a better job at implementing policies and programs for teachers to meet with families and discuss students’ progress and ways to work together to support improved student outcomes. Currently, teachers have limited opportunities for communicating with families in person to discuss student progress throughout the year. Some of the communication is done through means of technology, ie. Automated messages, emails, voicemails and Aeries parent portal, however, this leaves out a great number of families without those resources available to them. VVUHSD does a great job in supporting families to understand and exercise their legal rights and advocate for their own student, and all students. All parents of Special Education students, English Learners, Foster, and Homeless are informed of their legal rights and are supported in their understanding of those rights. This is done through one-on-one meetings, IEPs, SSTs, group meetings and all other times when questions arise regarding what their parental rights are in VVUHSD.|Victor Valley Union High School District (VVUHSD) is committed to the involvement and feedback of all stakeholders in the decision-making processes at site and district levels. The Local Control and Accountability Plan (LCAP), as well as the Strategic Plan 2020, reflect creativity, diversity and commitment to raise levels of student achievement. VVUHSD is in the initial implementation phase in developing staff capacity to building trust and respectful relationships with families by providing a variety of opportunities to staff to engage families and all other stakeholders in taking part of all decision-making, creating a welcoming environment for all families in the community. Some of those opportunities come through multiple stakeholder engagement meetings. These meetings are informational or formal for staff, parents, families, students and community members. These meetings may include: LCAP, District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), Superintendent Advisory Committee (SAC), School Site Council (SSC), Coffee with the principal, etc., VVUHSD is still working towards increasing family participation to create a larger impact on the academic achievement of unrepresented students. One area of strength for VVUHSD are the many opportunities for families and community to be involved. VVUHSD is also increasing the number of meetings and other opportunities for families to provide feedback regarding programs, climate, etc. VVUHSD has faced difficulty-finding times to be able to develop multiple opportunities for the LEA and the school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. While we have seen in increase is such opportunities, one of those opportunities is the Coffee with the Principal, where community members are able to learn about the events happening at the school site, as well as be provided an opportunity to ask questions and share concerns. Another opportunity for two-way communication is the Supper with the Superintendent. VVUHSD Superintendent hosts dinner with community members at a different school sites once a month, and addresses district and site questions and concerns, as well as to share the state of the district. However, this area continues to be one of VVUHSD's primary focuses and will continue to work on bringing in underrepresented families.|3|4|2|2|2|3|3|3|2|3|3|2|2019-10-24|Met|2019 43693930106005|Village|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 49753580114934|Village Charter|3|VCS is always trying to grow PA membership and participation in classroom meetings, and Parent/Teacher conferences. We try to schedule meetings at times that allow working parents to attend and teachers are expected to make every attempt to accommodate parent schedules.|This is our strength and we have very few underrepresented families. The PA and administration make efforts to identify and actively engage the families that are underrepresented.|VCS has a strong and growing PA that supports every facet of the school. We encourage parent participation and have an open door policy campus wide. The parents serve on our governing board and the PA meetings are scheduled a week prior to the board meetings so important topics can be discussed and brought to the board. Parent involvement and the strong relationships that our staff has with the families is at the root of the school's success.|5|5|5|5|5|4|5|5|4|4|3|5|2019-10-15|Met|2019 19647330129866|Village Charter Academy|3|The LEA has established governance committees that are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school. The focus area for improvement is to diversify the parent participation in the school governance committees and increase their capacity to serve on committees. The LEA will track parent participation in school governance to identify and improve the engagement of underrepresented families.|The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed. The focus area for improvement is to help parents understand their role as a student advocate. The LEA will improve engagement to underrepresented families by using flexible meeting times, resources in home language and tracking parent participation.|Village Charter Academy is developing capacity within staff. School leaders work with both certificated and classified to provide ongoing training. School leaders receives ongoing mentoring from retired leaders. The LEA provides targeted professional development using teacher feedback and surveys to identify school need. The focus area for school improvement is to build capacity in our parent stakeholders. The LEA plans to implement more meetings and a more structured parent training and volunteer program. The goals of this focus area is to increase 2 way communication and build capacity in parents.|4|4|3|3|4|4|4|3|4|3|4|3|2019-06-15|Met|2019 49708966052070|Village Elementary Charter|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 01612590123711|Vincent Academy|3|Principal and staff are supported with coaching and provided time for collaboration and brainstorming with our diversity and experiences represented. Input for decision making is currently based on making communication, access and feedback fluid and ongoing characteristics of the site. We use phone calls, written notices and one on one meetings to encourage families to participate in advisory groups. We have translators to support this outreach. Families have regular surveys and have an opportunity to provide suggestions during parent conferences with teachers, staff or administration. The SSC is another conduit of ideas. Our open communication environment with all stakeholders facilitates sharing of ideas and strategies to design, implement and assess family engagement. This is an area, however, that we are looking forward to developing and we hope to engage the Advisory Board resources more effectively to assist us.|The entire community embraces our parents as partners with us and we make every effort to provide a welcoming environment and meaningfully engage them in the education of their children. We have specifically focused on expanding communication opportunities for families throughout the year, beginning the year with a welcoming event and moving into school-wide home visits during the month of October. With full recognition that families may have challenges such as transportation or medical and may prefer an alternate meeting site for any variety of reasons, we consistently accommodate these needs. Our goal is 100% participation. In addition, we make student progress data available for families regularly and consistently implement COST and SST meetings. An area for improvement includes parent training and we will implement surveys and recommendations from SSC to help with this. Included in this improvement area is ensuring that our families understand and know how to support the SEL component of our program.|Our strengths and progress are built upon the full recognition that parents are partners with us, and that trust and understanding are essential to building that partnership. As well, the entire school community embraces this priority without hesitation- which is a tremendous asset. We have specifically focused on expanding communication opportunities for families throughout the year, beginning the year with a welcoming event and moving into school-wide home visits during the month of October. We use translations for our one call system and meetings. The more opportunities we provide for family participation, the better we begin to know and understand these partners. For that reason, we have multiple opportunities for families to join the celebration of our students, themselves and to learn about the curriculum. Two examples include our Grandparents Breakfast and our Art Task Parties, both well attended and so appreciated. We have also used speakers to help us understand needs of the community - for instance, Tim Wise, the author of White Like Me, provide a seminar for our staff. We acknowledge his is an area of growth- how do we understand and provide supports for our diverse community?|3|3|3|3|3|3|4|3|3|3|3|3|2019-10-07|Met|2019 15638340000000|Vineland Elementary|3|The Vineland School District deploys an annual district wide parent/guardian survey. There were 269 respondents representative of 65% of our total student enrollment. 63% of parents responded that the school provides enough opportunities for parents to participate in making decisions that affect the district/school.The Vineland School District plans on strengthening this number by soliciting more parents to participate in the survey and also to provide in the LCAP more opportunities for parents to participate in decision making. Currently, the district provides many opportunities for parents to participate in decision making through the following committees:School Site Council, ELAC , DELAC, Booster Parent Club, Local Control and Accountability Plan meetings, and by attending Vineland School District Board of Trustees meetings. A focus area of improvement would be to effectively train the staff on building capacity to effectively engage unrepresented families.|The Vineland School District is committed to 1) provide professional learning and support to staff to improve the school's capacity to partner with families and 2) to provide families with information and resources to support student learning and development in the home and 3) to implement policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes and 4) support families to understand and exercise their legal rights and advocate for their own students and all students. The LEA's current strengths are the tri-annual Conferences with the Parents. The Norm throughout the county is to have one Parent Conference per year. The VSD excels in this area because there are three Parent Conferences; one at the beginning on the year, one Mid-Year, and the last at the end of the year. The teacher meets with the parents to discuss student progress and ways to work together for student achievement. A focus are of improvement is to further inform supporting families to understand and exercise their legal rights and advocate for their children by providing more opportunities for guest speakers to provide information.|The Vineland School District is committed to building relationship with the families in our educational community. Various programs and events have been established to initiate outreach and make connections with parents . The LEA's current strengths include; community outreach to build capacity with the parents. The Vineland School District, which is located in a rural community, excels in this area going above and beyond in making connections with the families. The LEA community events include Trunk or Treat, Thanksgiving Feast, School Carnivals, Harvest Celebrations, La Posada Christmas Festivities, and Color Splash, and Cesar Chavez Beautification Project. The LEA also has a full time Community Liaison, who also resides in the community, and knows the families and assists them with their needs.. The area of improvement is to continue to build the capacity of trust to a large Migrant community, who fears the current political climate.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-21|Met|2019 54722560109751|Visalia Charter Independent Study|3|Visalia Charter Independent Study has fully implemented both a School Site Council (SSC) and English Learner Advisory Committee (ELAC) for the 19-20 school year. Both committees provide input on programs and financial decision making for the school's LCAP. VCIS also has a Staff Leadership Team (SLT) that reviews data annually to set goals and action steps to make school improvements.|VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on-site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available everyday of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 90% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college and career, and puts their child on an equal level with students graduating from other high school programs. This is a 5% increase from the previous year’s survey|The school has now implemented a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families. An English Learner Advisory Committee has also been implemented allowing families of EL students to have a larger voice on campus. VCIS continues to provide other opportunties to engage with families. We ask that parents come in with their student during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. They survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2018-19 Parent Survey, 90% of respondents feel that their decision making is valued, which is a 2% increase from the previous year's survey. As to what type of involvement parents reported having, 90% stated that they attended a parent/teacher conference, 86% stated they attended a conference that involved an administrator, and 21% stated they attended Back to School Night. All of these responses are all an increase of 2%-5% from the previous year.|5|5|4|5|4|5|5|5|4|4|4|4|2019-10-29|Met|2019 54722560120659|Visalia Technical Early College|3|VTEC has as active School SIte Council that helps monitor the school progress with academics, safety and allocation of LCAP funding. This body meets monthly to discuss items related to campus. This meeting has parent representatives, staff and student members. VTEC continues to review strategies to engage parents through-out the year in a proactive manner. There are a number of parent nights available throughout the year for parents of all grade levels. The goal is to build a sense of urgency and ownership for students that would carry over to parents. Engaged parents are helpful parents.|Parents have an opportunity to visit VTEC for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back to school nights. Parents receive a weekly quick-look-up that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students grades.|VTEC offers multiple opportunities to meet with parents from all grade levels. We offer back to school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation.|3|4|3|3|4|3|3|4|3|3|4|3|2019-10-29|Met|2019 54722560000000|Visalia Unified|3|In addition to SSC and ELAC the district provides the following opportunities for community members to provide feedback to the district: American Indian Advisory Committee, Coordinated School Health Advisory Committee, District Advisory Council (DAC), District English Language Advisory Committee (DELAC), Education Advisory Forum,Equity and Student Services Forum, Facilities Advisory Committee,Finance Advisory Committee,Forum for Advanced Scholarship and Achievement, Hispanic Community Advisory Committee,Measure A Bond Oversight Committee,Migrant Education Parent Meetings, Multi-Agency Gang Intervention Task Force,School Attendance Boundary Committee,Superintendent’s Property Advisory Committee,Visalia Civic Facilities Authority,Visalia Civic Jt. Powers Authority (JPA) Board Meeting,Visalia Education Foundation, and Visalia Partners in Education.|The district provides opportunities for parents through: Latino Literacy, PIQE, Literacy Nights, School Smarts. In addition the district has partnered with community agencies to provide several workshops. To improve this opportunities the district is focusing on barriers that prevent parents to participate in these activities.|At the elementary level, the work of the Student Family and Engagement Technicians is a strength. The role of their position is to provide support to our families in need either through school resources or outside agencies. Our district has made an effort to provide translation at community events. To help improve|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-29|Met|2019 34674473430717|Visions In Education|3|Visions In Education is a self-reflective transparent organization that seeks to grow and improve its program. The school regularly sends out surveys to families for feedback on all aspects of the school including instruction, business and accounting practices. The school reaches out to families to gain a better understanding of what is and what is not working at the school. Through the use of the intranet, community Facebook groups and the WIRE, families have the opportunity to provide input on all aspects of the school.|As an independent study program, teachers work individually with students and families in their homes or agreed upon local meeting places. With this one-to-one model, parents and students stay regularly informed of their progress. In the 2019 LCAP survey 96.9% of parents responded that they felt that they were "a partner" with their teacher in educating their child. Ninety five percent of students and parents felt that Visions was "a fit" for them.|Visions In Education is committed to creating open, transparent communication with all stakeholders (Including parents). Visions has created advisory teams that meet monthly to create feedback loops between the school, teachers and staff. It has also created a parent advisory group to gain feedback from family stakeholders. In addition, Visions surveys its families several times each year including its annual LCAP survey. Visions pushed information out regularly through the WIRE (its school-wide intranet), as well as community facebook pages and regular email push-outs.|4|5|3|4|4|4|5|4|4|4|4|3|2019-10-24|Met|2019 19647330122739|Vista Charter Middle|3|Vista Charter Middle School encourages parens and community stakeholders to be active members of the school community and impact policies and change through various avenues. Our School Site Council and advisory committees collaborate to provide input on programs and decision-making. On focus area of improvement is increasing the number of parents who participate in advisory committees.|Vista Charter Middle School supports families through the use of parent conferences in order for families to collaborate with teachers to get updates on student progress. Additionally, we work very hard to get parents to use technology to get updates on student progress. On focus area for improvement is in supporting families to understand and exercise their legal rights in order to advocate for their students. We hope to improve engagement of underrepresented families by hosting parent education opportunities for families.|Vista Charter Middle School has always valued parent involvement and engagement in their children's education and is committed to providing multiple opportunities to ensure that parents are active partners in our school community. We offer a wide range of activities such as monthly Coffee with the Principal, information workshops, and opportunities for school-home collaboration. Per our annual Parent Survey which is aligned to our LCAP, the majority of parents strongly agree that we are diligently working to meet LCAP goals. One strength is that families show up to the family engagement events we offer. One area of focus is getting parents to collaborate with teachers in the classroom and learn strategies to support students in the home. One way in which we want to improve the engagement of underrepresented families is by holding workshops for parents to better understand English Language Development and support their kids with reclassification.|4|5|4|4|4|4|5|4|4|4|4|4|2019-10-23|Met|2019 30103060137000|Vista Condor Global Academy|3|Vista Condor prides itself on being as transparent as possible and providing a sharing decision making structure that includes all stakeholders in relevant decisions. Each year, parents are elected and participate in School-Site Council and the School English Learner Advisory Committee. All parents are also invited to attend the monthly Coffee with the Principal which is highly attended, and there is an opportunity at each meeting for parents to provide feedback and input on applicable items. Finally, Vista Heritage has a Parent and Community Engagement Committee, along with a Council Committee, School Culture Committee, and Safety Committee, each of which parents are invited to participate in. However, parents rarely attend these meetings, even though the meeting notices are posted publicly on the school's calendar.|Vista provides multiple parent classes to partner with parents to support student learning as well as adult learning on aspects such as understanding their legal rights as parents. Also, the legal rights of parents of students with IEPs are communicated with before, during and after their child's IEP meeting. All Vista parents participate in multiple conferences throughout the year, including Back-to-School Night and Student-Led Conferences, which 100% of parents and students are encouraged and expected to attend.|Building relationships with families is one of the major strengths at Vista. All staff use TalkingPoints regularly as a two-way text translation application to communicate with families. Vista creates a very welcoming environment for all families to participate in school activities and all staff, including administrators are available to meet with parents, families, and community members.|4|5|5|5|4|4|5|3|5|3|4|4|2019-10-23|Met|2019 42693440000000|Vista del Mar Union|3|The district has initiated a District Advisory Committee which brings stakeholder groups together for input, as well as through community celebration and educational events.|The parents feel empowered to help make decisions and be involved in the school program through volunteering in the classrooms and special events. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called ParentSquare. Families of students with IEPs are provided with workshops through the SELPA and Special Education Consortium on how to support their students.|The parents feel empowered to help make decisions and be involved in the school program through volunteering in the classrooms and special events. To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called ParentSquare. This is our second year of implementation and the feedback has been very positive from the community.|5|5|5|5|5|4|5|4|4|3|3|5|2019-10-09|Met|2019 30103060132613|Vista Heritage Global Academy|3|Vista Heritage prides itself on being as transparent as possible and providing a sharing decision making structure that includes all stakeholders in relevant decisions. Each year, parents are elected and participate in School-Site Council and the School English Learner Advisory Committee. All parents are also invited to attend the monthly Coffee with the Principal which is highly attended, and there is an opportunity at each meeting for parents to provide feedback and input on applicable items. Finally, Vista Heritage has a Parent and Community Engagement Committee, along with a Council Committee, School Culture Committee, and Safety Committee, each of which parents are invited to participate in. However, parents rarely attend these meetings, even though the meeting notices are posted publicly on the school's calendar.|Vista provides multiple parent classes to partner with parents to support student learning as well as adult learning on aspects such as understanding their legal rights as parents. Also, the legal rights of parents of students with IEPs are communicated with before, during and after their child's IEP meeting. All Vista parents participate in multiple conferences throughout the year, including Back-to-School Night and Student-Led Conferences, which 100% of parents and students are encouraged and expected to attend.|Building relationships with families is one of the major strengths at Vista. All staff use TalkingPoints regularly as a two-way text translation application to communicate with families. Vista creates a very welcoming environment for all families to participate in school activities and all staff, including administrators are available to meet with parents, families, and community members.|4|5|4|5|4|4|4|3|5|3|4|4|2019-10-23|Met|2019 19647330139089|Vista Horizon Global Academy|3|Vista Horizon Global Academy encourages parents and other stakeholders to be an active member of the school community through monthly Coffee with the Principal meetings, School Site Council and English Learner Advisory Committee meetings. Vista Horizon’s strength is in informing parents of meetings well in advance and in different modalities (i.e., flyers, phone calls and social media posts). Vista Horizon continues to work on communication with families whose language is other than English and Spanish by providing school literature and updates in the home language.|Vista Horizon Global Academy prides itself in providing all stakeholders with pertinent information regarding student learning and progress. Parents are updated on a regular and consistent basis and are always encouraged to speak with teachers with anything regarding the student. Vista Horizon continues to work on communication with families whose language is other than English and Spanish by providing school literature and updates in the home language.|Vista Horizon is in its first year of operation and is therefore at the initial implementation phase in all areas. Vista Horizon values the home-school relationship and works hard to create positive relationships with all families. The current strength of Vista Horizon is the 2-way communication between families and educators, specifically through the use of an online application where parents can send private messages to staff members and view it in their home language. Vista Horizon continues to work on communication with families whose language is other than English and Spanish by providing school literature in the home language.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-23|Met|2019 36677360136937|Vista Norte Public Charter|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 80% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, back to school, student recognition days, IEPs, 504 meetings, SST meetings and parent-teacher-student conferences. Focus group parents expressed that one area of focus for improvement is to get more parents involved in attending meetings where decisions are made. This can be done by providing opportunities for families and teachers to design and implement engagement activities. Providing high quality translations will continue to improve the engagement of underrepresented families. Inviting parents to participate in ELAC meetings and providing transportation and food could help with their sustained participation.|There were 610 parent-teacher-student conferences last year. Parents report that there is a lot of contact between parents and teachers and counselors. At events there is always a wide range of families representing the diversity of the school. Staff will continue to invite families and host community events like Open House, Fall Festival, Coffee with the Principal, and Senior Kickoff. One focus area for improvement to consider is for staff to engage more with students while at school and communicate strategies for families to help at home. When building relationships with families of underrepresented families the school can ensure that there are adequate translation services for Spanish speaking families.|One key strength was the results from our parent survey showed that 90% of the respondents felt either very connected, or extremely connected to the school. Parent outreach has greatly improved at the school and participation numbers increased this year. There were only a few parents participated in our parent meetings including PAC/ELAC committee on a consistent manner. Additionally, there were 81 parents attending conferences and open house last year. Parents reported that they have a respectful relationship with their students’ teachers and that they like the phone communication with the help of a translator. They receive a phone call each month. They all enjoy the Fall Festival and Awards Night events at school. One area to focus on is for the school to hold parent conferences twice per year and use a translator when needed. To improve engagement of underrepresented families, the school can utilize multiple communication modes like messaging app, regular phone calls, emails, monthly newsletter to help connect parents to the school events and student progress. The school can ensure that translation services continue to be utilized.|2|3|1|2|2|2|3|1|2|2|2|1|2019-10-15|Met|2019 07616630130930|Vista Oaks Charter|3|As an independent study charter school that supports homeschool families, Vista Oaks is committed to parent and family engagement and input. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Vista Oaks uses various methods for seeking parent input, such as K-8 Advisory Committee, High School Advisory Committee, School Site Council, and parent/guardian surveys. One resource Vista Oaks continues to improve are the parent/guardian workshops. Vista Oaks continues to work on improving participation and providing relevant topics to increase engagement. These align with the 2018-2019 LCAP and will be monitored by staff. In the electronic input surveys in Spring 2019, 94% of families reported that they are respected as an important part of the decision making for their child’s education and 98% believe that the school and staff care about the success of their children. 100% of staff reported that Vista Oaks promotes academic success for all students and 96% of students believe that the school is a supportive, warm learning environment. Staff also indicated that the school sees them as important partners, with 100% agreeing with the statement and 89% “strongly agreeing”. While the surveys help to inform staff of the school climate, participation needs to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when the survey becomes available and will provide access at one-on-one meetings.|Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. For example, the majority of staff attended a day of summer professional development that covered how to better understand CAASPP and NWEA MAP results and discuss best practices to inform instruction for classroom teachers and parent educators. One area that Vista Oaks is continually working on is to use a systematic approach in making the resources and supplemental instructional materials readily available and parent educator friendly once they receive the assessment results. Teachers are also required to participate in a minimum 10 hours of professional development each year and engage in various team meetings throughout the year that focus on school improvement, including stakeholder engagement and strategies to better instruction for underrepresented students. Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communication to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 parent workshops during the 2018-2019 school year. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including homeschool organization, a curriculum fair, writing, and instructional strategies. Also, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Vista Oaks’ academic counselor also held ten college and career activities in which parents were encouraged to attend as well. This goal aligns with the goals set in the LCAP and are frequently monitored by the staff. Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources.|Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other stakeholders through monthly one-on-one meetings, frequent phone calls/text messages and email, weekly newsletters which are written in English and Spanish, and a robust school website. Vista Oaks also uses a translator when needed for phone calls, school resources, and IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs. To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 parent workshops during the 2018-2019 school year. The attendance at these workshops increased significantly, with a total of over 250 parents/guardians attending compared to 200 the year before. In addition, the school held four School Site Council meetings, five Parent Advisory Committee Meetings, and four parent input meetings for students with disabilities. Staff members were effective at recruiting underrepresented families. Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals. However, Vista Oaks needs to improve the participation rate schoolwide to ensure that all members of the community have the opportunity to voice their opinions. To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.|5|5|5|5|5|5|4|5|5|4|4|5|2019-10-29|Met|2019 56105610109900|Vista Real Charter High|3|One key finding from the local survey was from parent responses. When asked if they felt that their school tries to get parents/guardians to be part of the decision-making process, more than 61% responded that they agreed and strongly agreed. The school holds parent engagement activities like PAC/ELAC, awards, student recognition days and parent-teacher-student conferences. At the January, 2019 PAC night 43 parents were surveyed to find out what parent education nights they were interested in attending in the coming school year. Parents were also asked if they would like to be on the committee to plan these events. Eight parents responded that they want to be included in planning the parent education nights. Parents reported that Vista Real does a good job at reaching out to various student/family groups and appreciate that there are translators available. Parents reported overwhelmingly that Vista Real does not involve them in the development or planning of events or policies. To correct this, Vista Real has developed parent group meetings that are not solely designed to discriminate information. Vista Real will continue to create steering committees that include parents of underrepresented families instead of only staff.|Parents reported that Vista Real has many opportunities to discuss as a partnership how to improve student outcomes, both ad hoc and systemized. One parent said that the teacher worked with her on how to improve her student’s grades and attendance. Another said that she and the teacher, Principal and counselor met with her student to create a plan together. Parents reported that Vista Real should strive to educate students and families on their rights with regard to FERPA and due process. Vista Real will improve engagement with regard to student rights by offering optional information sessions during PAC meetings and as well as at other opportunities. The school can improve in their engagement with underrepresented families by further educating families about how they can partner with the school, the administrators and the teachers to improve their student learning, progress and exercising of their legal rights.|Parent outreach has greatly improved at the school and participation numbers increased this year. 22 parents participated in our parent meetings including PAC/ELAC meeting last year. Additionally, there were 1289 parents attending conferences and awards last year. There are multiple activities that families are invited to attend like Holiday Activities, Adulting 101, Slam4life and LP awards. One key result from our parent survey showed that 91% of the respondents felt either very connected, or extremely connected to the school. One parent reported that, “The front desk staff is always smiling and helpful,” and another stated that, “the staff celebrates students for many things.” Parents in the focus group reported that Vista Real benefits from having multiple methods of communication for reaching out to students, parents and families. There is an inviting, welcoming environment that does not exclude. All staff are seen as available and willing to help. To improve engagement of underrepresented families, parents reported that Vista Real can benefit from increased two-way communication. The school currently has multiple opportunities for communication but this communication is often one sided in delivering information from the school, but not as interactive as it could be on all levels. One way to increase parent access would be to take advantage of the Parent Portal in PLS. Parents also stated they wanted to see grades online.|3|3|2|2|2|1|2|1|2|1|2|2|2019-10-21|Met|2019 37771560137323|Vista Springs Charter|3|The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at school and district level. We involve families in our WASC visits as well as in visits from out authorizers. We have established advisory groups and have created opportunities for parent input. Student centers host various parent-teacher events, provide parent courses (based on parent designated needs), and host monthly parent forums. We have a need to create additional opportunities for underrepresented groups. We will improve the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including ELAC and to collaborate with leadership for decision-making. We will increase our parent forums/town hall meetings and establish topics that will be geared toward underrepresented families and ensuring that they have a voice in decision-making. We will collaborate with our diversity task force to develop this plan.|Our pillars of personalized learning and core values are embedded in the school culture which support family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through inservices, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, and weekly updates and newsletters. Personalized learning goals for every student is established in partnership with their families so that students work on goals in the school and home setting. Student centers have open forums such as coffee with the principal, open house, email and newsletter communication in place to provide parent input and access to resources for home to school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given 2 time a year. Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers and leaders abilities to partner with families. We could be more intentional about the specific things that we want our teachers to do to improve partnerships with families. Our area of focus will be to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We have many bright spots across the schools where leaders are doing this quite well and we will access these leaders to share their best practices schoolwide.|One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all stakeholders. We believe it is essential to know the whole child. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, learning styles assessments, along with a variety of assessments to identify interests, strengths, and areas of need. We believe that every child must set their own goals and monitor those goals in order to be the driver of his or her own learning. We train staff to work with students on SMART goal setting and progress monitoring. Schoolwide we are focused on Professional Development for staff that strengthens their abilities to supporting students in setting their own goals and creating a personalized plan for each child. Our focus area will be to continue to help staff learn more about every student's whole family including cultures and languages and ensure that there are multiple opportunities for celebrating varied cultures traditions and rituals. Also, that we are developing multiple opportunities for families across programs to engage in the school community in a variety of ways such as math nights, parent education, and field trips and clearly communicating these opportunities to families. We have a Diversity Task Force in the third year of implementation whose focus is to ensure that we are all learning about and ensuring inclusive environments where all students are celebrated and included. This task force will support our development in the areas of need as we strive to strengthen the entire school community and improve the engagement of underrepresented families.|5|4|4|4|4|4|5|4|3|3|4|4|2019-12-12|Met|2019 37684520000000|Vista Unified|3|Vista Unified prides itself as not only an educational leader but also as an educational partner with family and community. From Shared Governance Committees (SGC) at the site level to annual community forums at the district level, Vista Unified seeks and engages with the community in decision-making. Vista Unified schools have used SGCs as sites determine critical issues such as allocation of resources and enhancing community engagement. Vista Unified supports a multitude of parent groups such as DELAC, ELAC and others. Community forums and committees help guide the district in establishing a policy around magnet schools but also request input on the district’s Local Control Accountability Plan (LCAP). Business as usual for Vista Unified is decision-making with its family and community partners. By incorporating the learning, experiences, and enthusiasm of the community, family, district staff, and students, Vista Unified is ready to meet the challenges of providing each student with a 21st Century education.|Vista Unified continues to strive towards building strong relationships with parents and community through community forums, committees, and workshops. In addition to the FACE network, Vista Unified has embarked on P-3 Initiative (Prenatal through 3rd grade). This initiative not only incorporates community organizations to support parents in the earliest stages of life it also created the Jump Start program to accelerate student growth as they begin Kindergarten. Vista Unified has always engaged the parents and community in a multitude of community outreach programs and it continues to provide professional development to increase capacity at school sites to support school-family partnerships. Our special education department leads our district in providing parent workshops and training to support parent advocacy. These examples are but a few of the instances of initiatives and committees that engage parent and community and work to provide for a cohesive unit of school, family, and community that seeks to educate our students in a 21st Century world.|Vista Unified has developed, implemented, and supported a Family And Community Engagement (FACE) network for several years. The FACE network not only works to support parent and community engagement at school sites but also hosts extremely successful community events. It hosts a Dia de Los Muertos event in the fall and a school and community fair in the spring. Vista Unified continues to support the FACE network and in the 2019-2020 school year increased staffing to provide even greater support to parents and community. Both through anecdotal evidence, gathered at sites and community events, as well as parent survey results, the FACE network is indeed encouraging and supporting parent engagement in Vista Unified.|5|5|5|5|3|5|5|5|5|5|5|5|2019-10-17|Met|2019 37768516113468|Vivian Banks Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 43694500113662|Voices College-Bound Language Academy|3|In addition to parent workshops, Voices Franklin McKinley has Cafecitos, coffee with the principal, ELAC, and Parent Leadership Meetings, where families have a platform to provide comments/feedback on the LEA. In addition, there is an annual parent culture and climate survey, that ask questions on staff effectiveness, facilities, communication, and academics. A focus area is to continue growing these engagement opportunities and reaching out to more families.|Voices Franklin McKinley provides various opportunities for parents to engage and learn about ways to support their students. Parent workshops have been provided on ELA, math and guided reading, giving parents the tools to support students at home, along with understanding social media. Recently, there has been parent leadership meetings held by our parent organizers, teaching them about the charter climate and advocating for their students. A focus area is to continue seeking partnerships within the community to build up student outcomes and parent engagement.|Voices Franklin McKinley staff is bilingual and approachable, creating a welcoming environment for families. All materials and information are sent out in both English and Spanish via weekly folders, flyers, robocalls etc. With recent turnover at the school, Voices Franklin McKinley staff will continue working towards rebuilding relationships with parents and families via communication, parent workshops and engagement opportunities.|2|2|2|3|3|3|4|3|3|3|3|2|2019-11-01|Met|2019 43104390131748|Voices College-Bound Language Academy at Morgan Hill|3|In addition to parent workshops, Voices Morgan Hill has Cafecitos, coffee with the principal, ELAC, and Parent Leadership Meetings, where families have a platform to provide comments/feedback on the LEA. There is Initial 6 Week of School Culture Survey as well as an annual parent culture and climate survey, that ask questions on staff effectiveness, facilities, communication, and academics. A focus area is to continue growing these parent meetings/group and reaching a larger audience.|Voices Morgan Hill has provided several parent workshops to families, providing them the tools to support students at home with math and ELA. In addition, Voices Morgan Hill has partnered with Galvin College, our local community college, and provided parents the opportunity to attend ESL classes. A focus area would be to continue growing these workshops/parent engagement opportunities by reaching more parents. Voices Morgan Hill will persist in using various ways to notify parents of upcoming events; robocall, weekly folders, flyers, etc.|The staff and school leadership make parents feel very welcomed at Voices Morgan Hill. According to our annual parent climate and culture survey, 99% of parents said they felt welcomed in their children’s classroom, and Voices Morgan Hill has a positive school environment. Voices Morgan Hill will continue to strive for better communication with parents by providing materials in both English and Spanish, and giving parents different platforms to communicate; email, parent meetings, and one-on-ones.|4|4|5|4|3|4|3|4|3|3|4|4|2019-11-01|Met|2019 43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|3|In addition to parent workshops and parent meetings, Voices Mount Pleasant does an annual parent culture and climate survey, that ask questions on staff effectiveness, facilities, communication, and academics. A focus area is to continue growing these parent engagement opportunities and reaching a larger audience.|The current strength of Voices Mount Pleasant is having constant opportunities for parents to communicate with teachers, staff, and principal, this is through multiple opportunities offered by the school. These opportunities are coffee with the principal, ELAC, and parent meetings. A focus area to improve on is providing professional support for both teachers and parents to work together towards a topic.|Voices Mount Pleasant makes all meetings accessible to parents by hosting meetings in both English and Spanish, as well as the majority of the staff is bilingual. There are also several opportunities provided to parents to participate in; Cafecitos, parent leadership meetings, parenting classes and office hours for 1-1 meetings with school staff. Voices Mount Pleasant will continue to focus on ways to communicate these engagement opportunities with parents.|4|3|4|4|3|3|3|4|3|3|4|4|2019-11-01|Met|2019 07617960136903|Voices College-Bound Language Academy at West Contra Costa County|3|Currently, Voices West Contra Costa has ELAC meetings as the main vehicle for parent engagement on our campus. Parents have asked for Cafecitos (general parent meetings) and workshops. There are additional meetings on charter or other political issues that are not led by the principal. A focus area is to have support in increasing parent engagement activities for all students, as the ELAC meetings focus on English Learners.|In 2018-19, Voices West Contra Costa held ELAC and parent workshops for ELA and math, providing parents with tools on how to support their students at home with these subjects. With this being our second year open, Voices West Contra Costa will continue to build up and strengthen those parent meetings and workshops by using surveys and feedback.|Voices West Contra Costa makes all parent meetings accessible to parents by presenting in both English and Spanish, as well as the majority of the staff is bilingual. Parents also receive information in both Spanish and English through flyers, weekly folders, robo calls etc. In addition, parents have addressed the school staff as being very welcoming and having a positive environment (100% of parents reported this on our annual culture and climate survey). Voices West Contra Costa will continue to focus on finding ways to communicate and engage with parents through academic parent workshops and coffee chats with principal.|2|3|3|2|3|3|4|3|3|3|3|3|2019-11-01|Met|2019 19647330137521|Vox Collegiate of Los Angeles|3|Vox Collegiate hosts monthly engagement events in addition to school site council and English Learner Advisory Council. The school is working towards improving attendance at council events to increase family participation in school policy making.|Vox Collegiate provides weekly updates on student academic and behavioral performance. Rather than grades being mailed or distributed to students, families are invited into the school so that student grades are presented through a conversation and dialogue about growth and achievement and not through an impersonal report. Vox Collegiate continues to make learning more accessible at home for families through the use of online learning platforms aligned to CCSS.|Vox Collegiate is open to families and often engages them in communication on progress of their students. Additionally, parents are able to access real time behavior data, tracking positive and negative performance within the classroom and communicate with school staff about it. The school hosts monthly family events and all communication (in-person or sent home with students) is translated into the home languages of students' families.|4|4|3|4|4|4|4|4|3|3|3|3|2019-07-16|Met|2019 10767781030774|W.E.B. DuBois Public Charter|3|Parent Involvement is essential to the progress of the children at the W.E.B. DuBois Public Charter Schools and is area of need. Parent involvement is most effective through school and family partnerships. At W.E.B. DuBois parents are a part of our family of educators. Our staff will serves as a liaison between school and home in addition to providing counseling resources for parents to utilize. All parents are asked to take part in their children’s education by volunteering, serving on committees, attending parent conferences, trainings, and providing assistance with school activities. Parents are a large part of the shared decision making process by participating in the school’s Parent Advisory Committee, School Site Council, DELAC and ELAC and the school’s Governing Board. Parents are able to view student grades via internet accessibility. Each parent upon enrollment has signed a Parent Compact that outlines the responsibilities of the school, parent and students. Each parent that has a student enrolled at W.E.B. DuBois will have a Parent Compact. The Parent Compact is used as an agreement between all stakeholders to better serve the child. Parent Surveys and Evaluations- are issued to each parent annually in order to give parents the opportunity to provide input into the schools program and services. Parent survey data has been used to evaluate and make modifications within the schools educational programming. In addition, the data is used to determine what services are valuable and meets the students’ needs of our students. Parents are also included in our shared governance system through joint agreement of the Title 1 Parent and Family Engagement Policies and activities.|W.E.B. DuBois continuously makes a concentrated effort to maximize parent involvement and participation in the EL program. W.E.B. DuBois has established a District English Learner Advisory Committee (“DELAC”). The DELAC serves as a committee formed by the Agape’ Board of Directors to provide opportunities for parents to assist the Board and school administration in making effective program decisions in the English Learner program. The DELAC team consists of school administrators, teachers, parents or guardians of English Learners, and parents or guardians of native English-speaking students. The majority and most influential members on the DELAC committee are the parents of English Learners. DELAC member responsibilities include but are not limited to: • Contribute to, review, and evaluate implementation of the W.E.B. DuBois Local Education Agency (LEA) plan; • Contribute to, review, and evaluate school program, goals, and objectives for programs and services for English Learners; • Contribute to, review, and evaluate annual Language Census Reports; School staff reports student assessment performance information, parent rights and responsibilities, and English Learner student rights and responsibilities to DELAC members in quarterly meetings in addition to sharing best practices and strategies for English Language Learners that can be used in school and at home.|Historical data shows that parent attendance at school functions is a area in need of improvement. A need to rebuild our parent and community base is critical to improving and achieving academic goals. Our goal is Parent participation will increase by 5% each year in the total parent involvement activities i.e. Parent Advisory Council, ELAC, Volunteer activities and Stakeholder input and survey Initiatives. This goal will be monitored and reassessed on an ongoing basis (weekly, by learning period, and annually). We will evaluate through surveys and attendance by parents in activities and meeting and also phone meetings. Several strategies were implemented to increase parent attendance at school events. • Student Support Counselors communicated by personal phone calls and school messenger. • Support staff made personal calls to notify parents and guardians of upcoming events and encouraged parent participation. • Utilization of newsletter and social media • Subscriptions to School Messenger were used to send automated calls to parents about parent meetings, school events, general school announcements. This provided opportunities for feedback. • Food and incentives for parent participation. • Child Care- Movie nights and activities. • Established a parent workshop classes to promote our mission. • Established a Parent PTA Club at specific site locations upon parent request • Parents are informed of all school activities through Student Support Counselors, Career Services Coordinators, Guidance Counselors, Administration. We have also provided opportunities for parents to participate in Assemblies, Career Days, literacy Night, and job fairs.|4|5|4|4|4|4|5|4|4|4|5|4|2019-10-28|Met|2019 11101160124909|Walden Academy|3|Parents are involved in the Walden Academy Planning Committee which is analyzing the growth potential for the school as well as a possible long term site. Parent input is sought at all Walden Academy Board of Directors meetings. Parent opinion on any agenda items or non agenda items is welcome. Parent input is always welcome with the classroom teachers and the school administration. Due to the newness of our school, we are in the beginning phases of establishing a School Site Council. We have established the SSC, but are in the beginning phases of making it a useful tool to guide decision making in certain areas. This is an area of continued focus in the year ahead. I addition, the coming year has multiple opportunities planned for parent involvement. Extra attention will be given to reaching out to underrepresented groups in the school community. Evaluation tools for effectiveness will be built into each event. As of this time, there are no work groups planned for members of each stakeholder group to work in committee fashion to plan, design, implement and evaluate family engagement activities. It will be added to items to implement during this school year.|As stated earlier, Walden Academy’s foundation is built on the partnership between home and school. Each classroom has an established method of school to home communication on a weekly basis. The school utilizes Yellow Folders sent home weekly with a variety of information on strategies parents can use to further support their child’s academic success and social-emotional health. We include community resources and events too. We use a social media platform called Parent Square. This is used by parents and staff to communicate a number of things. Teachers use it to communicate student success with parents, share assignments, and post parent support information. Time is spent during collaboration time to discuss ways to effectively partner with the families of our students. Our staff believes in this partnership and is creative in finding myriad ways to foster this partnership.|Walden Academy was founded on the belief that a partnership between school and home was the foundation for student success. Parents and community members have been and currently are welcome in every facet of the school day. Parents assist in the classroom, on the playground, in the office, with repairs on campus, at home with project preparation, with fundraising, on the school board, as Parent-Teacher-Club members, on School Site Council, and many more areas. On average, we log over 4,000 hours each year for volunteers. We open our classrooms before the school year to invite parents and students to look at new classrooms, meet and greet staff, and help teachers and families get to know one another. Teachers send home questionnaires to assist in getting to know our students and their families better. Teachers meet with every family to discuss student progress and a plan to assist students in areas of need. Parent and community input is sought multiple times each month through attendance at open school board meetings, PTC (Parent-Teacher-Club) meetings, planning committee meetings and school site council. We actively seek parent and student feedback through surveys sent out at least twice each year. Those results are used to improve many facets of the school experience for all stakeholders. We reach out to underrepresented families in a variety of ways. We have multiple bilingual staff members to assist in communication with our Spanish speaking families. We have a school to home communication folder each week with educational and community information in English and Spanish. In addition, we share community resources with low-socioeconomic families.|4|4|4|4|4|4|4|4|2|2|2|3|2019-10-28|Met|2019 19647330100750|Wallis Annenberg High|3|In the LCAP Stakeholder Survey, which is a very comprehensive survey, staff, students and parents are provided the opportunity to give input in school and district decision making. Last year, the report showed that Wallis Annenberg High School seeks input from parents and provides a voice to parents on site issues and initiatives. This survey provides the school with the most efficient way of collecting and maintaining data and input. As most of our parent population speak Spanish, this also provides parents with a comfortable way of expressing their thoughts and ideas. Parents are also involved on the SSC and ELAC committee's where school programs and policies are discussed. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|The school provides opportunities for families to meet with teachers at least twice a year during teacher led and student-led conferences. This time provides families with information and resources to support student learning and development in the home. Parents are also involved on SSC and ELAC committee's where school programs and policies are discussed. The parent liaison will also be receiving additional support with the added hire of a parent coordinator. The parent coordinator will be responsible for providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. To improve engagement of underrepresented families, the LEA is currently working with the Governing Board to create a "School as a Whole, Parent Advisory Committee" - SAW PAC.|Surveys are distributed, collected, reviewed and analyzed at least 3 times a year around school climate, facilities, program effectiveness, and parent involvement/engagement. Parents are provided various opportunities to participate, provide input, and get involved with the school - opportunities include Coffee with the Principal, monthly parent meetings, school site council meetings, English Learner Advisory meetings, Safety committee meetings, wellness committee meetings, and parent/teacher conferences. Robo calls are made on a regular basis and a parent newsletter is distributed to students, staff and parents on a weekly basis. To improve the engagement of underserved families, we would like to create an additional parent committee that works with our Governing Board, to ensure that parent voices are heard on all levels within the organization.|3|4|3|4|3|5|5|3|5|5|4|4|2019-10-24|Met|2019 07618120000000|Walnut Creek Elementary|3|WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent education nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and on-going engagement provides progress in this area. Our Youth Truth Survey found that 58% of elementary families and 48% of our middle school families gave a positive rating to "feeling empowered to play a meaningful role in decision-making at their schools". This data inspires us to continue to provide avenues to increase parent participation, especially directed towards increasing the representation of any of our underrepresented groups in the school community.|WCSD’s strength in this area is our progress in supporting families to understand and exercise their legal rights. Our parent portal enables us to ensure that all parents receive these notifications upon enrollment. Additionally, our site administrators attend all Student Study Team and Individual Education Plan meetings to communicate with parents regarding their rights. We also provide a strong home to school connection through the learning resource tab on our district & site webpages. Parents can access resources to support our math program, Dreambox Mathematics, and online databases. Our focus area for improvement is implementing policies & programs for teachers to meet with families and students to discuss student progress. The 2019 Family Youth Truth Survey asked our families to rate their satisfaction with receiving regular feedback about their child. 67% of the elementary families and 59% of the middle school families gave a positive rating. This year we have convened a Parent-Teacher Conference committee to study best practices and make recommendations for improvements.|WCSD’s Youth Truth Family survey data shows that an area of strength is creating welcoming environments for all families in the community. 90% of Elementary Families and 75% of middle school families gave a positive rating on this question. An area for improvement is engaging in 2-way communication between families and educators. Our Youth Truth Survey data shows our Communication and Feedback summary measure to be in the 35th percentile at the elementary level and 22nd percentile with the middle school families. We will continue to hold regular PTA/PTO family events, ELAC, principal coffee chats, and parent education events with a focus on engaging with underrepresented families. This year, we have updated our district, school, and teacher websites. These sites also include regular newsletters in order to communicate regular information about student learning.|4|3|3|2|3|3|2|4|4|3|3|3|2019-10-14|Met|2019 19734600000000|Walnut Valley Unified|3|To ensure input in decision making, WVUSD conducts a local survey every year. During the 2018-2019 school year, the Walnut Valley Unified School District administered a local survey to parents in grades Transitional Kindergarten through 12th grade. The purpose of the survey was to capture parent perceptions around parent involvement, participation, and opportunities for active decision-making. The survey was taken by 1,036 parents. The survey was offered in various languages, including English, Mandarin, Korean, and Spanish. The following results were found: (1) 91% of survey respondents agreed or strongly agreed that parents are actively involved in their student’s education and have opportunities to be decision makers across the district. (2) 93% of survey respondents agreed or strongly agreed that schools effectively communicate to parents through a variety of means, and promote parental participation. (3) The District determined that this local survey provided the most effective means to capture parent perceptions about their participation and opportunities for active decision-making. The survey findings were validated in a variety of focus group meetings involving parents, including meetings with the LCAP Advisory Council, DELAC, and Coordinating Council. The LCAP Advisory Council reflects all stakeholder groups, and their analysis of the survey results made clear that many parents indicated that "parent involvement and engagement" was working well in Walnut Valley. A focus area for improvement will continue to be offering parent training in a variety of languages and offering parenting classes for families that are new to the country.|As a continued area of focus, Walnut Valley Unified supports teachers and administrators as they work to build their school’s capacity to partner with families. One unique way WVUSD ensures teachers and administrators are supported is through the District’s Social and Emotional SEL Council. The Council consists of 70 members representing all school sites throughout WVUSD. The vision of the Council is for students to be “Walnut Well”: Socially aware, emotionally secure, and learning joyfully. The SEL Council’s strength is the cross collaboration between schools. Teachers, counselors, and administrators are able to share resources, ideas, and create forums to support each other as they build their capacities together in a safe and conducive learning environment. Every school throughout WVUSD participates in at least five parent nights where parents leave with information and resources to support student learning at home. Some examples of this are: College Prep Nights, FAFSA Information nights, Literacy Nights, Math Nights, and added most recently Technology Nights, and Social/Emotional Well-Being Nights. In a survey given to over 600 parents of underrepresented students, 91% stated that they are encouraged to become involved in their child’s school by ways of communication via the teacher or principal, classroom visits, volunteering opportunities, and other family activities. 90% of parents stated that the parent education meetings that they attended were meaningful and helpful. Teachers meet with families at minimum oncer per year; underrepresented parents, such as parents of English learners, or parents of unduplicated students are personally invited at minimum three times per year to attend ELAC meetings, and other parent education classes. These forums offer a platform to discuss student progress and collaboration to support improved student outcomes. An area for continued growth is to continue to research alternative means to reach all families. There are always opportunities for growth and ways to capture the attention of families that cannot attend a face to face meeting. WVUSD is committed to increase offerings in a creative format so that parents can participate in building partnerships for student outcomes even when they cannot attend physically. Other formats may include conference calls, WebEx meetings, online resources, podcasts, and “Ted-Talk” style presentations.|Reflected in our Local Control and Accountability Plan (LCAP) is a commitment to build relationships between school staff and families in Walnut Valley. These relationships serve to build an active partnership for student outcomes. Parent Engagement is an important goal within the LCAP, Goal 3. Some of our proudest highlights are: the Parent Leadership Seminar, Coordinating Council, Community Clubs, the Third Annual Parent Symposium where over 500 parents attended, increased attendance in ELAC meetings, continued educational opportunities in DELAC, and an increased amount of parent night offerings for unduplicated students. To support staff in learning about each family’s strengths, cultures, languages and goals for their children, WVUSD has established a Diversity Think Tank comprised of administrators, teachers, students, counselors, parents, and community stakeholders. The vision of the Diversity Think Tank is to ensure schools and staff members develop a cultural awareness of each other and their students and families, refine strategies to narrow the achievement gap specifically within subgroups, support all students with access to a broad range of courses, and become a resource for the community. A focus area for improvement includes conducting parent offerings at various times of the day to ensure that all parents can attend meetings, providing alternative resources, such as online resources and translation to make involvement more accessible to all families.|5|4|3|3|4|5|4|3|5|4|4|5|2019-10-16|Met|2019 37754160000000|Warner Unified|3||||4|5|3|4|4|4|4|4|4|4|4|4|2019-10-17|Met|2019 15638420000000|Wasco Union Elementary|3|Input from parents in the decision-making process has increased at a steady rate since the initial rollout of the LCFF/LCAP stakeholder engagement process. On average, there has been an 80% increase in parents that attend District Advisory Committee (DAC) meetings and District English Langauge Advisory Committee (DELAC) meetings. Schools report similar increases in parent participation in advisory meetings. The district conducts an annual training session for all members of a school's site council and EL advisory committees. Parents are trained on the best strategies to advocate for children and engage with administrators in these processes. Parent participation at district "Parent University" offerings remains popular with parents. Parent sign-in logs demonstrate increased participation at such parent events at all schools. Additionally, each school site conducts social activities unrelated to academics to welcome parents on campus to bring families together as a community. In an effort to reach out to parents of unduplicated subgroups, a school parent liaison is employed at each school to specifically reach out to these parents to offer personal invitations and communication regarding school programs and student progress. A school counselor is available at every school as well to deal with the unique social and emotional needs of students. Academic deans at the middle schools supplement the work of the school counselor to help build a full understanding of the skills necessary find success in higher education. As an essential part of this outreach, parents are encouraged to provide input regarding school programs and services to meet the needs of their children. This data is collected and reviewed at the school site and passed to the district to be compiled in a comprehensive planning and evaluation process conducted by the LCAP Parent Advisory Committee. Comprehensive parent and student surveys, comments, and suggestions are reviewed by the committee, including results of comprehensive student and parent surveys. The LCAP Parent Advisory Committee evaluates and revises LCAP and Federal Program funded activities as necessary. The committee votes to approve all LCAP actions before the document is advanced to the board of trustees. As the district transitions to online parent communication systems, it is anticipated that critical input from parents regarding policies and programs will increase as nearly 90% or more of parents report they access online information primarily from mobile devices. Student grades, progress reports, and other school documents are all now available online, and the district is exploring ways to increase these options to have timely information about their child and his or her academic progress. The district intends to increase parent input in future planning opportunities to ensure all efforts by the district to increase family engagement are valuable to both parties.|After reviewing attendance data, achievement data, disciplinary data, and other local measures, the district has identified the parents from the following subgroups as key stakeholders to assist the district in driving its improvement efforts. -English Learners -Low Socioeconomic -Hispanic -African American -Special Education These unduplicated student subgroups are persistently lower in the district and across Kern County as measured by state and local indicators, making them a priority for LCFF and LCAP funded actions. The district provides supplemental services to subgroups to build partnerships between the school and home. English Learners: Title III and Title IV funds are leveraged along with LCAP actions to offer English Learner Student Coaches at the two elementary schools most impacted by the EL subgroup. These full time certificated teachers target students at risk of becoming Long Term English Learners and provide support directly to families to assist in the early acquisition of the English language. Low Socioeconomic: With 90% SED and schoolwide Title I status at most schools in the district, poverty is the most significant barrier to student success in the region. Funds directed at this subgroup mostly focus on early literacy in the elementary and timely interventions in the intermediate and secondary grades. Programs and staff are in place to help teach parents how to build routines at home to nurture the growth of young minds. "Parent University" classes are held across all school sites throughout the school year for this purpose. Hispanic: The Latino Family Literacy Program is strategically implemented in the district and heavily focuses on Hispanic Immigrants to provide classes for supporting strong academics in the parents' home language. All parents are invited to attend, and the program has expanded across the district as the need arises. African American: In the fall of 2018, the district launched the African American Mentor Program and personally invited the parents of African American students to come together and discuss their unique needs. The district provides math intervention to the specific data identified families that became a part of that team. As one of the most successful examples of how the district is building partnerships with the community, local churches and businesses operated by persons of color are involved in getting the word out to this community to foster increased involvement at the schools. Special Education: Data demonstrates the need for increased service to special education students through LCAP targeted dollars. Beyond just compliance with timelines, there is a need to make sure that teachers working with this subgroup are trained and prepared to differentiate instruction for students with specific disabilities and to ensure appropriate access to the full academic program in the district. Increased services are provided using a program specialist for special education.|The Wasco Union School District recognizes that healthy family relationships are essential for a school and district to drive instructional change and academic achievement. Several programs and district initiatives are in place through LCFF and LCAP funded actions to focus on successful home-school relationships. Many of the actions of Goal Four of the district LCAP specifically focus on family outreach. These actions are in place as a result of family surveys and meetings from public comments that stressed increased attention to home-school communication. The district's LCAP stakeholder input meetings and surveys are a critical element of the discovery process each year. This process allows WUESD to determine the effectiveness of its programs and the attitudes and opinions of the district by parents, students, staff, and community. Results from critical questions regarding parent participation from the January 2019 LCAP parent survey are measured against the responses of the most recent study conducted in the winter of 2018. The reactions are as follows: 1. The school actively seeks parent input into decisions related to their child's education. Overall District - 83% Agree or Strongly Agree (An increase of 1% over 2018) 2. Parents are invited to help plan, implement, and evaluate instructional materials, strategies, and programs. Overall District - 84% Agree or Strongly Agree (An increase of 3% over 2018) 3. Parents have enough opportunities to take part in decisions related to their child's education. Overall District - 85% Agree or Strongly Disagree - (A decrease of 1% from 2018) The survey provided to parents offers each school in the district its snapshot of parent perception on many other topics as well. The following questions are among others asked of parents each year. a. My child/children look forward to attending school each day. (94% Agree/Strongly Agree - A decrease of 1%) b. Common Core State Standards are being implemented within the district for all students, including English Language Learners, students with disabilities, and those who are gifted. - 80% Agree/Strongly Agree - (An increase of 4%) c. The English Learner program is helping English Learners to learn English as quickly as possible. - 79% Agree/Strongly Agree - (An increase of 8%) d. The district provides high-quality education for students. - 91% Agree/Strongly Agree - (No Change from 2018) The district's growth mindset looks to continue to improve parent communication in the coming school year. Improvement will come from better coordination of services in place for home-school relationships. - Counselors in all schools - Academic Deans at middle schools - EL Student Coaches and Parent Outreach Teachers - Parent Liaisons in every school office - Increased online presence and student information portals - Increased home-school communication translated in home languages - Parent mentorship programs for unduplicated subgroups - Enhanced translation services|4|3|4|4|3|3|4|3|4|4|4|3|2019-10-08|Met|2019 15638590000000|Wasco Union High|3|The District’s strengths in Seeking Input for Decision Making includes multiple opportunities for all families to provide input on policies and programs, including advisory groups. The many opportunities to provide input on policies and programs come from the LCAP stakeholder engagement process and Advisory Meetings that include CTE and English Learners. A focus area of improvement includes increasing the opportunities for families, teachers, principals, and district administrators to evaluate family engagement activities at school and district levels. Providing more opportunities to evaluate family engagement activities will provide the input needed from parents and families to make adjustments to current activities and improve the overall process of seeking input for decision making.|The District’s strengths in Building Partnerships for Student Outcomes include providing families with information and resources to support student learning and development in the home. Communication with parents and families occurs from multiple sources and recent progress in this area has expanded communication strategies to include email and text, including English to Spanish text translation. A focus area of improvement includes increasing the professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Increasing professional learning and support in this area will improve the school’s capacity to partner with families because teachers and principals will become more knowledgeable about how to communicate with families and improve strategies in partnering with families to improve student outcomes.|The District’s strengths in Building Relationships include the creation of a welcoming environment for all families in the community. The progress made in this area stems from small group “table discussions” of the LCAP stakeholder engagement process and the way in which parents and the community are addressed when entering the campus of both sites. A focus area of improvement includes increasing the use of language that is understandable and accessible to families during meetings that involve communication between families and educators. Making language more understandable and accessible will improve the engagement of underrepresented families by reducing the barriers created when educators speak with too many acronyms and educational jargon that is not often recognized by underrepresented families and the community.|4|4|4|3|3|4|3|4|4|4|4|3|2019-10-10|Met|2019 10625130000000|Washington Colony Elementary|3|Current LEA's Strengths and Progress: o Administrators and staff participate in School Site Council meetings o Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, DAC) o LCAP Input Meetings for all stakeholders in the spring o Grade 8 Parent meetings o LCAP Input surveys sent home and posted on the school website o LCAP Input meetings for All stakeholders o Instructional Leadership Meetings o SSC, DAC, and DELAC meetings LEA's Area of Improvement: Increase the opportunities for all families in order to provide input to the school on Policies and programs, implementing strategies to reach and seek input from any under represented groups in the school community. o Beginning development for providing parents with opportunities to give input on policies and programs during SSC and D/ELAC meetings|Current LEA's Strengths and Progress: o Parent Portal o AR – books and reading logs for independent reading o Parent Liaison – home visits to support attendance and target chronic absenteeism o Homework expectations and schedules sent home o Parenting Partners o Parent Training Workshops o School’s new website o Electronic Marquee (in progress)o SSTs, IEPs, Wellness Plans o Parent-Teacher Conferences o Teacher availability, in-person, by telephone, or email o D/ELAC topics include Uniform Complaint Procedures o Parental Rights provided at IEPs o Parent-Student Handbook and Parent Rights packet sent home LEA's Area of Improvement: Increase the Professional development provided for teachers and staff to build awareness of parent committees and family engagement.|Washington Colony has established local measures to promote parent and family engagement participation in programs. These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education. Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education. In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth. Current LEA's Strengths and Progress: o Parent-Teacher Conferences o Inviting parents to school events (awards assemblies, Parent Advisories) o Family Nights (Art, Literacy, Math) o Back-to-School Night, Open House, Fall Carnival o Grandparents Day, Muffins with Mom, Donuts with Dad o Father-Daughter Dance, Mother-Son Dance o Ice Cream Social for Student-of-the-Year and Triple-A Awards o English Learner Reclassification Recognition o Translators provided at meetings and events o Parent advisories encourage active involvement to participate as a voice in their children’s education o Notifications, Invitations, Blackboard Connect for all events in English/Spanish o Refreshments provided at all parent meetings and events o Communication from school to home in English and Spanish o Bilingual office staff o Translators available for parent/teacher conferences LEA's Area of Improvement: Provide Additional PD for staff to learn more about each family’s strengths, cultures, languages, and goals for their children. o Increase Teacher Participation in family events (Family Literacy, Art, and Math Nights)|4|4|2|4|2|4|4|4|3|4|2|3|2019-10-08|Met|2019 10622406006720|Washington Elementary|3|In support of strengthening student academic achievement, each school site in the Kingsburg Elementary Charter School District develops jointly with, agree on with, and distribute to, parents a written parental involvement policy that contains information required by section 1118 of the Elementary and Secondary Education Act (ESEA) ( parental involvement policy). One of the district’s strengths are the many opportunities for parents to participate in their child’s education. Annual Title I Meeting School Site Council DELAC/ELAC (District) English Learner Advisory Committee Parent Clubs Parenting Workshops LCAP Parent Advisory Committee Booster Groups Parent Volunteers Back to School Night Open House Visual and Performing Arts Performances Athletic Events Field Trips Feria De Educacion The district's leadership team developed a survey to give parents a voice in their child’s education, as well as to measure the effectiveness of the LCAP actions and categorical programs. A strength in regards to parent input would be that 97% of the parents/families in our district completed the survey. Annual results were used to revise LCAP goals and actions. According to the district’s 2018-2019 Annual Parent Survey, 72% of the parents surveyed responded with Excellent or Above Average when asked if there were opportunities at school for parents to provide input regarding their student’s needs. An additional 24% of the parents surveyed responded with a rating of Average when asked the same question. When parents were asked to respond to a question regarding their opportunities to participate in the decision making process at their child’s school, 76% had a response of Excellent or Above Average and 22% had a response of Average. The annual parent survey was developed with input from the school community and with the LCFF state priorities as a focus. Each year the district leadership team, made up of all district administrators and teacher/academic coaches and support staff reflect on the survey and survey responses, and make changes for improvement, as needed. Although, the results of the survey were very positive, there is still a small percentage of the district’s parents who indicated a need for improved parent engagement, input and decision making opportunities. The district will continue to explore methods and opportunities for increased parent involvement.|The Kingsburg Elementary Charter School District recognizes the need to keep parents well informed about their child's progress, both academically and socially. Annual parent-teacher conferences extend the lines of communication between home and school and both groups work together to develop strategies that benefit every student. A strength in this process is the expectation that all teachers will meet with 100% of their students' parents, during parent conference week. The district schedules an early release day or minimum day schedule for one week in October to give teachers time to meet with parents. At the end of parent conference week, site administrators take a survey and review schedules to ensure the goal is met. There are times, although rare, when parents are unable to meet with their child's teacher during their scheduled conference date. When this occurs teachers are responsible for making contact with their parent by phone or email to ensure both parties are working together to support student achievement. Based on requests from parents during these conferences, on surveys and in parenting classes, there is interested and a need to provide parents with training on how to help their child with homework. Many parents of our English Learner students have also requested an adult ESL class. This would make it easier for them to communicate with their school community. To address these needs, the district will provide opportunities for parents to learn more about the state's mathematical practices and strategies to help their child with math homework. This will take place during the fall parent workshops. In addition, adult ESL will be offered during the spring of 2020.|All schools in the Kingsburg Elementary Charter School District have developed strong partnerships with the community it serves, where high expectations for academic standards, citizenship, community service, recreation, and traditional values are embraced and enveloped in the framework of a caring community. Parent involvement and participation in site and district advisory groups is challenging. While most sites’ school site council memberships continue to thrive, the English Language Advisory Committee and the District English Language Advisory Committees struggle for membership. The district will work with school sites and families to determine the barriers contributing to low attendance and participation and develop solutions to get more parents involved.|5|5|4|5|5|5|5|5|4|4|4|4|2019-10-14|Met|2019 57726940135939|Washington Middle College High|3|Similar to the previous section, this is a strength area for the school right now, because our enrollment is low. As we grow, guaranteeing that all stakeholders are represented will require more structured systems that can be maintained with our small staff. The charter requirement that we have an Advisory Committee and the involvement of Sacramento City College are pillars that we will be able to build these systems on.|The school's strengths in this area fall under the district's mantra of knowing our students "by name, by need." With a total enrollment of just over 100, teacher/parent communication is routine. As enrollment grows, however, it will be difficult to sustain this level of 1 to 1 communication and systems need to be put in place that will help maintain this level of contact and support.|WMCHS has a very collaborative enrollment process that ensures the whole family is involved with a student's choice to attend. Face to face interviews with students and parents help establish a personal, supportive communication path with school leaders. Through the school's Advisory Committee made up of staff, students, parents, and college representatives, planning and implementation of programs are reviewed and vetted. Opportunities for feedback are also solicited through monthly parent coffee mornings, regular newsletters (multi-language), and emails. One focus area is improving participation of dual-language families in our advisory process. While translated communications and interpreters are the norm, we are working on ways to help these families advocate for their students more easily.|4|5|3|4|4|4|5|4|4|4|4|3|2019-11-14|Met|2019 10767780000000|Washington Unified|3|In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and workgroup discussions. Washington Unified found that school sites regularly implement practices to engage families in advisory groups and with decision-making. Staff understand and are provided with tools to support families in this area. A focus area for the 2019-20 school year will be to identify and seek out underrepresented groups in the school community in an effort to gain input from these groups.|In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and workgroup discussions. Washington Unified found that it is in the beginning stages of implementing strategies to build partnerships for student outcomes. A focus area for improvement for the 2019-20 school year is to work with our families to evaluate the effectiveness of current practices. This will include reaching out to underrepresented families using multiple methods of communication.|Washington Unified is committed to building trusting and respectful relationships with families. The district intentionally and regularly builds staff capacity to build strong relationships and create a welcoming environment for all families in the community. In order to inform this rating, the following evidence was gathered and analyzed: Board policies, district and site family engagement policies, stakeholder surveys, and workgroup discussions. Washington Unified found that it is in the beginning stages of developing a systematic approach to supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. In order to improve the engagement of families, including underrepresented families, Washington Unified will develop a comprehensive plan for family engagement.|4|4|2|4|3|3|3|3|4|4|3|3|2019-10-09|Met|2019 57726940000000|Washington Unified|3|Washington Unified School District has done a very good job with being inclusive with our decision making process which includes our ELCA, DLAC, LCAP Parent Advisory, Surveys , Parent/Teacher Organization meetings. An area of improvement, where a plan is currently in place for the 2019-2020 school year, is to more closely align the site school councils to the LCAP process and other decision making to further engage our underrepresented families.|As mentioned previously, there needs to be a focus on engaging foster youth and students with disabilities families and support providers. However, we have engaged our families, especially our underrepresented families, with opportunities to be engaged with our schools and Washington Unified. The strategies employed are DLAC, ELAC, LCAP Parent Advisory, teacher-parent-student conferences, parent education nights that focus on the IEP process, school safety, academic rigor and post-secondary options as well as the intricacies in our school system.|Five years ago, Washington Unified School District invested in a Public Resource Officer (PIO). Our PIO distributes and receives vital information to our families and students. The PIO is engaged and has implemented a significant presence on a variety of social media platforms. All school sites have “Principal Coffee” events to receive input from our families as well as distributes school and district information as well as weekly newsletters. Furthermore, our schools are engaged in education nights for families to discuss state testing as well as standards-aligned common assessments Classified staff receives professional learning opportunities including Customer Service training. Our Superintendent and Cabinet members holds a variety of meetings to receive community input such as Parent/Teacher Organization coffee events, master facility planning meetings, LCAP Parent Advisory Committee, Curriculum Council meetings, Career Technical Education. Furthermore, we have outreach specialists and hole-school liaisons to further engage our community. Two partnerships will begin in 2019-2020 that will involve all staff members including support from our families: Positive Behavior Interventions and Support (PBIS) with the Yolo County Office of Education with support from the Placer County Office of Education and Transformative Justice in partnership with UC Davis’ Transformative Justice Center. Areas of improvement is supporting our foster youth and students with disabilities families and support providers. These areas will be a focus in our 2020-2023 Local Control Accountability Plan (LCAP). Moreover, a focus of our alternative education center is in the initial implementation stage to support family and student engagement. We continue to support our English Language Learner families by being inclusive in our district-wide and school committees and translation services.|4|4|3|4|5|4|4|4|5|5|4|4|2019-10-24|Met|2019 27662330000000|Washington Union Elementary|3|Parents serve as volunteers in the classroom and through the non-profit organizations Parents' Club and WUEF. They serve on School Site Councils, District Advisory Council, Strategic Planning and are invited to attend board meetings. Parents are encouraged to reach out to teachers, principals, and the superintendent in regards to policies, programs, and implementation strategies.|We are using ParentSquare to communicate more with families, but this is the first year, so we have yet to see and use all the features, but will continue to learn and grow in our use of this platform. The district has a strong SST and referral process for monitoring students who are struggling. Forms that are used are consistent between SST's, 504's, and IEP's, so that tracking students through the referral and intervention process is seamless. The district also purchased IXL, so students can practice language arts and math foundational skills at home to strengthen that base of knowledge for students.|The district has made great strides this year to increase parent communication and engagement. The counselor will provide monthly parent education seminars to help support the school home-connection and the district started using ParentSquare to increase communication between teachers and parents. We will continue to monitor parent feedback in regards to these programs to refine the process and find other ways to continue to engage parents in the coming years.|4|5|4|5|3|4|5|4|5|5|5|5|2019-10-09|Met|2019 50755720000000|Waterford Unified|3|Strengths and Progress: Parent involvement in SSC, DELAC, Ag Advisory, and Wellness committees Area for Improvement: Implementation and evaluation of family engagement activities Strategy for improving engagement: Investigate/explore ways to work together with stakeholders to plan, implement and evaluate.|Strengths and Progress: Parent conferences, RCN, Class Dojo, resources to support learning, 1:1 Chromebooks, active DELAC. Area for Improvement: Professional learning to support staff in partnering with families. Strategy for improving engagement: Investigate/explore partnering capacity|Strengths and Progress: Parental notifications in English & Spanish, district and site web pages, social media and App. Area for Improvement: Supporting staff to learn about our families. Strategy for improving engagement: Thoughtful support for teacher|2|3|2|3|1|3|4|2|4|3|3|1|2019-10-10|Met|2019 44697996119077|Watsonville Charter School of the Arts|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 44772480138909|Watsonville Prep|3|Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.|Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.|Navigator's focus on culture extends to students and families as well. Parents come to the daily morning message, attend monthly parent coffees (translated into Spanish), receive communication through the Parent Square app, attend parent conferences, and interact with the sites via social media. Parents have had meetings to discuss facilities and child care was provided. Navigator has overall organizational health as an area of focus and will be implementing stakeholder summits to talk with parents about areas of interest and / or concern.|5|5|3|5|3|4|4|4|5|4|4|3|2019-06-18|Met|2019 19647336114912|Watts Learning Center|3|Watts Learning Center Elementary School hosts a multitude of venues to seek input from families for decision-making which includes?: • Monthly parent/administrator meetings • Monthly parent council meetings • School Site Council (SSC) • English Language Advisory Committee (ELAC) • Annual Update & Development of the School’s LCAP • Parent surveys focused around the area of programs and student/parent needs The following are identified focus areas for improvement based on feedback from stakeholders (staff, parents, and students): • Continue to develop methods/strategies to increase Increased parental involvement across all student groups within our school community • Continue to administer an Annual Parent Survey to seek input and feedback.|Building partnerships to improve student outcomes are outlined in our school’s LCAP Goal #3. The following are the programs and/or systems that were in place and implemented in the 2018-19 school year to Build Partnerships for Student Outcomes: • Professional development for teachers and staff with a focus on parent/community support • Employed a full-time Parent Coordinator to serve as a liaison and point of contact for families • Parent Coordinator training focused on supporting families • Employed a full-time counselor • Parent-Teacher conferences took place twice during the academic school year • Progress Reports and parent conferences took place The following are identified focus areas for improvement based on feedback from stakeholders (staff, parents, and students): • Our school will investigate how to provide support to parents in understanding their legal rights • Our school will serve a polling place for the 2020 Presidential Elections|The following are programs that were implemented in the 2018-19 school year that focused on building relationships: • Center for Council Training and Practice – teachers and staff participate monthly in council • Staff Professional Development around the topics of family engagement • Cultural celebrations: Hispanic Heritage Month, Black History Month, Women’s Month, International Day Celebrations • Implementation of Parent Square for communication with our families • Monthly Parent Council Meetings • Coffee with the Principal • Monthly Parent Workshops around the topics of engagement, positive parenting, academic support at home For the 2019-20 school year, our identified focus areas for improvement based on stakeholder feedback are: • Increased opportunities for family engagement • Implementation of Parent University • Schoolwide expectation for weekly councils in each classroom • Increased opportunities for staff to collaborate|4|5|4|5|4|4|4|3|4|4|4|4|2019-09-12|Met|2019 19647330120527|Watts Learning Center Charter Middle|3|Watts Learning Center – Middle School seeks parent and staff input for decision making and engagement through the following methods: serving on the School Site Council (SSC), English Language Advisory Committee (ELAC) and DELAC where discussion takes place on schoolwide programs funded with federal funds, systems to support English Learners, and opportunities to engage in the annual update and/or provide input/feedback in the development of the school’s LCAP. Our school also administers an annual parent survey to gather input and feedback on school connectedness, safety, and gather data on parent needs. Annually, our leadership team reviews and analyzes survey data including the quality and validity of these platforms.|Watts Learning Center Middle School has systems, protocols and programs in place to ensure we continue to build partnerships and engage our stakeholders (staff, students, parents and community) that support the school’s mission, vision resulting in positive student outcomes. In the 2018-19 school year, our entire staff participated in professional development focused on improving schoolwide culture, climate and capacity building and partnering with families as outlined in LCAP Goal #3. This has resulted in a decline in chronic absenteeism rates. Our school established a board-approved attendance policy that was provided to all parents and students, and is also included in the student planners that outlines parents meet with school administrators to develop a personalized plan to improve student attendance, as this is critical for academic success. This process has resulted in improved attendance rates. Our staff meets with families whose child is struggling to develop individualized student support plans. Our school also implemented the College Student Planner, an essential tool and progress tracker that our families review and document on a weekly basis, communicating to the school their involvement in their child’s education. Workshops such as “transition to Middle School” were hosted to provide families with strategies to support their child academically, such as establishing effective study habits, creating work spaces, and having healthy conversations about college planning. A focus area for improvement will be to continue to support all families through workshops on how to advocate for their child(ren), including engagement of underrepresented families. Our school will also facilitate a comprehensive and gradual explanation of the college planner where all systems, structures, and expectations can be broken down, explained, and rationalized to create a unified voice with our Falcon parents. In addition, we will continue our campaign to improve literacy through strategies such as reading at home for students and as a family. Our school will also provide monthly book giveaways to encourage high schoolwide participation. Lastly, we will continue to improve targeted conferences that focus on individualized student supports and action steps that hold all stakeholders accountable to support student success.|Watts Learning Center Middle School has made significant progress in building and developing trusting and respectful relationships with our families. Our school implemented a parent communication tracker to monitor and ensure that teachers know and understand the importance of parent communication including face-to-face meetings. Our School Safety team participated in “customer service” training to ensure communication, professionalism, and connectedness take place. A “welcome and safety” station is located at the school entrance and an evening safety attendant that welcomes students and families daily. Our school staff strives to provide everyone a safe, clean, orderly learning and welcoming environment including a Parent Center to serve the needs of our community. Our staff also utilizes Parent Square app to communicate with families; in addition to flyers disseminated to families during morning drop-off; and afternoon pick-up. Our Back-to-School Event is an opportunity for families to meet school staff, teachers and administrators. Watts Learning Center – Middle School also recognizes students and our community through monthly Student of Month events, assemblies, schoolwide events and cultural celebrations (Hispanic Heritage Month, Black History Month, Women’s History Month, to name a few). Our school’s website has been re-designed to be user-friendly, provide resources, and updates about our school for current and prospective families and all materials are translated. A focus area for improvement is to continue these efforts and provide resources for families to be engaged, and involved in their child’s education and future. Our school will continue to provide parent workshops to ensure families are informed, and will regularly seek input in the design of future programs, workshops and resources that support our families. We will continue to seek and develop partnerships with community-based organizations and community members that support our school’s mission and vision; in order for our school to serve as a resource center for our families.|4|5|4|5|4|4|4|3|4|3|4|4|2019-09-12|Met|2019 49709950000000|Waugh Elementary|3|The District has built capacity of staff to effectively engage families in advisory groups, built capacity of engaging advisory groups in decision-making, provides all families with opportunities to provide input on policies and programs, and provides opportunities for stakeholders to collaborate at the school and district levels. The Waugh Invests in Student Excellence (WISE) Foundation is a parent driven organization which actively supports the District's music, art, library and technology programs. The Parent- Teacher Association (PTA) also supports a number of different initiatives and programs. The District's Site Council convenes, which includes parents, meets regularly. Our Bond Oversight Committee includes parent participation. During the 2018/2019 school year, parent participation in the technology committee also provided guidance on the District's technology plan.|The District takes active steps to build partnership capacity with families, provides families with resources to support student learning and development, meets with families to support student outcomes, and supports families to understand and exercise their legal rights and advocate for their student(s). Our parent-teacher conferences were very well attended again this year. Parent volunteerism in the classrooms also remained very high. Our teachers utilize web based programs for supplemental home instruction that parents can access. Our technology labs open before school to provide access to all students outside of normal hours. We have a process to identify our most at risk students and engage their families to access supplemental educational services, including after school programs. The District has robust multidisciplinary intervention teams which help facilitate parent involvement, including English Language Advisory Council (ELAC), Site Council, Individualized Education Plan (IEP) Teams, Student Study Teams (SST), and School Attendance Review Teams (SART). Our attendance at ELAC was down during the 2018/2019 school year, so bolstering parent participation is an area of emphasis for the District.|The District has a well established history in developing the capacity of staff to build trusting and respectful relationships with families, creating welcoming environments for all families in the community, supports staff to learn about each family's backgrounds, and develops multiple channels of communication to reach all families. Attendance at Back-to-School Night and Open House exceeds 90%. Our Parent-Teacher Association and the Waugh Invests in Student Excellence (WISE) Foundation facilitate community building events both at school and off site. Our staff collaborate closely with families to establish strong school-home partnerships in support of student learning. We have a culture of including many parent volunteers in the classroom. We use a variety of communication methods to connect with families, including email, text messages, phone calls, and social media.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-12|Met|2019 54722640000000|Waukena Joint Union Elementary|3|Waukena Elementary encourages strong family engagement by holding parent focus groups to help form school policies. The district administers a parent survey annually to gauge satisfaction and plan new activities and encourage parents to sit for a seat on the school’s governing board. The school established an Office of Parent Relations to coordinate and communicate between the school and parents; having a parent PTC representative on the superintendent’s cabinet; and organizing community wide parent empowerment meetings attract new parents each year. Given the school provides frequent language translation, the district offers parents the opportunity to get involved at school and encourage contact with teachers for increasing the level of parent involvement in school related activities. The school plans to offer additional childcare opportunities to increase parent attendance and involvement in meetings and activities.|The LEA prepares teachers to be culturally competent in specific, step-by-step curriculum. We prepare teachers for successful parent involvement with Spanish-speaking parents by providing a foundation for family literacy that respects Latino and Hispanic parents and assists teachers to understand the acculturation process.|Waukena Elementary School understands parent involvement is a process. The district is making continued progress toward increasing parent engagement through the efforts of teachers, staff, and administrators. These efforts include encouragement for parents to attend and participate in local advisory committees to include: Parent-Teacher Club, School Site Council, and English Learner Advisory Committee. Attendance has increased as a result of consistent phone calls and notes home, providing translators at all meetings, and providing refreshments to families during meetings. The District wants to see parent involvement increase, which will result in more informed parents, increased student achievement in Math and English Language Arts, and more success for our English Learners.|4|4|5|5|5|5|5|5|4|4|5|5|2019-10-14|Met|2019 24658620000000|Weaver Union|3|Results from our recent parent survey show strong support for communication and faith in academic program. Our District has developed a local Dashboard at the following link to provide more detailed information. Please visit our Local Dashboard at: http://weaverusd.lcapdashboard.org/|Results from our recent parent survey show strong support for communication and faith in academic program. Our District has developed a local Dashboard at the following link to provide more detailed information. Please visit our Local Dashboard at: http://weaverusd.lcapdashboard.org/|Results from our recent parent survey show strong support for communication and faith in academic program. Our District has developed a local Dashboard at the following link to provide more detailed information. Please visit our Local Dashboard at: http://weaverusd.lcapdashboard.org/|5|4|3|3|3|3|4|3|4|4|4|4|2019-11-13|Met|2019 47704820000000|Weed Union Elementary|3|The LEA encourages parent participation in parent advisory groups, School Site Council and stakeholder meetings. These meeting dates and times are sent home monthly, put on the school website and social media page, along with a text message through Remind to encourage all parents to participate. A continued focus area of improvement is trying to get more parents involved in these meetings.|The LEA will continue to have weekly Family Support Team Meetings for students struggling academically or socially and emotionally. The Family Support Team consists of three different grade level teachers, the student's teacher, resource teacher, administration, counselor and parents. At these meetings we work together as a team to support parents and staff to help each student be successful in all areas of their education.|According to our spring 2019 parent surveys: 93.8% of our parents feel they were informed about school and the changes in programs, 90.7% of our parents feel their input is valued and heard, 97% of our parents feel administration is responsive to parent input. From these surveys and stakeholder meetings actions were built into the LCAP to support community outreach. There was agreement to continuing the hiring of a School Resource Officer to help increase attendance, the hiring of a school emotional/social counselor and to promote more parent and community involvement. Overall, it seems like our parents feel heard and are informed.|4|5|3|3|3|3|4|3|4|4|4|4|2019-10-10|Met|2019 19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|3|Welby Way invites parents to participate in the school’s decision-making process through the school’s Charter Governance Council. The council meets monthly to discuss and determine the school’s programs. These meeting are public and are provided to the parents and community through the following methods: marquee, flyer posted on outside of office, Weekly Bee, monthly newsletter, website calendar, ConnectEd phone calls/emails/text messages, and classroom teachers’ newsletters. The administrator regularly attends the parent booster club meetings to provide updates on the school’s work, review the progress of the Charter Governance Council, and bridge the school’s governance board and the parent board. An area of growth is to increase parent participation in small committees – safe school, curriculum/instruction, and school wide positive behavior & intervention committees. School Experience Survey: I actively participate in my child’s education with this school. 97%|Welby Way builds partnerships for student outcomes through the parent community of the school through the School Volunteer Program, the Charter Governance Council, and the Parents of Welby Way. Many of the 295 processed volunteers at Welby Way work directly with students in classrooms to provide academic support in reading and math. We have partnered with parent volunteers who take leadership roles in extra-curricular activities such as Math Olympiads and Odyssey of the Mind. Parents work closely with classroom teachers to support academic and behavioral success in school. Our intervention program at Welby Way employs certificated staff to provide targeted instruction in ELA and math. We provide opportunities for regular communication with the parents/guardians of the students receiving intervention services via SSPT meetings. Currently, only certain grade levels provide parents workshops with a focus on academic achievement in the areas of ELA and math. An area of growth for Welby Way would be to provide these kinds of workshops to parents of all grade levels. School Experience Survey 2018-19: 1. I attend events at my child’s school, like parent-teacher conferences and school performances. 99% 2. I regularly communicate with my child’s teacher(s) and/or other school personnel. 91% 3. Teachers at this school let me know about my child’s progress. 98%|Welby Way builds relationships with the parent community of the school through the School Volunteer Program, the Charter Governance Council, and our parent booster club, Parents of Welby Way (POWW). In 2018-2019, 295 volunteers were processed to work with the school in programs. The school administration works closely with the Parents of Welby Way to plan and hold events to build community relationships and offer opportunities of involvement. The Charter Governance Council meets regularly to engage the community on State and District policies and requirements. An area of growth is to provide teachers, administrators and staff with opportunities to expand two-way communication and engagement of families through use of various communication tools to allow access and information of events to working parents. School Experience Survey 2018-19: 1. The school provides me with information (verbal and written) I can understand. 99% 2. The school informs me about school activities in different ways. 96%|4|5|4|4|3|4|5|3|3|3|4|4|2019-10-24|Met|2019 07617960000000|West Contra Costa Unified|3|The district continues to streamline the SPSA development process, which is helping us develop a pacing guide for SSCs and respective advisory committees. This streamlined SPSA timeline will allow us to develop supporting tools for staff and families to collaborate effectively with each other for student achievement. The district has had a robust stakeholder engagement process which has resulted in strong parent leadership in our district-level advisory committees (AASAT, CAC, DLCAP, MDAC). Through the FSCS model and the SPSA development process which both require a cycle of improvement process, we are improving our methods of engagement and development of comprehensive multi-tiered systems of support that ensure all efforts, including family engagement, are developed using data and are aligned to student achievement.|There is potential to scale current efforts for family engagement that connects to student learning. More time is needed to provide ongoing professional development to principals and staff. There is also a need to align family engagement efforts more closely with the efforts under Goal-1 of the LCAP Plan. Aligning to initiatives around teaching and learning to define grade-level expectations to families can inform the development of parent grade-level expectations. WCCUSD currently has one round of parent-teacher conferences for parents and teachers to meet and discuss academic progress. WCCUSD parent leaders over the past two years have continued to increase their leadership by directly facilitating parent advisory committees.|WCCUSD has made some progress on strengthening relationships between families and staff by providing training to School Community Outreach Workers' focus on developing relationships, connecting family engagement to student learning, and increasing two-way communication. Work is still needed to ensure schools have a comprehensive plan to engage all families. WCCUSD currently has one round of parent-teacher conferences each year, providing opportunities for parents and teachers to connect and strengthen relationships.|3|3|1|3|3|3|2|3|3|3|2|2|2019-10-23|Met|2019 49706070135327|West County Charter Middle|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 19650940000000|West Covina Unified|3|Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2018-2019 school year. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also comprised of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the well-being and academic achievement of foster youth. The committee met and provided recommendations following monthly foster youth parent/guardian training meetings throughout the 2018-2019 school year. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2019. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians. We will continue to find the best ways to engage our families in decision-making.|The West Covina Unified School District worked diligently to build and sustain essential partnerships with our families during the 2018-2019 school year. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups. There is a need to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing enhanced experiences that will draw families to make personal connections with them for increased student achievement and positive engagement. There is a need to continue to provide workshops and opportunities at optimal times of the day that serve the needs of unduplicated, targeted and underrepresented student groups.|The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. During the 2018-2019 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district supports and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. We will continue to reach out and engage with families to build relationships for the betterment of all students in our district. We will improve the engagement of underrepresented families by monitoring our outreach data and soliciting input on the best ways to serve the needs of families.|5|5|4|4|4|4|4|4|5|5|5|5|2019-10-22|Met|2019 10625396112387|West Park Charter Academy|3|WPCA strives to provide stakeholders multiple opportunities throughout each school year to provide input on fiscal resources, curriculum, addressing the State priorities, etc. Stakeholders are provided with information and opportunities to provide input at LCAP, ELAC, staff, Board, and WASC meetings, as well as annual surveys. WPCA will continue to refine the processes of providing and gathering this information, as it is critical in the program's overall success.|Although WPCA staff works to ensure that parents/guardians and students are supported with the necessary resources (district and community), this is an area that the program could grow in. Students are provided with the necessary curriculum and supplies to succeed, and teachers/support staff know who to contact if their students need additional resources/supports from community agencies. The LEA will improve in these efforts by providing staff the training and contact information of district resources (i.e. school psychologist).|WPCA strives to provide all parents/guardians with opportunities throughout each school year to communicate with teachers, counselors, and/or administration. Some of the methods we have implemented to enhance 2-way communication with parents/guardians include: progress reports/report cards, frequent phone calls, frequent face-to-face meetings, ongoing Parent Square (free App) notifications, school bulletins, on-site informational/input meetings/events (i.e. LCAP, Board Meetings, ELAC, WASC, VAPA, etc.). We will continue to provide parents/guardians with many opportunities throughout the 2019-2020 school year.|4|5|4|1|4|4|4|4|4|4|4|4|2019-10-14|Met|2019 10625390000000|West Park Elementary|3|Through Management and Curriculum and Instruction meetings, the administration continuously addresses issues of academic performance and review data towards these efforts. Priority 3 - Met|We have a several activities that involve parents, we have also improved our electronic communications to parents. We purchased and electronic marquis. To improve our efforts, we will establish outreach communications to underrepresented populations to participate in formal school committees (i.e. SSC, ELAC/DLAC, LCAP meetings, etc.)|We have a several activities that involve parents, we have also improved our electronic communications to parents. We purchased and electronic marquis. To improve our efforts, we will establish outreach communications to underrepresented populations to participate in formal school committees (i.e. SSC, ELAC/DLAC, LCAP meetings, etc.)|3|4|3|4|3|3|4|3|3|3|4|5|2019-10-14|Met|2019 49710010000000|West Side Union Elementary|3|West Side seeks input from parents/guardians in school and decision making through the site council, various school committees, parent surveys, principal chats, the Felta Education Foundation, and its open door policy. One goal is to provide all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. The creation of the ELAC will assist with English Learner families being more engaged.|The district promotes parental participation in events like Open House, Welcome Back Dinner, Curriculum Night, Conferences, Harvest Festival, a variety of volunteer opportunities in the classroom and through field trips. One goal is to support families to understand and exercise their legal rights and advocate for their own students and all students. Information will be shared with families regarding advocacy.|West Side seeks input from parents/guardians in school and decision making through the site council, various school committees, parent surveys, principal chats, the Felta Education Foundation, and its open door policy. One goal is to support staff to learn about each family’s strengths, cultures, languages, and goals for their children. West Side has initiated an ELAC committee to improved the engagement of English Learner families.|4|5|3|3|3|3|4|2|3|3|3|2|2019-10-10|Met|2019 49706070000000|West Sonoma County Union High|3|The District supports principals and staff in engaging families. The District will work on gaining input on policies and programs.|The District provides families with information and resources but needs to provide more professional development to teachers and staff and implement policies and support families to understand their rights to advocate for their students.|The District has focused this year on building relationships with parents and creating welcoming environments. We have room to grow in fostering 2 way communication and will focus on that next year.|4|4|3|3|3|4|3|3|4|3|3|3|2019-11-13|Met|2019 33670820120675|Western Center Academy|3|Western Center Academy's charter requires that we have at least one middle school and one high school parent on our Governing Council. Currently we have 3 of our Council members who are parents of WCA students. Additionally, we have a very active PTSA on campus; many mentors, volunteers, and coaches; as well as many opportunities for parents to be involved in the daily workings of the school.|WCA teachers and administrators do an excellent job communicating with students who need support academically. For each student with a grade below "C" we meet with teachers, families, and administration in the room to create an improvement plan. We continue to create more and more interventions and resources to help students who struggle for a variety of reasons.|Through parent meetings, orientations (for students and parents), Back-to-School nights, Google Classroom, Google Calendar, Google Drive, email, telephone calls, IEP meetings, 504 meetings, Academic Probation meetings, newsletters, and social media, Western Center Academy goes to great effort to ensure that we are fully communicating with parents and being fully open when a parent reaches out to us for communication. Our area for improvement is that we can always be better about proactively communicating with parents before an issue manifests itself.|4|5|4|5|3|4|4|3|4|4|4|3|2019-10-22|Met|2019 31669510000000|Western Placer Unified|3|WPUSD principals work regularly with coaches/mentors on a variety of topics, including engaging families in advisory groups and with decision-making. Annually, at school staff meetings, principals review the district's LCAP priorities and reinforce the importance of parent partnerships and parent contributions to the school community. WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly. Parent input is woven directly into the LCAP stakeholder engagement process. The district's DAC/DELAC parent group serves as an advisory group to the district's LCAP Committee (made up of certificated staff, classified staff, and administration). Agendas for DAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued. Spanish interpreting services are always provided at district committee meetings to insure full access for all parents. A parent involvement plan, focused on the six categories of parent engagement and involvement (based on the State Board of Education’s Parent and Family Involvement Policy, the National PTA’s National Standards for Family-School Partnerships, and Joyce L. Epstein’s Framework of Six Types of Parent Involvement), was jointly developed by parents (via feedback provided to the district's parent liaisons) and other district staff in fall, 2017. Revisiting the parent involvement plan insures parent and family engagement remains a district priority going forward. WPUSD has strong partnerships with the Latino Leadership Council, the Coalition for Auburn and Lincoln Youth (CALY), and Lighthouse (a community counseling and family resource center).|As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home. Mini-trainings on technology programs (i.e. - iReady, Schoology) are offered in the fall. Back to School Nights are used as a forum to explain content standards and assessments to parents. Additionally, parents have the opportunity to participate in other parent-focused educational programs across the district: continuing education classes (GED Prep, ESL), Love & Logic, and the Latino Literacy Project, to name a few. We also offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, Science Nights, Math Nights).|Trust is the most important component in building relationships with families. Families want to feel valued, and they want to know that their children will be safe, acknowledged, and have positive experiences at school. Therefore, our main focus in this area is earning parents’ trust. We do this in a variety of ways. Close to 200 staff members are trained in the Youth Development framework, which provides tools and practices to help youth become healthy, productive adults. This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families. We are working to develop more professional development opportunities related to learning about our families’ diverse cultures and languages. All K-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks. Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers. Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “coffees with the principal”). Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired three bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services.|4|4|2|4|4|5|5|5|4|4|4|4|2019-10-15|Met|2019 31750850119487|Western Sierra Collegiate Academy|3|Over the past year Rocklin Academy staff have participated in professional development focused on MTSS, Multi Tiered Systems of Support, and how to meet the needs of all students. A big component of this is how we can partner with our families to ensure not only students' academic needs are met but their social-emotional needs as well. We have held Parent Universities at our middle/high schools where parents can come and learn about the different programs we offer and how to access support when needed. Last year our elementary sites held their first Parent Academy and are planning on expanding to offer it twice this year. Our staff is partnering with parents to ensure we are providing sessions that are focused around their needs. We received feedback from parents who attended. This year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Over the past year Rocklin Academy staff have participated in professional development focused on MTSS, Multi Tiered Systems of Support, and how to meet the needs of all students. A big component of this is how we can partner with our families to ensure not only students' academic needs are met but their social-emotional needs as well. We have held Parent Universities at our middle/high schools where parents can come and learn about the different programs we offer and how to access support when needed. Last year our elementary sites held their first Parent Academy and are planning on expanding to offer it twice this year. Our staff is partnering with parents to ensure we are providing sessions that are focused around their needs. We received feedback from parents who attended. This year we will work to increase parent engagement and partnerships with our underrepresented families to best support all our students.|Rocklin Academy Family of Schools believes in parent partnership and engagement to create a strong educational program for our students. From our mission statement to our core values, parent partnership is valued and integral to our schools and our students. Strengths of our schools are providing welcoming environments for all families, providing families with information about their student’s learning and resources to support them at home, and establishing time to meet with parents and families to discuss student progress and how we can partner together to support all students.|4|4|3|4|4|4|4|4|4|4|4|3|2019-10-21|Met|2019 34752830108860|Westlake Charter|3|Westlake Charter School has committed to surveying K-8 parents three times a year. At the end of each trimester, parents are asked to rank our school in five areas. These areas are aligned to the five goal areas outlined in both the WCS Strategic Plan and the WCS LCAP report. The survey is constructed to ask parents to first rank the school’s success in the area on a scale of 1 to 10; the survey then asks parents to offer ways in which the school can improve in each given area.|By initiating a parent-led after school club program and using parent volunteers as coaches in its Athletics program, WCS has prioritized this partnership work to impact Social and Emotional Student Outcomes. WCS has staffed a .5 FTE teacher-leader as well as allocated 12 hours a week of a classified staff member’s time to oversee the after school program. Projections indicate that by the end of the year, WCS will have facilitated: over 60 clubs, serving over 950 students, and generating over 600 hours of parent volunteerism as well as three seasons of sports serving another 240 students while generating another 320 hours of parent volunteerism. The target of this work is to improve the feeling of connection to the school by students and parents. Furthermore, the school uses attendance metrics as indicators of student connectedness to school.|The analysis from the 2019 Parent Surveys were presented to the Board at the end of each trimester. Key findings from this survey included a call for further enrichment opportunities and ways for students to feel connected to campus. In response, WCS further developed, it’s all parent-led, after-school clubs program and 6-8th grade After School Athletics program where all coaches are parent and teen volunteers. Furthermore, WCS logged thousands of parent engagement hours in 2018-19 and has set a goal to reach 20,000 in 2019-2020.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 30667460000000|Westminster|3|Each WSD school has a school site council (SSC) with additional advisory committees such as an English learner advisory committee (ELAC), gifted and talented education advisory and special education advisory, as needed. Site administrators are provided legal updates and training materials to build their capacity and to share with the parent representatives at the beginning of each school year. The district 2018-19 LCAP (Local Control Accountability Plan) Community Survey had 1,837 responses which was a 60% increase from the previous year. All site administrators receive an annual training to engage the parents/families in the district LCAP process. The survey includes questions regarding college and career readiness, student engagement and connectedness, 21st century learning, student supports, and parent and family engagement at school. Parent and family engagement survey responses showed that when asked if they felt that their school included families in school decisions and governance, 87% agreed or strongly agreed. In addition, 90% of the respondents felt that there were opportunities at school to volunteer. When asked it their school was a place where parents feel they belong, 89% agreed or strongly agreed. The survey also showed that 63% of the respondents either agreed or strongly agreed that parent education or learning at home events were provided. Parent education classes include components that include school decision making and partnering with schools to support student achievement. An area for improvement was identified when 30% of respondents said that they had no personal knowledge of parent education classes at their schools. Many of the school site council and ELAC representatives participate as a result of the parent education classes offered. The SSC reviews the school compact and parent engagement policies annually. The SSC also plans, designed and implements that school plan which includes the site parent involvement matrix. The parent involvement matrix includes activities at school to engage all families and to promote cultural awareness and respect.|All staff is engaged in professional learning to support partnering with families and the community in a variety of ways using research based strategies about building trust, cultural proficiency, language development, conflict management skills and support for underserved families. Each school creates a parent involvement matrix that includes actions that address the Joyce Epstein model of parent/family engagement. The matrix is a part of the School Plan for Student Achievement (SPSA) which is approved by the school site council. Each year the district and school Parent/Family Involvement Policies are reviewed and updated, as needed. The WSD Parent Handbook is revised and updated annually and includes legal rights for families and a clear process for advocating for students. Each October, district wide Student Goal Setting conferences are held with teachers, students and families. These conferences address how families can support students at home with the mutual goals that have been established for the year. Student information such as English learner status, gifted and talented programs and special needs supports are shared and families are engaged in interventions and resources that will be provided at school and in the home. The district community liaisons provide support for all families but especially for traditionally underrepresented families. Translation for Spanish and Vietnamese allow all families access to teachers and school information and is also provided by the liaisons. The liaisons serve as site homeless liaisons to provide resources to support families. They are also engage all families in several parent education classes and parent volunteer groups.|WSD values a strong relationship with the community and all stakeholders. Annually, all staff receives training to support building trusting and respectful relationships with all families. A specific emphasis embedded in the training is given to support families of low income students and English learner students since the district has seventy-seven percent unduplicated students identified under the Local Control Funding Formula criteria. Throughout the year, school office managers and community liaisons staff participate in professional learning communities to share strategies to create a positive and welcoming school environment. School campuses display visuals that embrace ethnic diversity, cultural pride and future goals for all students. The district implements two dual language immersion programs, Spanish and Vietnamese, to honor our community heritage and roots. Two way communication between the district, school sites and families is supported by district wide information systems, parent participation on district committees and task forces, school site formal and informal meetings and district/school surveys. The 2018-19 community survey results showed that 96% agreed or strongly agreed that “My school communicates and informs.” However only 71% agreed or strongly agreed that each “ .. school provides translators, as needed.” Engaging all stakeholders in communication continues to be an area of focus as we seek to always increase accessibility and authentic community involvement.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-10|Met|2019 13632300000000|Westmorland Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 10625470000000|Westside Elementary|3|Westside Elementary School annually recruits parents to serve on the School Site Council and the DAC/ DELAC committees. The nominations happen at Back to School night in August. Ballots for approval are then sent out to parents. Site Council members receive training at the first of their 4 annual meetings. The Site Council is presented with SARC and SPSA information, and is instrumental in forming goals and actions for the school. The DAC is presented with the goals, actions and services of the LCAP, and gives input to the Superintendent. During the school year, there are many opportunities for parents to engage in the school and their childrens education. These include required Parent Orientations for middle school students, Parent Information Meetings regarding Community Resources every quarter, Parent-Teacher Conferences in October, Back to School Night, Family potlucks after performing arts recitals, Open House, and district provided transportation to community events such as the Feria de Educacion at Fresno State University. A focus area would be to get a more varied group of parents for the SSC, DAC and DELAC. It seems that the same parents offer their services year after year. We would like to expand the number of parents willing to particicpate at this level.|Westside Elementary School reaches out to all families at the beginning of each school year, through the required state and federal parent notifications, as well as the Parent-Student handbook. Back to School night is held the first full week of school, at which opportunities for further participation by parents are offered and explained. These include mandated groups such as the School Site Council and the District Advisory and English Learner Committees. There is an additional parent orientation for the middle school grades, to inform the parents about use of technology at school and mandated SEL learning that their students will be receiving. Parents in grades 6 - 8 now have access to the Parent Portal of Aeries, our student information system, through which they can access their students' attendance and grades, and class events, - it is an avenue of communication. Our goal is to implement this parent portal throughout the grade levels in the near future.|Westside Elementary School annually recruits parents for the School Site Council and DELAC committees. This happens at Back to School Night in August. Parents are also required to attend a middle school orientation|5|5|4|4|4|5|5|4|5|5|5|5|2019-10-22|Met|2019 34765056112643|Westside Preparatory Charter|3|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|Throughout the 2018-2019 LCAP processes we were able to capture the ideas of 2,702 people including 388 unique parents, 7,340 thoughts, and 94,700 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. • Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. • Parents value the hard-working staff and their dedication to helping students learn. • Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. • Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.|3|3|3|3|3|3|3|3|3|3|3|3|2019-10-08|Met|2019 19651020000000|Westside Union Elementary|3|At the site level, SSCs and ELACs meet regularly. The same is true of Superintendent’s Advisory and DELAC, district-level committees. Training regarding roles and responsibilities is provided annually. PTAs, which also provide a variety of leadership opportunities for parents, are active at most sites, particularly the elementary sites. The vast majority of parent involvement activities are developed and implemented by staff. Few parents are actually involved in the development and implementation of parent engagement activities. T Focus Area: Increase the percentage of underrepresented families who serve in leadership roles at school sites by 5%.|Formal parent-teacher conferences are held twice a year for at-risk students. Professional development is provided to assist staff in making these conferences as collaborative and meaningful as possible. Site administrators and counselors are fairly adept in supporting parents in advocating for and exercising their legal rights. Ongoing professional development, led by district staff and outside consultants is provided. Improved efforts in the investigation of creative ways, some of which might include the use of digital tools and social media, to engage with parents will facilitate growth in this area. Focus Area: The district transitioned to full implementation standards-based grading in grades K-6 has been implemented districtwide this schoolyear. To facilitate this transition, an area of focus is to assist parents in becoming more familiar with the content standards and the premises of standards-based assessment and grading by developing a series of parent workshops/training.|Over the past four years, the district has made consistent progress in creating systems that develop the capacity of staff to build trusting relationships with families. The work has been led by the Director of Special Programs and her staff. The Director provides ongoing professional development for the paraprofessionals in the department. This support is the key factor contributing to growth in this area. The greatest progress has been realized with the district’s English Learner families, particularly those whose primary language is Spanish. Focus Area: Increase the percentage of underrepresented families, particularly those supporting foster and African American youth, who participate in school activities by 5%. 2019-2020 data will provide baseline data.|3|3|4|4|3|4|4|4|4|4|3|2|2019-10-15|Met|2019 19647336019939|Westwood Charter Elementary|3|Westwood Charter governance council and advisory group meetings are open to the public, parents, guardians, and all members of the community are encouraged to attend. To provide access to our School Based Management (SBM) Council, meeting dates are published in our school’s annual calendar and available on our website. In addition, reminder notices are sent via email blasts and the school marquee. Agendas are posted on our website. SBM minutes are published regularly on our website, after they are approved by the SBM Council at the subsequent meeting. In addition, the school submits an annual waiver request to increase the composition of our SBM Council which has had a positive impact on the school community. Parent involvement has increased not only in meeting participation, but also in the annual SBM elections, where we continued to see an increasing number of parents casting a vote.|The annual School Experience Survey is used to assess how parent partnerships for student outcomes and the following questions were reviewed (the percentage of parents who indicated Strong Agree or Agree are noted next to each question): 1. this school provides me instructional resources to help me support my child's education 82% 2. I attend events at my child's school like parent teacher conferences and school performances 99% 3. Teachers at this school let me know about my child's progress 94%|Westwood Charter Elementary staff have strong connections to our community overall. Parent participation in school events and as school volunteers is a integral piece of our instructional program. The annual School Experience Survey is used to assess how parents perceive their relationship with the school and the following questions were reviewed (the percentage of parents who indicated Strong Agree or Agree are noted next to each question): 1. I feel welcome to participate in this school 96% 2. Teachers treat me with respect 98% 3.This school provides me information (verbal and written) that I can understand 98%4. I actively participate in my child's education with this school 98%|5|5|4|4|5|4|5|5|5|5|4|4|2019-10-10|Met|2019 18642040000000|Westwood Unified|3|The Westwood USD actively recruits families to be be in advisory groups with decision making responsibilties. We have built capacity in making our meetings more accessible to family members. In one example we have scheduled meetings during lunch time and provided lunch. Another example is that we provided childcare for families during after hours trainings. We pride ourselves on being an inclusive school district. Demographically a high percentage of the families we serve are underrepresented groups. We seek and value their input when making decisions about policies and programs. The District works with Parent groups and local agencies to plan, design, implement and evaluate family engagement activities. A couple of examples would include but are not limited to "Friday Night Lights" and "Parent University.|The Westwood USD strengths include strong communication with families to support student learning in the home. Teachers have regularly scheduled times to meet with families to discuss student progress and how to work with families to improve student outcomes. One of our points of emphasis this year is the importance of regular attendance. We have had a successful campaign to inform students, parents and family members as to the impotance of attending school. We have devised perfect attendance incentives for the various grade levels. We seek to improve the ability of underrepresented families to advocate for themselves and their families. Although we do a good job of this for families with IEPs, we will strive to devlope a more formalized policy for regular education students through our professional development training and working cooperatively with underrepresnted families in Site Council meetings.|Westwood USD has an open door policy for all their families and stake holders. We strive to engage our families in the community with a variety of media. We have back to school nights and parent/teacher conferences as well as informal meetings with parents. We have a school webpage and Facebook accounts that parents can easily access. We also use all call systems and local media (Press and radio) to communicate effectively. Parents are invited to serve on committees, such as Site Council or LCAP and they are also encouraged to volunteer with the many student activities. We will endeavor to formalize supporting staff to learn about strengths, cultures, languages, and goals for the children of underrepresented families through professional development and utilizing local and state resources at our disposal.|3|4|3|3|2|3|3|2|3|3|3|3|2019-05-15|Met|2019 58727510000000|Wheatland|3|The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|Communication with families is a priority in the Wheatland School District. Our staff works hard to make the connections with families. Our schools hold a number of information events for families. The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|Wheatland School District is constantly seeking input from parents in the decision making process and we promote parental participation in our programs. The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|5|5|5|5|4|4|5|5|5|5|5|5|2019-06-27|Met|2019 58727516118806|Wheatland Charter Academy|3|The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|Communication with families is a priority in the Wheatland School District. Our staff works hard to make the connections with families. Our schools hold a number of information events for families. The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|Wheatland School District is constantly seeking input from parents in the decision making process and we promote parental participation in our programs. The 2017-2020 LCAP that was adopted in June outlined the parent engagement activities and the impact the activities had on the planning process.|5|5|5|5|4|4|5|5|5|5|5|5|2019-10-17|Met|2019 58727690000000|Wheatland Union High|3|The Parent and family engagement policy was developed by the Board of Trustees with the input of parent representatives. It is disseminated to ALL families via direct contact (email, etc) and published on the web site each year. Parents and guardians are informed about State standards, State and local assessments, ways to monitor their child’s progress, and ways to work with their children to improve achievement in the following ways: written information that accompanies annual State testing results sent to each child who was assessed, written information with three-times-yearly progress reports, periodic weekly newsletter information, and Student Success Team (SST) meetings with families as needed. Parents have access to and are trained to use portals to access student attendance, grades, behavior and achievement data. We offer in-person help with new families to access this communication platform, and paper versions of communication if they are unable to access this information by e-mail, text or app. The district’s approach has always been to support inclusive activities. No students are excluded from activities based on their ability to pay. Parents are informed and given information on how to access this support in ways which maintain confidentiality and dignity.|WUHSD seeks feedback from parents and students via school climate surveys – both locally created, and the CA Healthy Kids Survey (a modified version of which is periodically offered to parents). The data is reviewed by the Site Council, teachers, administration, and Board and is incorporated into improvement planning efforts. The Superintendent holds Parent, Community, Staff, and Student Advisory Meetings that provide stakeholders with information regarding district events and training on various student issues. Stakeholders are also encouraged to be a part of the decision-making process regarding critical issues (LCAP, District Budget, School Safety, etc). Stakeholders are encouraged to have an open, honest dialogue with staff at all of these meetings. Appointments to confer with teachers and other staff will be made directly with each school through email, phone calls or in person. Special accommodations will be made for communicating/collaborating with families that have accessibility needs, translation needs, and with the needs of disabled and homeless families. Parents will be invited to complete an annual LCAP Survey for schools to be better informed about their strengths and areas for growth, the needs of their families and the effectiveness of their family engagement programs. The results of this survey are published annually for all stakeholders to review.|WUHSD employs multiple strategies in order to implement effective parent and family engagement as described under Section 1116. The District's goal is to ensure that all family engagement focuses on students, families and their needs. One of our most effective strategies is our District's Communication Plan (approved during the 2018/19 school year) that utilizes multiple modes to communicate between families and schools. To facilitate communication from schools to families, information is provided through online postings on the website and through social media to not only parents, but the community as well. Families receive text messages if they opt in, and phone calls providing them with critical school information (Aeries Communicator). In addition, parents have access to an online Parent Portal through which they can learn and keep current with their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, health records and contact information (Aeries SIS). Each school site and district supports have their own web page and Facebook page. Facebook pages receive daily posts. All parents are given teacher email addresses (they are also posted on websites) and encouraged to email teachers or district support staff at any time. District practices state that teachers/administrators will make every effort to return parent phone calls and/or emails within 24 hours of receiving a message. Parents can also use traditional means of communicating with school and district staff by calling, visiting and/or writing a memo/letter.|4|4|4|4|4|3|3|3|3|3|3|3|2019-10-09|Met|2019 41690216044788|White Oaks Elementary|3|SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. During the 2018-19 school year, SCSD hosted 11 District-wide Parent Education events on the following topics: Media Use, Puberty, Healthy Family Connections, Drug Use Prevention, and Math Support and Placement. Each event was very well attended and followed up with links to resources that are housed on the District and or school websites. In addition to the parent groups listed in part 1 of this response, due to the $2.5 million budget shortfall predicted for 2019-2021, the Superintendent also formed a Budget Advisory Committee of all stakeholders (Board Members, Site and District Leadership, CSEA, SCTA, Parents, Community Members, PTA and Foundation Leadership) to discuss possible areas for budget reductions. These suggestions were incorporated into the budget development process. Given the unique structure of SCSD, which is made up of multiple dependent charter schools, staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both a district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.|Part 2 of 3: A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Panorama Strategic Plan survey was completed by 151 Staff and 150 Teachers who identified the following needs: 1) More time to collaborate with colleagues (53% report that staff have sufficient collaboration time, an increase of 2%) 2) Staff morale needs a boost (61% of teachers replied favorably that school morale is positive at their school, a decrease of 2%) 3) Improved means to learn from the evaluation process, and more frequent feedback on goals (49% of teachers responded favorably that they learn more than "some" from the evaluation process, a decrease of 2%) 4) A need for further professional development on integrating technology into teaching practices (45% of teachers responded favorable to this question, a decrease of 2%) The 2019 Panorama Strategic Plan survey was completed by 1864 students who identified the following needs: 1) Too many students report being disconnected from their own learning, and and report that homework it is not meaningful and supportive, especially in 7th and 8th grade (51% of students in grades 3-8 responded favorably to the following statement: "I find the things I learn in school interesting, a decrease of 2%; 60% of students in grades 3-8 responded favorably to the meaningful homework question, a decrease of 2%) 2) Desire for increased tinkering/building/maker experiences, and learning opportunities that are of interest to them (60% of students responded favorably that they have opportunities to make/build things at school) 3) Improved cleanliness of school (56% of students responded favorably that their school is clean and well maintained, a decrease of 1%) 4) Improved school climate, especially at the middle school level (34%, 36% and 36% of grade 6-8 students responded favorably to the prompt "Students treat each other with respect at school") As a result of this data and other data compiled through stakeholder engagement, and to further address the needs of underrepresented families, the District has begun work in restorative practices, equity and implicit bias. This work has begun first in middle school, and will expand to K-5 in the coming calendar year. Additionally, K-3 Site principals led PD for teachers regarding the transition to a Fall goal setting conference model. As a result, all schools moved to a Fall goal setting conference model for 2019-20, with conferences occurring in early October rather than at the end of the first trimester. This allows families to express their ideas for academic and socio-emotional goals, rather than hearing about their child's progress after it is complete.|Please Note: The responses in these three narratives are meant to be read as one response that will address all 12 areas that make up the three separate priority sections. Part 1 of 3: The District is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To that end, the District website was rebuilt in 2018 so that it would continue as a primary source of communication to parents and community. Overall, the district is committed to ensuring that all parents can access information in order to support their child's learning. A web-based survey (Panorama - SCSD Strategic Plan Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families from February 11- March 6, 2019. In addition, a survey of preschool parents was conducted in April 2019. The 2019 Strategic Plan survey of families reveals that communication remained 82% favorable. Parents also identified school newsletters as a preferred source of information, second only to face-to-face communications with staff. Another important note regarding the Spring 2019 Strategic Plan Survey is the significant increase in the number of families participating in the survey. Overall, 48.5% (2,745 responses) of families participated in the survey compared to just 21% in 2018. The survey results identified the following needs: 1) Parents still desire appropriate and meaningful homework policy and want more information about how at-home learning supports their child's personalized learning goals (favorable responses decreased 1% to 68% this year) 2) Continued desire for high expectations (rigor) for students (favorable responses decreased 3% to 52% this year) 3) Improved communication from staff on how their student is performing academically, and what their child needs to learn in order to demonstrate success at each grade level (although this area increased 2%, only 68% of parents responded favorably) 4) Continued Work is needed in Staff helping Students to Learn to Resolve Conflicts (74%, decreased 2%), and Staff Sensitivity to Issues Regarding Race, Gender, Sexual Orientation and Disabilities (76%, Decreased 3%)|4|4|3|3|3|4|4|3|4|4|3|3|2019-10-24|Met|2019 49708966052047|Whited Elementary Charter|3|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents have ongoing opportunities to provide their input into school and district decision-making. A specific action was placed into the LCAP to assess the existence at each school of parent advisory and decision-making groups such as site councils, parent organizations (PTO/PTA), and English Learner Advisory Councils (ELAC). Upon collecting data for this action, the District determined that each school has a functioning site council and a parent organization. Those schools with at least 20 or more English learners also have a functioning ELAC. Parent input is also sought out at our District English Learner Advisory Council (DELAC) meetings and at our Superintendent Parent Advisory Council (SPAC) meetings held at the district office. The district also provides family surveys administered in the Spring of the school year.|For the 2018-19 school year, the Rincon Valley Union School District sought to put into place the infrastructure at each school to ensure parents are involved in learning about student outcomes. This has been done by holding school site parent meetings about the LCAP as well as informing parents at parent organization meetings and site council meetings. Our Bilingual Family Liaison employees will be ensuring communication with our English Language Learner families to ensure access and participation for parent meetings. A Special Education Advisory Committee will be formed in the 2019-20 school year. This will provide a platform for families to work with the district on increasing inclusive opportunities for students with disabilities.|The Rincon Valley Union School District provides many opportunities for families to feel welcome and a part of the school community. All of our schools have a parent organization group that works closely with the school administration and teachers to plan events for community building where all families are encouraged to attend and participate. Each school also conducts parent teacher conferences for every student after the first 6 weeks of school. These conferences are specifically for teachers to learn about each family and how to best meet the needs of the individual student. The district and school will discuss ways to increase how to learn about the different cultures and languages in the district. This could be done in a variety of ways and each site will discuss this with their ELAC and the district will discuss it with the DELAC.|4|4|3|4|4|4|4|3|4|4|4|3|2019-11-12|Met|2019 50710430107136|Whitmore Charter High|3|A strength of Whitmore is engaging a wide variety of stakeholders in decision-making regarding the district’s LCAP and individual school plans. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Whitmore Charter is included within the Ceres Unified FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year.|Engaging families is a priority at Whitmore, evidenced by the Family Engagement teams at our school. Survey data shows that more than 97% of families feel welcomed, treated with respect, and encouraged to come back. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Ceres students.|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 50710430107128|Whitmore Charter School of Art & Technology|3|A strength of Whitmore is engaging a wide variety of stakeholders in decision-making regarding the district’s LCAP and individual school plans. An area of focus is ensuring that all underrepresented student groups have a voice in decision-making.|Whitmore Charter is included within the Ceres Unified FACTOR (Families Acting Toward Results) program as a way to partner with families to improve academic and social-emotional outcomes for students. An area of focus is providing more opportunities for families to receive updates on student progress during the year.|Engaging families is a priority at Whitmore, evidenced by the Family Engagement team at our school. Survey data shows that 100% of families feel welcomed, treated with respect, and encouraged to come back. An area of focus is ensuring that staff work with all families to celebrate their strengths and identify goal areas for Whitmore students.|4|4|3|4|4|4|4|4|4|4|4|4|2019-10-30|Met|2019 45701690000000|Whitmore Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 19651100000000|Whittier City Elementary|3|The Whittier City School District offers a variety of ways for parents and families to provide input into decision making. Every school has an active School Site Council and ELAC. In addition, parent groups and Dad’s Clubs are present on sites and are important to advisory processes. At the District level, we have an active DELAC committee and LCAP committees. Our DELAC provides important input into decision making about programs to meet the needs of English Learners and advisement into our District’s LCAP. Our DELAC is comprised of representatives from each school site. Our LCAP process includes input from our parent advisory groups including a Parent Advisory Committee (PAC), Community Advisory Committee (CAC) to provide input into needs for our students with disabilities, and DELAC. Annual surveys are administered to all parents at every site to provide input into the development of the Single Plan for Student Achievement (SPSA). In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP. Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year. Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.|The Whittier City School District has a well-developed and sustainable parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, WCSD identified a need to increase parent education opportunities. WCSD established an active Parent Center where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions. WCSD partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families. All of our workshops are available at both the WCSD Parent Center and also at the site level depending on the input of parents. Our Community Liaisons and School Social Workers collaborate together to provide workshops and parent education at every site. Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.|All families are invited to participate and engage fully in all school activities and advisory opportunities. Every year, the Whittier City School District distributes the LCAP Parent and Community Survey inviting all families to participate. Surveys are provided in both English and Spanish to ensure parents can access the survey. On the 2019 LCAP survey, WCSD received 1,234 responses. Of those who responded, 88% feel their participation and input are valued and 90% feel there are multiple opportunities for them to be involved in school. Furthermore, online two-way communication platforms have been implemented in addition to websites, social media, and traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in decision making. In addition, a community liaison is provided at every school sited to support outreach to all families including those with exceptional needs as well as families of underrepresented students.|5|5|3|5|5|5|5|3|5|5|4|5|2019-10-08|Met|2019 19651280000000|Whittier Union High|3|Using a Google Form to indicate when parents or guardians visited one of the schools during the school year we found that during the 2017/18 school year there were 23,272 parent/guardian visits; whereas, in 2018/19 there were 23,899 parent/guardian visits. They attended a variety of meetings, including small group meetings with the superintendent, larger groups on each of the school sites, workshops or training. The group they attended is indicated on the form. This information is used to ensure that parents are involved with decision-making groups and can be used as a basis for future parental recruitment. Various committees include our LCAP Advisory Committee where parents have an opportunity to sit with the site leadership teams to give input into the LCAP plan. Parents also attend various site and district Horizon’s meetings,ELAC, and the DELAC committee where they have input into parent training and engagement strategies. In addition, they attend School Site Council meetings where they have input into the Single Plan for Student Achievement and the corresponding Title I budgets, WASC committees where they can give input about school programs and systems, Coffee with the Principal meetings, PTSA meetings, booster club meetings, and several other meetings. We will continue to seek parent input and guidance through our Google Form and various meetings so we can continue to evolve with the needs of our parents and our community.|As mentioned previously, we used a Google Form that received 1,243 parent/guardian responses, and it was given in both English and Spanish. We selected the survey, coupled with other face-to-face meetings, to elicit input regarding our schools as it seemed the method by which to collect the broadest input and voice. Overall the survey responses showed us that parents/ guardians are satisfied with the education their children receive in our schools. Nearly 94% of parents/guardians stated that their children are given challenging work at school and 90% responded that teachers provide the necessary academic support to their students. Furthermore, more than 95% of parents/guardians stated that teachers’ expectations are clear, 94% of parents/ guardians said that school staff has high expectations for student achievement, and more than 90% said that their child is learning skills and knowledge that will help prepare them for the future. 92% of parents/guardians also stated that they are satisfied with the services provided by the school administration. During the numerous parent/guardian visits to the schools (2018/19 there were 23,899 parent/guardian visits districtwide) we share student data as often as possible so parents/guardians are informed about the progress of our schools and of their child. The district presents all data in longitudinal format to facilitate deep analysis and to enable identification of pockets of need. This also includes answers to surveys and numbers of parents involved with schools.|A parent survey, used in conjunction with a Google form to collect data on the number of parent participants at each school site were used to collect data about parents’ opinions and their participation in our district. There were 1,243 responses to the Parent Survey. The findings from the survey related primarily to the relationships with students, parents, and school staff. While the findings were overall positive, in the future, we want it to be more detailed in regards to the impact of the interventions and feedback on future requests. Additionally, we realize that high schools often struggle getting participation in different decision-making activities; so we want to determine why this is and how this can increase. On our survey 94% of the parents responding felt welcome at their child’s school and 90% of parents were comfortable taking their concerns to administration or principal. On the other hand, some schools still struggled getting representatives on different school leadership groups. Many of our classified and office staff speak Spanish, which is the language of preference for many of our parents, so our staff is able to effectively assist parents and guardians with their inquiries at the sites. There is also a large number of teachers and administrators who also speak and/or understand Spanish and can assist parents and guardians in their native language. As one can see from the affirmative responses on our local surveys, our bilingual and bicultural staff try very hard to work with all of our diverse parent groups, but especially with our Spanish speaking parents, to support our students and their academic progress.|4|4|3|3|3|3|4|3|3|4|3|3|2019-10-08|Met|2019 19647336019954|Wilbur Charter For Enriched Academics|3|Families are also supported in understanding district policy, exercising legal rights, and advocating for their own students and all students through Governance Council, Ad Hoc Committee Meetings, and English Learner Advisory Committee. Both the Ad Hoc Committee Meetings and English Learner Advisory Committees meet to offer recommendations to the Governance Council Committee. Families and school staff are also provided opportunities to work together to plan, design, implement, and evaluate family engagement activities at Wilbur Charter. An area of growth for Wilbur Charter is offering participants coaching to increase their knowledge and skill sets to lead Wilbur Charter's Governance Committee governed by Brown and Greene Acts, as well as the English Language Learner Committee assigned governance under the Robert's Rules of Order|Wilbur Charter provides families with information and resources. 96% of families surveyed on the School Experience Survey that Wilbur Charter provides family with information (verbal/non-verbal) that they can understand. 90% of families stated that Wilbur provides parents with information on grade level requirements for their child. 87% of families stated that Wilbur informs them about Parent Center activities. 85% of families stated that Wilbur recruits and organizes parents to help and support the school.|Wilbur Charter is organized to support family engagement by providing a Parent Center where parents, administrators, and staff facilitate workshops covering academic, health, and enrichment workshop for families. Welcoming environment indicators are also captured in Wilbur's School Experience Survey. 90% of parents participants of the survey reported high response rates when asked I feel welcome to participate at this school. Also when asked if parents receive information on child's progress, the survey reported 96%|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 19646340101667|Wilder's Preparatory Academy Charter|3|Wilder's has monthly parent meetings and is expanding the parent committees to include Safety Committee, School Site Committee, Technology Committee and Hospitality Committee. Additional committees should be formed to have a parent and teacher representative on the school board. Leadership Team has been formed which includes the CEO, Principals, Testing Coordinator, instructional coaches and ELA and Math leads. This team works together to identify areas of growth and implement support for the whole school community. Annual school surveys are given to all stakeholders to gain feedback on workshops, classes, teacher/staff/student support and school achievement. Our area for growth is continued communication between the board, school and community. Both the board and Administration must continue to stay abreast of current changes in public education. Members of the board and Administration must seek additional workshops to learn more about grants, trauma informed schools, wellness for teachers and students, special education laws and strategies for supporting positive behaviors.|Wilder's teaching staff have ongoing professional development to support student achievement and socio-emotional growth. All staff have an opportunity to attend local conferences like the California Charter School Conference and the California Multi-Tier School Support Professional Leadership Institute. School Counselor and Special Education Resource Teacher also conduct workshops on the SST process, teaching students with focus and attention issues, strategies for reflection and making good decisions, accommodations for students with 504 and IEP. Parents are involved in the planning and monitoring process. Students are monitored every six weeks. Outside professionals like the school nurse are also utilized for training for student health issues like diabetes, asthma and seizures. Families are also encouraged to attend local workshops and conferences to further their knowledge on school, preparing for high school and college. Examples, include Omega Youth Leadership Conference, Dove Self Esteem Workshop, Wilder's High School Night, A Better Chance parent orientation. Areas for growth include additional parent workshops on new education laws for hair, special education, discipline and pupil fees.|We begin the academic school year with a one week staff in-service (in August) which focuses on school-wide goals and areas of improvement. This year our focus is science and innovation, staff and student wellness, and improving parent engagement. One of our strengths is our ongoing dialogue and training with our Wilder's staff. We've hosted several guest speakers to discuss successful strategies for teaching males of color, writing across the curriculum, culturally relevant teaching practices, school safety and parent communication. Throughout the school year our staff meets once a week to focus on school wide practices like the SST process, restorative justice practices, improving parent/guardian communication by using Class Dojo, inquiry based learning, and the use of interactive notebooks to organize key concepts and establish feedback from student to teacher. Teaching staff have on-going professional development opportunities on and off campus to learn more about the Common Core and Next Generation Science curriculum, equity and access for all students, classroom management, data-driven practices, tracking English language learners progress and creating community partnerships. Monthly parent meetings and workshops are facilitated by the Office Manager, Parent Liaison, teachers and Administration to address areas of concerns identified by the stakeholders (students, parents, staff). These workshops topics include Math Literacy Night, High School Night, Support for Students with Focus and Attention Issues, Creating a College Going Culture at Home, Time Management and Organization at School and Home, Academic Success for Boys of Color. All families are invited to these monthly meetings held at the school. We include all calls, flyers, Class Dojo and email reminders as a way to communicate with all families. Raffles, food and prizes are used as incentives. Phone and email trees are also utilized. Hospitality Committee has also been formed to make direct phone calls to invite families to all events. One of the goals for the year is to identify all our student and parent groups in our Student Information System. Our enrollment packet and emergency information cards have been updated to allow families to further identify themselves (qualification for lunch program, ethnicity, language spoken at home, homeless status, level of education, gifted/special education, mental health counseling or additional academic support). This information helps to drive our school programs, workshops and professional development topics for our staff, parents and students. Surveys are given to all stakeholders throughout the year to monitor progress.|4|4|4|4|4|4|4|3|3|3|3|3|2019-06-10|Met|2019 19646340116822|Wilder's Preparatory Academy Charter Middle|3|Wilder's has monthly parent meetings and is expanding the parent committees to include Safety Committee, School Site Committee, Technology Committee and Hospitality Committee. Additional committees should be formed to have a parent and teacher representative on the school board. Leadership Team has been formed which includes the CEO, Principals, Testing Coordinator, instructional coaches and ELA and Math leads. This team works together to identify areas of growth and implement support for the whole school community. Annual school surveys are given to all stakeholders to gain feedback on workshops, classes, teacher/staff/student support and school achievement. Our area for growth is continued communication between the board, school and community. Both the board and Administration must continue to stay abreast of current changes in public education. Members of the board and Administration must seek additional workshops to learn more about grants, trauma informed schools, wellness for teachers and students, special education laws and strategies for supporting positive behaviors.|Wilder's teaching staff have ongoing professional development to support student achievement and socio-emotional growth. All staff have an opportunity to attend local conferences like the California Charter School Conference and the California Multi-Tier School Support Professional Leadership Institute. School Counselor and Special Education Resource Teacher also conduct workshops on the SST process, teaching students with focus and attention issues, strategies for reflection and making good decisions, accommodations for students with 504 and IEP. Parents are involved in the planning and monitoring process. Students are monitored every six weeks. Outside professionals like the school nurse are also utilized for training for student health issues like diabetes, asthma and seizures. Families are also encouraged to attend local workshops and conferences to further their knowledge on school, preparing for high school and college. Examples, include Omega Youth Leadership Conference, Dove Self Esteem Workshop, Wilder's High School Night, A Better Chance parent orientation. Areas for growth include additional parent workshops on new education laws for hair, special education, discipline and pupil fees.|We begin the academic school year with a one week staff in-service (in August) which focuses on school-wide goals and areas of improvement. This year our focus is science and innovation, staff and student wellness, and improving parent engagement. One of our strengths is our ongoing dialogue and training with our Wilder's staff. We've hosted several guest speakers to discuss successful strategies for teaching males of color, writing across the curriculum, culturally relevant teaching practices, school safety and parent communication. Throughout the school year our staff meets once a week to focus on school wide practices like SST process, restorative justice practices, improving parent/guardian communication by using Class Dojo, inquiry based learning, and the use of interactive notebooks to organize key concepts and establish feedback from student to teacher. Teaching staff have on-going professional development opportunities on and off campus to learn more about the Common Core and Next Generation Science curriculum, equity and access for all students, classroom management, data-driven practices, tracking English language learners progress and creating community partnerships. Monthly parent meetings and workshops are facilitated by the Office Manager, Parent Liaison, teachers and Administration to address areas of concerns identified by the stakeholders (students, parents, staff). These workshops topics include Math Literacy Night, High School Night, Support for Students with Focus and Attention Issues, Creating a College Going Culture at Home, Time Management and Organization at School and Home, Academic Success for Boys of Color. All families are invited to these monthly meetings held at the school. We include all calls, flyers, Class Dojo and email reminders as a way to communicate with all families. Raffles, food and prizes are used as incentives. Phone and email trees are also utilized. Hospitality Committee has also been formed to make direct phone calls to invite families to all events. One of the goals for the year is to identify all our student and parent groups in our Student Information System. Our enrollment packet and emergency information cards have been updated to allow families to further identify themselves (qualification for lunch program, ethnicity, language spoken at home, homeless status, level of education, gifted/special education, mental health counseling or additional academic support). This information helps to drive our school programs, workshops and professional development topics for our staff, parents and students. Surveys are given to all stakeholders throughout the year to monitor progress.|4|4|4|4|4|4|4|3|3|3|3|3|2019-06-10|Met|2019 04614240123810|Wildflower Open Classroom|3|Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|Wildflower Open Classroom holds three Town Hall meetings each school year. The purpose of the Town Hall Meetings is to report out on goals and progress, seek stakeholder input and to build partnerships with the school community. Each spring Wildflower Open Classroom administers parent, student and staff surveys. Specific questions target building relationships, student outcomes and seeking input on the school’s decision-making process. The results of the surveys are collected and reported to the Board of Directors at a regularly scheduled board meeting. The survey results are presented to the school community at the school’s fall Town Hall Meeting. The results of the survey are utilized in the following ways: • To create annual Board of Director and School Director goals and initiatives • To create community and parent goals via our parent group, Wildflower Community Council • To create goals on the school’s Local Control Accountability Plan • To create goals for instructional and support staff All goals are presented at the school’s fall Town Hall Meeting. Progress is reported at the winter Town Hall Meeting and a final report on progress is reported at the spring Town Hall Meeting.|4|5|4|4|4|3|4|4|4|4|4|4|2019-10-16|Met|2019 11101161130103|William Finch|3|School Site Council is held every other month where any family or stakeholder may offer suggestions, questions or comments. Parents meet with their children's' teachers monthly to also extend communication efforts.|Families meet with their independent study teachers bi-weekly for regular updated school information on the progress of their student/s.|Families meet with their independent study teachers bi-weekly for regular updated school information.|5|5|5|4|5|5|5|5|5|5|5|5|2019-10-16|Met|2019 19651360000000|William S. Hart Union High|3|All groups identified 3 areas as strengths with the forth area scoring slightly less. This area, the District’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making, will be an area of focus for improvement going forward. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|All groups identified the District’s progress in providing families with information and resources to support student learning and development in the home as a strength. The area identified as the focus area for improvement is the District’s progress in implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|All groups identified the District’s progress in engaging educators and families in 2-way communication as a strength. Two areas were identified as focus areas for improvement. The first is developing the capacity of staff to build trusting and respectful relationships with families. The second is supporting staff in learning about each family’s strengths, cultures, language and goals for their children. Improving one of these areas will have a positive effect on the other, so to better focus available resources, improving the capacity of staff to build trusting and respectful relationships with families will be the focus for improvement going forward. A strong emphasis will be placed on accomplishing this with all families, but especially with our underrepresented families.|2|3|2|4|3|4|2|3|3|4|4|4|2019-10-16|Met|2019 06616220000000|Williams Unified|3|Dr. Jesus Luna has been providing training to principals on how to effectively engage Hispanic/Latino families in advisory groups with decision-making. This has increased our participation rate in School Site Council, ELAC/DELAC and LCAP advisory groups at each site and as well as district governance. Through CABE’s Project Inspire, we have been providing training to parents on what the different advisory groups our school sites have and how they can engage in the decision-making process. Project Inspire informs parents and trains parents on how to provide input on policies, programs and how to provide input as active participants in the decision-making process of our schools and district governance. The CABE training reaches the parents of the following sub-groups 91% Socio-Economically Disadvantaged, 95% Hispanic/Latino and 53% English Learners. Dr. Luna has been working with our school administrators in providing opportunities to have families and teachers implement and evaluate family engagement activities at school and district levels. Williams USD developed the following LCAP Goal #4: Williams Unified will enhance parent engagement and improve communication among home, school and community stakeholders. The measures also align with the following LCAP Actions/Services: 4.1 Provide opportunities for stakeholder involvement through district and school advisory committees in order to foster positive communication and meaningful engagement. 4.2 Continue to seek ways to engage EL parents/caregivers through parent outreach programs, activities and classes, such as Project Inspire, Parent College and the Parent Center. 4.3 Provide translation/interpretation services to increase parent and teacher communication and involvement of English Learner parents in school activities. Continue to provide a District Liaison (1FTE) to serve as a parent advocate. We continue to strive to increase the engagement of underrepresented families.|Professional development has been provided for site administrators to improve school’s capacity to collaborate with families through Dr. Luna’s two sessions this year and three sessions last year where they have developed an action plan and worked on implementation throughout the year. In addition, our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. The CABE (California Association for Bilingual Education) Project INSPIRE is an 11 module set of workshops provided in the parent’s home language with topics to help parents understand their legal rights and advocated for their students and all students. In addition, some sessions also train them on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. An area where we can improve engagement is in changing our policies and programs where teachers can meet with families and students to discuss student progress and ways to work to improve student outcomes.|WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. Site administrators have had Dr. Luna provide training on parent engagement and has provided various strategies that were put into action through parent engagement action plans that site principals put together and implemented this past year. This in turn has increased helping our parents to feel welcome and has increased trusting relationships with parents. We have also developed multiple opportunities for the LEA and school sites to increase engagement in two-way communication between families and educators by using our Jr./Sr. High School students in Internships where they are trained and used to interpret and translate at parent conferences, as well as tutor peers academically. We have bilingual office staff and provide accessibility to our families, our district has hired a bilingual District Liaison who works with and advocates for our parent’s needs. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children. We plan on beginning this process by implementing a Family Leadership Institute for the 2019-2020 school year.|3|3|2|4|3|2|2|3|2|2|3|3|2019-10-17|Met|2019 23656232330363|Willits Charter|3|In our staff meetings throughout the year, teachers share best practices and present on a variety of topics of their choosing. In addition, the school Director has joined the California Principals' Support Network, which is an intensive 3 year program that also brings in teacher partnerships (in the second year). The topic of trainings for the next year will be Professional Learning Communities. New teachers are partnered with a teacher mentor from WCS who meets with them regularly to assess progress, needs, and provide feedback. Mentor teachers are given substitute time so they can observe new teachers in the classroom. This includes teachers that are new to WCS, but not new to the classroom. New teachers create a Professional Development Plan where they share their goals with the school leader and engage in a self assessment twice a year. This PD plan is completed by all teachers in the school, and is a way for more experienced teachers to develop new goals and advancement opportunities. Teachers may explore a variety of PD opportunities throughout the school year, and share out what they have learned in "Best Practices" sessions that they sign up for. In addition, teachers rotate monthly in sharing out to our school Board what is going on in our classrooms and what students are learning and achieving. With regard to collecting feedback, the MTSS (Multi-Tiered System of Supports) team conducts a Fidelity Integrity Assessment twice year to analyze all programs and activities. This team includes parents, teachers, students, and administration. Results are shared with MCOE, the school Board, and supports are shared between schools. The school director also attends monthly PD with principal's from all over Mendocino County (CAPED) where supports and resources are shared. The school director is engaged in PD that is designed for administrators, but in the 2019-2020 school year the director brings in teaching staff as well. Feedback is collected from parents in two surveys: one onsite during Student Portfolio Conferences, and one online at the end of the year. Feedback regarding academic rigor, safety, and overall satisfaction with the program is collected. Student feedback is also collected through surveys, and LCAP meetings are held in every grade level with the school Director and grade level teachers. Improvements are made in the program based on feedback from all stakeholders. Student Leadership meets with Administration and the school Board once a month at CSAW Board meetings. Teachers also present at each monthly Board meeting. The Board regularly looks at achievement data, results from parent/student surveys, and parents come to Board meetings to give feedback directly. Paraprofessionals are engaged in professional development during inservice week and in trainings throughout the school year. Paraprofessionals are evaluated annually and are also able to give feedback regarding the school in meetings.|To support students with academic, social, or behavioral needs we implement a variety of meeting options. Families can request a parent/teacher conference, a team meeting, a Student Success Team Meeting, or request assessment towards special education services. Counseling is provided onsite. A school psychologist is also onsite once a week and can be called in as necessary. For parents/guardians that cannot attend meetings in person, we can engage in a phone call or a video chat. The school will provide an interpreter or translator as needed for any meeting, phone call, etc. Students have access to academic support classes and can attend tutorial after school. Parents/Guardians are encouraged to volunteer at school during the day and may come in to after school tutorial to get help. Parents/Guardians may also use school computers in the library or office. Willits Charter School also implements a Multi-Tiered System of Supports team that includes parents, students, and teachers. This is a group that provide supports for students in the areas of social, academic, emotional, and behavior. Building parent connections is a vital function of our school. Parents work in our classrooms, on the yard, volunteers at a variety of functions, drive on field trips, and appear as guest speakers. Administration, faculty, staff, and support personnel work together to reach out to families to get involved in our school. Trainings occur before school even begins on how to include our families in all aspects - from volunteering to policy making. Although we are a small school, WCS has a ELL Coordinator, a full time Special Education teacher, and the school Director functions as the 504 Coordinator. Parents may request a simple phone call with a teacher or administrator, and may request a visit to the classroom as well. For our migratory students that may be away from school for an extended period, both office staff and teachers create a Modified Independent Study plan for the student to complete when they are gone. Students/parents have access to Google Classroom while they are gone.|Willits Charter School engages parents in a monthly Parent Meeting where parents can give input in a variety of areas such as the LCAP, WASC, School site Council, as well as school functions, fundraisers, and opportunities to volunteer. The monthly meeting serves multiple purposes. Teachers, administration, and other community partners are also invited to the meetings. Meetings are rotated to occur both after school and in the evening to accommodate all families. The school director practices an open door policy and will meet with parents/guardians at anytime the director is available. Translators are provided as necessary, and all outgoing messages to families are translated as well. The LEA parent and family engagement policy was developed jointly with parents and community members during these monthly Parent Association meetings as well as through school feedback we receive in online/hard copy surveys. The policy was then included in our Student/Parent Handbook and distributed to families both in hard copy and through ParentSquare. In addition to monthly Parent Association meetings, parents/guardians are welcome and encouraged to attend monthly Board meetings. Parents/Guardians also attend our yearly Orientation and Back to School Night where a wide variety of information is distributed by both the school Administration, teachers, and parents. Interpreters and translation of school documents is available as needed. Parents give feedback through surveys given throughout the year, both available onsite and online. This survey was distributed at the end of the year. All parents/guardians/extended family were invited onsite to a Student-led portfolio conference where they completed an onsite satisfaction survey, as well as an additional survey at Back to School Night. Questions are asked about how we can not only improve our program but improve the Portfolio process as well as improving the school. Monthly meetings also cover important topics such as state standards, state testing, feedback on LCAP, WASC, curriculum and instruction, and how to access Parentsquare (our information system). Parents can choose whether they receive an email, phone call, or text. Parentsquare is our primary form of information giving to families, and is translated in the families' primary language as necessary. As families choose the way they receive information, parents who are deaf or hard of hearing may obtain it electronically, while others may receive a landline call or voicemail. In addition, information is mailed out to families on a regular basis. Parents are frequently mailed reports of progress and informed of ways they can assist their children in being successful in school. Through ParentSquare we also distribute necessary information regarding how to access mental health services in the community, community service opportunities, and community events and activities that include WCS students.|4|4|4|4|4|4|5|5|4|3|4|4|2019-11-05|Met|2019 23656230125658|Willits Elementary Charter|3|Teachers and the director are available before and after school to meet with parents. When there is a challenging situation with a student, parents are immediately contacted by either the teacher, director, parent-community liaison or special education coordinator. Parents are regularly informed about their child's progress in school and timely progress reports are sent home to inform parents of any issues. The director meets monthly with parents informally. There is a parent support group being formed that meets monthly to support school activities and communicate with the director and teachers. The LEA will further work to improve engagement with families by holding a family math night and by inviting families to participate in a reading group to support positive parenting. In addition, teachers and aides will attend a Love and Logic conference to update skills in positive discipline at school. This information will be shared with staff and parents.|Willits Elementary Charter School emphasizes reading as the only homework in Kindergarten and grade 1. In grade 2, homework is optional and in grades 3-5, homework reinforces what was learned in class. Teachers communicate with parents on how to help students who are struggling to understand concepts and students regularly check each other's work and explain their thinking so that students are teaching students. This leveled support is effective in helping stronger students to explain their thinking and enables weaker students to understand explanations from their peers. Teachers meet with parents in the first trimester to talk about student progress before report cards are given out. WECS posts notices on our electronic communications board to parents about their rights and also posts on our website. We also announce trainings offered by the County Office of Education to support parents in helping their students. We plan to help underrepresented families by having a parent-community liaison to support struggling families in any way they need help, including transportation, food, and academic help.|Willits Elementary Charter School employs many strategies for engaging families. Teachers regularly post to Parent Square, our online communication with parents. The director writes a monthly newsletter in English and Spanish summarizing the month's activities. Teachers hold regular meetings with parents about their child's school performance. Teachers send progress reports home before the semester end to inform parents if students are not meeting state standards. The director meets monthly with parents in an informal setting. In addition, the director and teachers are outside to greet students on a daily basis, both before and after school. These informal spaces allow more communication with parents. Our parent-community liaison regularly contacts parents of students in need of extra help, attention, or in times of concern. Our school has started a food bank to help struggling families. We also have a Halloween costume exchange and a clothing exchange to help families who need clothes or fun costumes. We send out a parent survey at least once a year as well as a student survey conducted by the student council. One focus area for improvement is to hold more parent meetings on how to support struggling children or children who are excelling. We aim to engage underrepresented families by having our Kindergarten announcements in Spanish to attract Spanish-speaking families to join our school.|4|4|4|4|3|4|4|4|4|4|4|3|2019-11-05|Met|2019 23656230000000|Willits Unified|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 21654746118491|Willow Creek Academy Charter|3|Areas of strength: ? With regard to LCAP review and development specifically, we took the following actions: ? Reviewed LCAP goals and monitored improvements at SSC and ELAC meetings ? Reviewed LCAP goals and educated families on LCAP metrics, including assessment, at Parent Council meeting ? Collected feedback on LCAP goals at SSC and ELAC meetings ? Surveyed students on academic program and school climate through Student Surveys ? Surveyed families on academic program, school climate, facilities, and operations through Family Survey ? Held Community Engagement Session to collect feedback as part of SSC and ELAC meetings ? Presented on draft LCAP at Board meeting and Parent Council meeting Areas for improvement: ? Create new structures for gaining input from marginalized groups, families who primarily speak other languages, and any other families who do not tend to engage in meetings or respond to family surveys. ? Increasing resources for translation in the many languages spoken at WCA, developing a network of families who can offer support and communication for each other to share information about school activities and provide translation when needed. Also increasing events, activities and other opportunities for visibility and cultural education within the WCA community. ? Continuing to bring on faculty and staff who reflect the racial and cultural backgrounds of the families we serve.|Areas of strength ? Publish weekly Friday Posts to share information about school events, community partners, and student accomplishments. ? Encourage participation in the School Site Council and English Learner Advisory Committee, and provide updates from these governing bodies at our Parent Council meetings ? Increasing participation in our Parent Council, particularly of our Marin City families and middle school families ? Find alternate solutions to student behavior issues that involve parent communication and student reflection ? Bring parents into classrooms as volunteers during the school day, during after school tutoring and other opportunities ? Bring families to campus to share questions and concerns directly with the Head of School ? Publish weekly Friday Posts to share information about school events, community partners, and student accomplishments. Areas for improvement: ? Increasing engagement with teacher-parent conferences at the Middle School level. Improving systems for communication and opportunities for parents to interact with teachers. ? Increasing resources for translation in the many languages spoken at WCA, developing a network of families who can offer support and communication for each other to share information about school activities and provide translation when needed. Also increasing events, activities and other opportunities for visibility and cultural education within the WCA community. ? Continuing to bring on faculty and staff who reflect the racial and cultural backgrounds of the families we serve.|Areas of strength: ? Willow Creek Academy has a long history of parental involvement. In fact, parents helped found the school in 2001. We have several structures in place for involving parents in our students’ success. Our goals include: ? Encouraging all families to volunteer in class, on campus events (project days, conferences, Parent Council meetings, etc.) ? Increasing participation in our Parent Council, particularly of our Marin City families and middle school families ? Find alternate solutions to student behavior issues that involve parent communication and student reflection ? Bring parents into classrooms as volunteers during the school day, during after school tutoring and other opportunities ? Bring families to campus to share questions and concerns directly with the Head of School Areas for improvement: ? Increasing resources for translation in the many languages spoken at WCA, developing a network of families who can offer support and communication for each other to share information about school activities and provide translation when needed. Also increasing events, activities and other opportunities for visibility and cultural education within the WCA community. ? Continuing to bring on faculty and staff who reflect the racial and cultural backgrounds of the families we serve. ? Increase parent involvement to better reflect the full diversity of the students served at WCA.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-21|Met|2019 47704900000000|Willow Creek Elementary|3|Willow Creek needs to continue to involve parents in advisory groups and in the decision making process. There are monthly School Site Council, parent, and board meetings. Parents are invited and encouraged to attend these monthly meetings. Willow Creek will continue to identify parent needs, ways to improve engagement, and best ways to serve families through a survey. The survey questions will be developed and analyzed by all stakeholders.|Willow Creek needs to work on providing professional development opportunities for teachers to learn strategies that will facilitate increased communication with families. Monthly parent meetings will help in sharing strategies with parents to help their child at home. At the monthly meetings, parents will have the opportunity to learn about their legal rights and how to advocate for their child. Parents will be given strategies how to communicate with teachers as well as resources sto support student learning and development in the house.|Willow Creek annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs. Willow Creek then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through parent meetings, school communique and the Dashboard.|2|2|2|2|1|2|1|1|2|2|1|1|2019-10-17|Met|2019 35675790000000|Willow Grove Union Elementary|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 11626610000000|Willows Unified|3|Willows Unified does its best to get parent representation from all subgroups to be a part of the decision making process, such as the School Site Councils, School Site Leadership Teams, English Language Advisory Committees/District English Language Advisory Committee, and Title I Parent Advisory Committee. One area of growth that we need to work on is getting more parents to join from underrepresented families. Again, WUSD will need to evaluate our engagement efforts and look at opportunities that would be most beneficial to the majority of our parents. This may mean hosting meetings in the mornings, or in the evening with child care, providing translators, etc. to get parents to participate in the decision making process. WUSD has been able to host LCAP stakeholder meetings for individual subgroups: English Leaners/Migrant Ed, Foster/Homeless Youth families, and to the general public at least once a year to get parent input.|WUSD administrators and staff do their best to build positive partnerships for student outcomes. One area of growth that WUSD administrators and staff need to work more effectively in is evaluating our public engagement efforts regularly. In reaching our underrepresented families, we need to make sure we provide training to help our families learn strategies to support their child’s academic needs. WUSD schools will provide opportunities for parents to be involved in their child’s education through activities such as Fall Carnival, Paint Nights, Freshmen Orientation, etc. We pride ourselves in communicating with parents/families on a regular basis through online communications and other various means to keep parents informed. WUSD will continue to build on the cultural values of families; stress personal contact with families (remind teachers of the importance of parent-teacher relationships); foster communication with families (all-call, online communication, etc.); create a warm environment for families; and facilitate accommodations for family involvement, including translators, transportation, and other similar services.|WUSD administrators and staff are in full implementation in building relationships with families and the community. Each school site communicates with parents through various means such as phone calls, letters, monthly calendars, newsletters, Facebook, Instagram, etc. WUSD strives to provide full opportunities for participation in parent and family engagement activities for all parents (including parents with limited English proficiency, disabilities, and migratory children). This is accomplished by ensuring that information related to school and parent programs, meetings, school reports, and other activities is provided in an understandable and uniform format, and to the extent practical, in a language parents can understand. Willows Unified will work on providing schools with research-based materials for Family Engagement Resource Centers, parent training and parent resources, especially for these subgroups: parents with limited English proficiency, disabilities, and migratory children. This may involve training through Parent Education Nights, to help provide parents/families with key questions to probe student understanding, information on school structures and policies, and other educational issues that will help parents/families to successfully work with the system to help meet the needs of their children.|4|4|3|4|4|3|4|3|3|3|3|3|2019-10-10|Met|2019 49710190000000|Wilmar Union Elementary|3|Wilson School has an active PTA that allows for parent engagement in the life of the school. The School Site Council meets regularly and serves as the advisory committee for the Local Control Accountability Plan as well as various other state mandated plans. A focus area for improvement will be to recruit more parents, including EL parents, to serve on the School Site Council as we have not had adequate representation in the past.|Again, Wilson prides itself on the strength of our community. There are two formal conference periods each school year. Additionally all teachers are available to conference with parents as necessary. We have a process for Student Study Team meetings, which can be requested by parents and teachers. Each teacher communicates with families on a regular basis. Our EL Coordinator and Community Liaison are available to interpret at parent conferences. A focus area for improvement will be for the District to research ways to educate and families about the curriculum and learning expectations for students.|Wilmar Union School District is a single school district that prides itself on its strong, supportive community. We encourage families to volunteer both during the school day, on district committees, and through our active PTA. The District is actively seeking ways to encourage participation among our EL families. During hiring we place an emphasis on candidates who are bilingual. We have a community engagement liaison to support EL families with school related concerns. We hold ELAC meetings as necessary to engage EL families in the academic success of their children and the school. All parents are asked to complete a survey that is designed by our School Site Council to gauge and measure family satisfaction with a variety of criteria, including communication.|5|5|5|5|4|4|5|4|4|4|4|4|2019-10-10|Met|2019 19651510000000|Wilsona Elementary|3|The LEA seeks input from stake holders through parent surveys and making direct phone calls to families for input . The Superintendent holds monthly open forums as well as meets with each stake holder group. The LEA will work with staff and families to develop a feedback form and or rubric to evaluate the LEA's family engagement activities.|The LEA provides professional learning opportunities and coaches for all staff. The LEA offers a variety of resources that are available to families such as but not limited to Save the Children and Children's Bureau. The LEA will begin to research options and district facilities in order to provide a centralized location for families to receive support and possible additional resources|The LEA offers multiple opportunities for families to build relationships by aligning county and local resources to meet the needs of families . Future ares of growth would be to explore the possibility of establishing a parent center.|5|5|5|5|5|5|5|5|5|4|5|4|2019-11-21|Met|2019 49753580000000|Windsor Unified|3|The planning and inclusion process and structure is varied and rich. The area of improvement continues to be increasing participation, particularly of underrepresented families.|The district is working very hard in implementing accessible ways for families and students to meet with school staff and discuss student progress and ways to work together to support improved student outcomes. The district will continue to look for ways in which to provide professional learning and support to teachers and principals to improve their school's capacities to partner with families.|Each site in the district employs a full-time bilingual community liaison who serves to bridge the language gap between English only speaking personnel and Spanish only speaking families. Building meaningful adult/student relationships, including families is own of two major areas of focus for the district. Building interest and participation for low performing subgroups continues to be a priority. This includes English Learners, Hispanic/Latinx students, and Students with Disabilities.|4|4|3|5|3|4|4|3|4|4|4|4|2019-10-15|Met|2019 51714566053334|Winship Community|3|Although many of our families choose an independent study educational programs, we consistently provide opportunities for family involvement, including governance/advisory committees, focused family events, and extra-curricular events. One of our LCAP goals focuses on parent/student engagement. School climate survey results indicate a majority of families agree or strongly agree communication and interactions with teachers are meaningful and are aware of the opportunities to participate in decision-making committees and school-wide events. Although parent survey results are positive, it is unclear as to whether underrepresented groups in our school community are benefitting from the same sense of empowerment and respect. To this end, we are providing professional development to our principals to build their capacity to seek meaningful input from all families for decision making.|Our procedures for partnering with families include monthly meetings focused on review student academic progress, including their graduation status. These meetings build trusting relationships and form a partnership to support student academic learning goals. Parent involvement is critical for supporting students who have chosen an independent study program. With this in mind, we make a concerted effort to create academic support resources for parents and to explain their significance. For example, we have created curriculum scope and sequences that are written in a parent-friendly manner and are regularly referenced when discussing academic plans. We also send weekly parent updates. We communicate parent/student rights regularly through our parent/student handbook and weekly emails. A focus area for improvement is increasing parent awareness regarding the importance of mandated state tests and how that impacts the perception of our performance based on Dashboard results.|Our staff works closely with families to support student success, including monthly meetings to collaboratively review student learning plans and to determine the next steps for student achievement. Parents are also encouraged to serve on governance/advisory committees, parent organizations, and to participate in extra-curricular events. We view and interact with parents as equal partners in the education of their children, and while most communications with families are translated into appropriate primary languages, we are working diligently to make sure all forms and communications are transcribed.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 51714560000000|Winship-Robbins|3|The WRESD believes that the school, parents, and students share the responsibility for improved student academic achievement. The School Site Council has developed and regularly reviews the parent and family engagement policy in the form of a School-Family Compact outlining our shared responsibilities. This policy is based on Board Policy and Administrative Regulations and is distributed annually to all parents and guardians at the beginning of each new school year or upon enrollment. In budget development, 1% of Title 1 funds are set aside to support parent and family engagement activities. Expenditures support LCAP Goal 3, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students, and are made with the input of Site Council. At Back to School Night and Parent Conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet individually with teachers to discuss student’s progress on grade level standards and local assessments. Our website contains resources and links for parents regarding State assessments and standards. We provide various materials and supports to help parents to work with their children. During Back to School Night and at Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.|Winship-Robbins values parent participation and we continue to monitor to make sure parents feel that their participation is valued (90% do). Staff annually reviews stakeholder feedback and evaluates community/school partnerships based on the results. Adjustments to processes and training take place as needed. County special education staff receive training on how to work with parents through the IEP process. We continuously reach out to families of children who are eligible for Title I services. Title I parent are held monthly to increase participation. We have an interpreter available as needed. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through the SchoolReach phone messenger service, email and paper. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, monthly newsletters, school calendars, student assessments, and grade reports. We make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. We provide opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) to parents and family members as needed. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. We will continue to provide opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period of time and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption.|According to our spring 2019 Stakeholder Survey, 90% of parents feel that they have been given different options or ways to be involved with the school. Our LCAP stakeholder engagement process is explained in our LCAP. We reach out to a broad range of stakeholders about our Goals and Actions. LCAP Goals and Actions are discussed regularly at Board meetings and School Site Council meetings where input is noted and considered for the next LCAP. We send surveys and meet with other stakeholder groups throughout the year. Based on a spring 2019 Stakeholder Survey, overall parents feel involved (90%).|4|4|4|5|4|4|5|5|5|4|4|4|2019-10-09|Met|2019 57727020000000|Winters Joint Unified|3|Winters JUSD has a number of advisory groups in which families and employees engage in decisions making: Site Council, ELAC, DELAC, LCAP Advisory, LCAP Parent Advisory, Superintendent's Advisory, PTA and many more. In addition we survey our parents every year through our LCAP process. One area for improvement is increasing the feedback we elicit from families. We ask for suggestions in our advisory groups, for ways to further engage families and the community.|Engaging families and the community is a high priority in the Winters JUSD school district. This year we have incorporated additional information nights to continue to reach out to families and provide methods of support in the home. An area for improvement in Winters JUSD is communication. This year all sites and departments have developed communication plans and are utilizing Blackboard Connect to push out communication in text and email form in addition to phone calls and traditional postal mail. The Superintendent has started a new parent advisory board comprised of a cross section of parents in order to help build the communication further.|Winters JUSD is focused on building strong partnerships with parents and the community. We host a number of informational nights throughout the year with focuses on assessment, safety, our district vision and many other topics. In addition, we provide the PIQE program (Parent Institute for Quality Education) as a means of engaging parents in on going training designed to improve support of student learning. At our family and community nights we provide childcare and translation services to better meet the needs of all parents. The ELAC committee meetings occur during the school day at some sites to accommodate families with non-traditional work schedules as well. The district has a communication program that allows our sites to communicate with families via text message, email and phone.|4|4|3|4|3|3|3|4|4|4|4|4|2019-10-17|Met|2019 24658700000000|Winton|3|Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. It is at this time that they also work together to plan and implement family engagement activities. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools site plan. All schools in the district are Title I schools. Parents/guardians are involve in the planning, review, and improvement of the school's parent involvement policy during the school site council meetings. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) stakeholder’s engagement process. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. To improve the schools, parent surveys are given to parents every other year. The surveys measure how welcoming the schools are, the effectiveness of school communication, the student’s academic success, and parent participation at the schools. The results help identify areas of strengths and areas needing improvement. A Parent Survey is conducted by each site about the educational programs at each site and the perception of how these programs are doing. The most recent Parent Survey is from the 2017-2018 school year data. This survey is administered every two years. The results showed that 83% of the parents who submitted the survey feel their child is safe and connected to the school while 14% of the parents who submitted the survey remained neutral that their child feels safe and connected to the school. The next Parent Survey will be during the 2019-20 school year. A focus area for improvement is to increase the number of parent participation at the school meetings and events.|Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions. At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The WSD School Counseling Program has expanded with two TK-5 School Counselors in the district. Each counselor is assigned to one school while they both share counseling responsibilities at one of the school sites. There is also a school counselor at the middle school (Grades 6-8). The School Counseling Program is delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, personal/social, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Night and Coffee with the Counselor. Each of these events is held four times during the school year. Topics discussed so far in the 2019-2020 school year include the Importance of School Attendance and Growth Mindset. A focus area for improvement is to provide families with information and resources to support student learning and development in the home.|Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Stakeholders Engagement Meetings, School Site Council and Site English Language Advisory Council, Parent Meetings, and Coffee with the Counselors. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2017-2018 school year. The results showed that 82.5% of the parents who submitted the survey feel that the school is a welcoming place. WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English. SD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.|3|3|2|4|2|2|3|3|3|3|3|3|2019-10-14|Met|2019 19768690000000|Wiseburn Unified|3|The Wiseburn Unified School District continually works to increase participation in both evaluating and developing opportunities for parents and teachers to engage in decision-making processes within our District. Regular communication via site newsletters, online postings, and websites, as well as ongoing outreach through parent surveys, allow for ongoing open lines of communication regarding best means of engaging stakeholders in decisions that affect schools and students. A focus area for improvement emerged in the area of staff input related to parent engagement activities. Newly introduced site teams focused on instruction and site practices will include attendance to revised and/or increased efforts to engage families, particularly our underrepresented families.|The Wiseburn Unified School District works with all sites to promote parent engagement through committee work such as ELAC and the District LCAP committees as well as School Site Councils where site Principals discuss legal implications to parent empowerment. Agendas provide opportunities for discussion and questions, and parent voice is encouraged. In addition, each site provides parent-teacher conferences twice a year with informal meetings with teachers available at any time via parent request. Parent nights are hosted at all sites specific to technology, curriculum offerings, mindfulness, student safety, and guidance on accessing student information through an online learning management system (middle school only). Parents of English Language Learners are offered information nights at the beginning of the year specific to this program and students in grades 6-8 participate in a culminating student-led conference with their families to close the year. WUSD boasts a 97% parent attendance rate at Back to School and Open House events on all campuses.|The Wiseburn Unified School District will continue to focus on DELAC and ELAC and school site council practices to provide continued clear communication with families. Over the last year, the District has hosted numerous parent/teacher focus groups to create an all-encompassing Strategic Plan as well as a Long-Range Facilities Plan both of which will be shared with the community in the coming year. In addition, new site and District websites, Instagram postings, and District newsletters are all available online to staff and families. Communication via email between families and teachers allows for timely feedback to parents. Online access to CAASPP and ELPAC assessment results is available to all families through the sites' student information system and families are regularly invited to attend school events and committee meetings in an effort to grow two-way communication between families and schools. A focus area for improvement emerged in the area of increasing parent attendance at all site English Language Acquisition Committee meetings. Increased attendance options will be reviewed this year in an effort to provide varied timing of meetings, childcare options, and parent education offerings.|4|4|3|4|4|4|5|3|5|5|4|4|2019-10-24|Met|2019 19647330135632|WISH Academy High|3|The WISH School Site Council consists of 12 members, one-third of whom are parents elected into leadership positions. These open meetings allow parents to share information about WISH educational and social-emotional programming and the goals, progress and achievements of our Single Plan for Student Achievement, as well as discussions about and voting on how we will use our categorical funds. All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA). This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects and other volunteer opportunities. Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees.|At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, tests scores and grades, behavior, attendance and remain informed of school activities and policies. Platforms used regularly by WISH include, CANVAS, KICKBOARD, ILLUMINATE, plus our own newly re-published website (www.wishcharter.org), currently also being translated to Spanish. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing off-line communications as needed. At WISH Academy, we encourage parents to be actively engaged in their child's learning. Parent-Teacher conferences are held twice each year, and we end the academic year with a student-led parent conference, allowing our students to directly share their learning trajectory for the year. Our Academy scholars also participate in Exhibition projects and Presentations of Learning each semester to which parents and guardians are invited to attend. WISH educators also hold ‘data-chats’ with parents to review progress and goals for each student and 'team meetings' where parents and educators share ideas and create learning and social-emotional goals for the student that are bridged between school and home using common language and shared supports. WISH Academy teachers are also expected to make personal phone calls to update families about positive and challenging behaviors to ensure that the connection, communication, and trust remains strong through the school/family partnership.|The WISH model is built upon 6 key tenets, one of which is our parent partnerships. WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process. Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community. As each school year approaches, WISH schedules summer socials that are grade-level appropriate and welcoming to all families. Furthermore, each school year begins with a series of new-family meet-and-greet events, volunteer training sessions, and community beautification events. and Based on stakeholder feedback, WISH has implemented new whole LEA family events and created greater opportunities for parents and educators throughout our community to come together in social settings. Parents are encouraged to volunteer in a variety of areas at the school, both in the classroom and out of the classroom, with our students or behind the scenes. We support the individual passions of our parents and invite them to share their skills or expertise in those areas they are most enthusiastic to support. Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees. WISH has taken strides to guarantee parents have full access to the various outreach methods we regularly use including hiring interpreters to assist us in ensuring our platforms are fully understood and used effectively by our parent community. We are continuing to grow our Diversity and Inclusion committee to ensure the interests of all parents are represented in our WISH culture.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 19647330135921|WISH Community|3|The WISH School Site Council consists of 12 members, one-third of whom are parents elected into leadership positions. These open meetings allow parents to share information about WISH educational and social-emotional programming and the goals, progress and achievements of our Single Plan for Student Achievement, as well as discussions about and voting on how we will use our categorical funds. All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA). This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Community Education Nights, including performances, fundraisers, site beautification projects and other volunteer opportunities. Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees.|At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, tests scores and grades, behavior, attendance and remain informed of school activities and policies. Platforms used regularly by WISH include BLOOMZ, CANVAS, KICKBOARD, ILLUMINATE, plus our own newly re-published website (www.wishcharter.org), currently also being translated to Spanish. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing off-line communications as needed. Parent-Teacher conferences are held twice each year, and we complete the year with a student-led parent conference, allowing our students to directly share their learning trajectory for the year. WISH educators also hold ‘data-chats’ with parents to review progress and goals for each student and 'team meetings' where parents and educators share ideas and create learning and social-emotional goals for the student that are bridged between school and home using common language and shared supports.|The WISH model is built upon 6 key tenets, one of which is our parent partnerships. WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process. Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community. As each school year approaches, WISH schedules summer socials that are grade-level appropriate and welcoming to all families Furthermore, each school year begins with a series of new-family meet-and-greet events, volunteer training sessions, and community beauti?cation events. Based on stakeholder feedback, WISH has implemented new, whole-family school-wide events and created greater opportunities for parents and educators throughout our community to come together in social settings. Parents are encouraged to volunteer in a variety of areas at the school, both in the classroom and out of the classroom, with our students or behind the scenes. We support the individual passions of our parents and invite them to share their skills or expertise in those areas that they are most enthusiastic to support. Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, School Site Council, WISH Community Association (WCA) and a variety of school committees.|5|5|5|5|5|5|5|5|5|5|5|5|2019-11-14|Met|2019 15101570119669|Wonderful College Prep Academy|3|Wonderful College Prep Academy has hired new leadership and is in the process of revamping parent engagement opportunities. The Academy currently offers the following options for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site-based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly, on a monthly basis during the school year. This group of families has had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results.|Wonderful College Prep Academy provides training to parents on improving their children's academic outcomes through training provided through PIQE - Parent Institute for Quality Education. Additionally, there are topical parent engagement events based upon need - such as how to prevent and respond to cyber-bullying, access to information on how to improve literacy. PIQE is administered annually TK-12 and is available free of charge for all of our families in both English and Spanish to help foster community engagement with our school teachers and leadership. Parents are invited and encouraged to attend a minimum of three events where they can engage in meaningful dialogue and problem solving. The Family and Community Engagement Manager will provide professional development to teachers, administrators and staff on how to best engage with families, including conducting home visits; working with parents as partners and communicating with families.|The Academy has hired a Family and Community Engagement Manager to help strengthen our Parent and School Partnerships. We are in the process of increasing the number of engagement opportunities for families to increase their involvement in their student’s academic careers.|4|4|4|4|4|4|4|4|3|3|4|4|2019-10-22|Met|2019 15101570135467|Wonderful College Prep Academy - Lost Hills|3|Wonderful College Prep Academy – Lost Hills has hired new leadership and is in the process of revamping parent engagement opportunities. The Academy currently offers the following options for parents to engage in decision making: 1. School Site Council - an opportunity for families and teachers to provide input into site-based decision making. 2. English Learner Advisory Council - an opportunity for families to give input into the progress and programs related to English Learners. Meetings have been occurring regularly, on a monthly basis during the school year. This group of families has had the opportunity to review the LCAP, preparation materials for the ELPAC, and student achievement results.|Wonderful College Prep Academy – Lost Hills provides training to parents on improving their children's academic outcomes through training provided through PIQE - Parent Institute for Quality Education. Additionally, there are topical parent engagement events based upon need - such as how to prevent and respond to cyber-bullying, access to information on how to improve literacy. PIQE is administered annually TK-8 and is available free of charge for all of our families in both English and Spanish to help foster community engagement with our school teachers and leadership. Parents are invited and encouraged to attend a minimum of three events where they can engage in meaningful dialogue and problem solving. The Family and Community Engagement Coordinator will provide professional development to teachers, administrators and staff on how to best engage with families, including conducting home visits; working with parents as partners and communicating with families.|The Academy has hired a Family and Community Engagement Coordinator to help strengthen our Parent and School Partnerships. We have increased the number of engagement opportunities for families to increase their involvement in their student’s academic careers. We have an active parent volunteer corps, monthly family nights focused on our academic programming, and grade level quarterly parent meetings. Additionally, 80% of our families have regular parent conferences throughout the school year.|5|5|5|4|5|5|5|4|4|4|4|4|2019-10-22|Met|2019 19647336020036|Woodlake Elementary Community Charter|3|We offer multiple opportunities to provide input in school site decisions such as Governance Council, School Site Council, English Language Advisory Committees. In addition, families are also invited to district meetings where they learn about, Title I, English Learners, and foster youth policies, programs and funding where parents can offer recommendations. An area of growth would be to offer informative meetings/trainings to sharpen our families' knowledge and skills.|Provide families with information and resources through our main office and school site webpage. In addition workshops have been provided by school staff and community partners. Area of growth would be to provide additional training by school staff, administrators and district, provide resources and build on ways to connect families to advocate for their students by supporting each other.|Our Current strengths are working with all stakeholders to support our school and community. This includes family needs assessments where staff and families learn about family strengths, languages, and identify common goals for students. Workshops offered to families in collaboration with school staff and community agencies which builds bridges and two-way communication between the home and the school site. The area of growth is to provide administrators, teachers, and staff with opportunities to expand two-way communication and engagement of high need students through continued professional development and best practices.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-17|Met|2019 54767940000000|Woodlake Unified|3|The California Healthy Kids Parent Survey was conducted in the spring of 2018 and is conducted biyearly with the next survey due in the spring of 2020. This survey provides the district with insight into the parents’ perceptions and supports the implementation of the Local Control and Accountability Plan. The responding parents indicate the following: 92% agree or strongly agree that the school allows input and welcomes parents’ contributions; 89% agree or strongly agrees that the school encourages parents to be an active partner with the school in educating their child; 80% agree or strongly agree that the school actively seeks input of parents before making important decisions. Input for decision-making is sought at all site and district levels. Parents vote on parent members of School Site Councils and English Language Advisory Council, and these meetings are vital to developing site plans and expenditures by designing each Single Plan for Student Achievement. The district sends parents of these committees to County Office of Education-sponsored training in these areas. The district holds a large number of focus groups to continue work on the district LCAP and makes great effort to solicit and incorporate input from all stakeholders, including families from underrepresented groups. For the 2019-20 school year, Woodlake Unified School District will continue to focus on educating families about the opportunities to positively impact their students’ education and their advocacy rights. The district has partnered with PIQE to provide an academy to help parents in this endeavor.|Woodlake Unified School District and its sites see parent and community involvement in our schools as essential to the success of our students and community. Parents in each elementary school and the middle school attend parent-teacher conferences three times per year. Attendance at these conferences was 89% for the 2018-19 school year. At the high school level, parents are invited twice a year to grade level meetings that present information on graduation requirements, college entrance requirements, and other academic information vital for student success. Parents are contacted regularly via text, email, and phones using ParentLink regarding important dates and events at the school and district level. Parents are also notified via text and phone call if students are marked absent for the school day. Various site level meetings for parents of students needing various interventions or enrichment, including but not limited to Student Study Teams, Student Attendance Review Board, Gifted and Talented Education, an Individual Educational Plans. The focus for Woodlake Unified School District staff for the 2019-20 school year is marketing and customer service. Staff at various levels are receiving professional development in ensuring we provide quality customer service and open lines of communication for all stakeholders, including underrepresented groups.|Woodlake Unified School District is continuing to look for ways to partner with parents and the community. Each Woodlake Unified school holds a Back-to-School night and an open house, which are well attended by parents and the community. Additionally, community and parent support is strong for community events, including the Cardboard Challenge, the MyPlate Color Run, music and dance performances, and athletic programs. Translation services are provided for parents at all site and district parent education and governance meetings. Each school site has an active School Site Council and English Language Advisory Council, which helps design each school’s Single Plan for Student Achievement and approves the School Safety plan. These councils also nominate members to participate in the District Advisory Council and District English Language Advisory Council. Additionally, the high school graduation requirement of community service, with an option for job shadowing, has helped form partnerships between the district, schools, community organizations, and local employers. Many community members of these organizations participate in the Senior Exit Interviews, in which all seniors must present their completed portfolio to these community members as part of their graduation requirement. The district’s area of focus is to gather increasing levels of participation and input from underrepresented groups. To further this goal, the district has partnered with the Parent Institute for Quality Education (PIQE) to conduct parent academies at the middle school and high schools for the 2019-20 school year.|3|4|3|4|3|4|4|4|4|4|3|3|2019-11-13|Met|2019 19647336020044|Woodland Hills Elementary Charter For Enriched Studies|3|This year, WHECES has implemented monthly Community Assemblies that are open to all parents and families. Parents can learn school news at the assemblies as well as learn different ways they can participate in the school. Currently, WHECES is working to improve in the participation of underrepresented families at these assemblies and at council meetings.|WHECES has provided a website that teachers have been trained to use in order to communicate class expectations and assignments to parents. Some teachers use Class Dojo for behavioral and academic communication with parents. The school principal uses ConnectEd to communicate school news and information with parents. The parent organization, PATT has included a Principal’s Corner section of their weekly eblast where the principal can post information and suggestions for parents. All teachers meet to discuss student academic progress after the first reporting period. The school uses a daily minimum day schedule for a week in order to provide time for teachers to meet with parents. The school distributes the district’s Parent Handbook at the beginning of the school year which discusses parent rights and responsibilities.|WHECES is welcoming to parents and community members, and partners with parents by hosting many events throughout the school year. We have a strong relationship between our teachers and parent group, Parents and Teachers Together (PATT), our fundraising organization. Staff members attend restaurant nights and support events such as the annual Fall Festival. 97% of parents who responded to the School Experience Survey (2018-2019 school year) agreed or strongly agreed when asked if they feel welcome to participate at the school. 99% of parents agreed or strongly agreed when asked if the school treats them with respect. 92% agreed or strongly agreed when asked if teachers respond to their needs in a timely manner.|5|5|4|5|5|5|5|5|5|5|4|5|2019-10-30|Met|2019 57727100000000|Woodland Joint Unified|3|In 2018-19, the district began a concerted effort to ensure that communication occurred with families through the school site council so that families were empowered to understand and advocate for their rights in decision-making. The district provided training for school site council members at the beginning of the year in order to support their knowledge and understanding of the school plan development process. In addition, the district engaged with school teams in the Needs Assessment process to begin school plan development, and part of that process included specific requirements outlining how principals would engage in the Needs Assessment process with their staff, with their site council, and with the English Learner Advisory Committee. An area of improvement for the district is in providing opportunities for all stakeholders to work together to plan, design, implement, and evaluate family engagement activities at school and district levels.|In this area, a strength for WJUSD is the opportunities for parents to meet with teachers to discuss student progress, including parent-teacher conferences at elementary, and student-led conferences at middle school. At the secondary level, English learner monitoring provides an opportunity for parents to meet with counselors and teachers when students are not progressing. Another area of strength in the area of supporting families to understand their legal rights and advocate for their own students is the District English Learner Advisory Committee, however, this is not widespread. Another area of need is the district's limited progress in providing professional learning and support to teachers and principals in improving the school's capacity to partner with families. The district's newly established Community and Family Engagement department will be focusing in this area.|In this area, WJUSD has made significant progress in establishing communication protocols that help to ensure that all communications are provided in both English and Spanish, the two most prevalent correspondence languages. Schools use numerous tools for communication that provide real-time translation, including Aeries Communications, and Google Translate. Another area that the district has made some progress in is in supporting staff to understand the cultural wealth that families bring, through providing training for all administrators and some teachers. As we move forward, plans include training for all teachers in this area. Another area for focus in this section is in building trusting and respectful relationships. Surveys and other data show a lack of trust between district families and the school district.|2|2|2|3|1|2|2|1|2|2|2|1|2019-05-23|Met|2019 49709530105866|Woodland Star Charter|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 41690880000000|Woodside Elementary|3|We work with our staff, students, and parents through surveys to measure progress in the use of differentiation strategies, programs for students, teacher professional development, and overall performance of the school. We set specific goals for all students and underperforming students are identified. Through SST meetings, students are monitored and extra support can be provided. EL students are given clear performance goals for meeting and exceeding standards. EL specialist and reading specialist ensure EL students receive support to instructional goals and be provided regular opportunities to show progress. Opportunities are structured for collaboration between classroom teachers and EL specialist. DELAC with input from students, staff, and parents set goals and with the collaboration of the Outreach committee, the district creates actionable steps to improve the engagement of underrepresented families.|Instructional effectiveness is the key to improving student outcomes. We continue to invest heavily in coaching and professional development to support teachers' effort in differentiation and intervention. Specific training in general education instructional strategies to address EL needs in the mainstream classroom as well as supporting students with specific learning needs will be provided to staff. We also have a staff liaison to work with our underrepresented families and we provide a translator to attend meetings to provide support in communication. We have provided and will continue to provide trainings in being inclusive and being culturally sensitive to meet the needs of all students. When offering enrichment activities like Math Olympiad, to make this accessible to all students, we are offering lunch meetings on campus.|Our strength is being proactive about the needs of our students and working closely with our parents to improve our practice. Our educational program is built to support academic performance from two angles. First is to provide targeted support for students who may not be accessing the core curriculum successfully and need intervention to close the achievement gap. These programs include substantial support in reading intervention through the direct and consulting services of 1 FTE in reading intervention expertise, push in and pull out early intervention in math, a robust Student Study Team system that addresses the need of any student who requires additional support or challenge, special education services, English Language Learners services, and counseling and small group social skills with our full time psychologist or school counselor. The second angle is broad academic rigor and a supportive school climate for all our students which includes a robust and fully integrated TK-8th grade social and emotional learner program, small class size, and differentiated instruction in reading, writing and math in all classes. We have an outreach committee and teachers, parents, and staff members are working together to improve the engagement of underrepresented families. We recently had a meeting at EPA to collaborate with our Tinsley families. We have also offered free tutoring service over the summer and teachers went to EPA to provide services for the students.|5|5|5|5|5|5|5|5|5|5|5|5|2019-10-15|Met|2019 54722980000000|Woodville Union Elementary|3|The district uses a variety of media platform such as (Facebook and Twitter), the WUSD website, text messages through our district mobile app, phone calls and emails to parents to keep them informed on their child's progress in school, as well as inform parents of events happening at the school. Also, certificated teaching staff, instructional support personnel, and school administrators receives ongoing professional learning opportunities through the County Office regarding assistance to parents, understanding parent programs, and the value of relationships with parents. The district provides a variety of strategies to implement effective parent and family engagement, here are the following: -WUSD provides translation services to parents with limited English proficiency when providing information and school reports. -WUSD provide opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (interpreters, etc.) to parents and family members. -WUSD provides special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult. -WUSD provides opportunities for the informed participation of parents and family members of migratory children by meeting with parents and family members before students are away from school for an extended period of time and once the students return to school after an extended absence to help parents help their child(ren) overcome educational disruption. -WUSD provides child care for meetings. -WUSD provides parent education opportunities to limited English proficiency parents.|Woodville USD profoundly involves parents/families in a number of ways and strategies. The district's parent and family engagement policy was developed jointly with School Site Council, ELAC, DELAC and DAC. WUSD have a strong school site council and ELAC which provides input, direction, and leadership on many major school decisions such as...State academic standards implementation, instructional pedagogy, state and local assessment, and student achievement and progress. On an annual basis, the district present and shares the school's achievement data and seek consultation from these advisory groups.|As part of the process for developing the Local Control Accountability Plan, Woodville created a Google Form for 2019-20 to seek input from parents for school and district decision-making. In, 2018-19, Woodville USD local measures: 1. Parent Input Measure: Parent opportunity in completing Parent Survey a. 55 % of parents responded and returned their parent survey. b. Approximately 35% of parents (253) attended parent education nights to explain state testing and the California Dashboard Accountability. Parents also participate in the PIQE Program, family literacy classes as well as adult ESL classes. Woodville USD chose to measure the percent of parents participating in surveys, parent meetings such as LCAP committee, SSC, and ELAC and parent classes to complete our needs assessment which is part of our LCAP annual updates. Parent Involvement is part of our LCAP under Goal #2 Action and Services #11.|4|4|4|4|4|4|4|4|4|4|4|4|2019-04-08|Met|2019 36678760126714|Woodward Leadership Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met For Two or More Years|2019 49710356052377|Wright Charter|3|Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation. A focus area for improvement is to support increased parent leadership in ELAC and DELAC. Additionally, we will work on making meetings more accessible to non-Spanish speaking EL families.|The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home. An area for improvement is to provide more professional learning to staff on how to partner with parents and families.|The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year. Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Remind and Classroom Dojo to share information. Thursday folders and student planners are used district-wide as well. A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.|4|5|2|3|2|4|5|4|3|4|2|3|2019-10-31|Met|2019 49710350000000|Wright Elementary|3|Parents are invited to participate in the Superintendent Committees including Budget, Facilities and Wellness. Parents have an opportunity to provide input at School Site Council, DELAC and ELAC meetings. They receive training and support in leadership skills and meeting facilitation. A focus area for improvement is to support increased parent leadership in ELAC and DELAC. Additionally, we will work on making meetings more accessible to non-Spanish speaking EL families.|The LEA provides families with information regarding online learning resources that students can access from home. Trainings on how to access these resources are offered at parent meetings. Local community based organizations are invited to attend parent meetings to share resources that they can offer. Parent-teacher conferences are held at least twice/year to discuss student progress. Student progress is discussed during Student Success Team and IEP meetings, and strategies are offered on how parents can help the student at home. An area for improvement is to provide more professional learning to staff on how to partner with parents and families.|The LEA creates a welcoming environment for all families, and works to build trusting relationships with them. Family events are held throughout the year. Bilingual community liaisons at each school site serve as a resource to families. Additionally, bilingual office assistants are available for communication with Spanish-speaking parents. Materials are translated into Spanish, and interpretation is offered at parent meetings. Meetings are held at times that are convenient for families. A strong effort has been made to make IEP meetings more comprehensible to parents. Phone blasts, newsletters, and school marquees are used to communicate information to parents. Teachers use Remind and Classroom Dojo to share information. Thursday folders and student planners are used district-wide as well. A focus area for improvement is to provide learning opportunities to better understand families' cultures and experiences.|4|5|2|3|2|4|5|4|3|4|2|3|2019-10-31|Met|2019 34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|3|The findings from the end-of-the-year-school parent climate survey results gathered in June 2019 indicated that 94% of the parents strongly agree and agree that the staff members at the school consult with them before making important decisions. Ninety-five percent of the parents surveyed strongly agree and agree that the school does a good job with promoting parental participation in school-wide meetings, while 97% strongly agree and agree they have a good working relationship with their child's teacher. In addition, 93% strongly agree and agree their child's teacher gives useful information to help them achieve academic growth. Ultimately, these are the effects of the school meeting the needs of parents and students indicated in Priorities 3 and 4 of the LCAP. This survey aligns with the practice of high performing schools.|There is a need to provide additional professional learning and support to teachers and principals to improve YPSA’s capacity to partner with families. At this time, the home visit program is available, however not all teachers are implementing all of the components. According to our June 2019 climate survey, 54% strongly agree/ agree that the school provides important opportunities for professional improvement and are involved in the process. Furthermore, during our SST/IEP/504 processes, our nurse and SPED services provide families with information and resources to support student learning and development in the home. This team follows a specific process and procedure that works closely with the parent and team to improve the outcome of student performance. Some outcomes include specified/modified academic work, health support, and behavior modifications. Parent/ teacher/ administrator meetings are encouraged, and time is appropriately allocated. Many families needing additional resources are referred to outside services. Our climate survey indicates, 34% strongly agree/ agree our mission statement guides decisions about the allocations of resources. In addition, 43% strongly agree/ agree that resources, supplies, and materials for the program are secured for program use. However, there is a 49% remaining neutral; a number is that is needed to be worked on to decrease to zero; and added to the strongly agree and agree category. Additionally, the school partners with the local public library, the fire department, the police department, and other resources to support student learning and outcomes. An example of this is the 34 field trips that YPSA annually brings students to build background knowledge that contributes greatly to their academic success.|The end-of-the-year school climate survey indicated that 97% of the parents surveyed agree and strongly agree that they had a good working relationship with their child’s teacher. Ninety-six percent of families surveyed indicated that when they walked into the school, they felt welcomed. Ninety-seven percent of parents agree and strongly agree that they feel the school is clean, pleasant, and well-maintained. Nearly one-hundred percent (99%) of the parents stated that they felt comfortable approaching their children’s teachers. Similarly, 99% of the parents surveyed indicated that they felt their cultural heritage was respected at the school. Finally, 97% of the families indicated that if they needed a translator, it would be easy for them to get it. This data supports items 1-4 above. One of the current strengths of the school is its implementation and practice of the Lifelong Guidelines and LIFESKILLS that align directly with the vision. Teachers are currently using target talk and focusing on strengthening seven of the 19 LIFESKILLS by intentionally teaching, practicing, and reflecting on each of the seven LIFESKILLS. Furthermore, in Townhall Meetings, the LIFESKILLS are used to create common ground, build a sense of belonging, and to empower students to come up with actionable ideas that can be implemented for change and growth. The LIFESKILLS are an integral part of the school because it is used in every lesson and activity throughout the day. This is an area that will improve the communication, relationship, and engagement of all families, including underrepresented families. The Lifelong Guidelines and LIFESKILLS will continue to be implemented to support the ongoing improvement to build relationships and good citizenship.|4|3|3|4|2|3|3|3|3|3|2|2|2019-10-14|Met|2019 57105790137422|Yolo County Career Academy|3||||0|0|0|0|0|0|0|0|0|0|0|0||Not Met|2019 57105790000000|Yolo County Office of Education|3|Parents of CCCS students are given the opportunity to be a part of School Site Council (SSC). Combined meetings are held once a month at the Cesar Chavez main campus. Through the SSC, parents and students have an opportunity to give input to the development of the School Plan for Student Achievement (SPSA), and the Local Control Accountability Plan (LCAP). While these opportunities to exist, it remains an ongoing challenge to have parents engage in these processes due to external constraints on parent participation. In spite of these social and economic constraints, we strive to engage parents at any and every opportunity. Reflective tool completed by the Executive Director, Director, Principal, and Vice Principal on 09/18/19.|All new students and their parents have a one-on-one meeting with the school counselor to orient them to the program and answer any questions. Topic-specific parent workshops have been scheduled for 19-20 based on the engagement in the same workshops from 18-19. Our ongoing aim is to increase parent/family participation in these offering by overcoming obstacles to participation.|Our Alternative Education program prides itself on our outreach and engagement to our families. During the 2018-19 school year, parents were invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents, students, staff and community members of Cesar Chavez Community School were treated to dinner, and had an opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend SSC meetings and other school events. During orientation, parents have an opportunity to review the progress of their students, get updates on school activities, provide input on the SPSA and LCAP, and hear from staff and visiting speakers related to the needs of students and families. Our ever present challenge is to overcome obstacles to participation by building on the foundation of relationships with our families.|5|5|3|5|4|4|2|5|4|3|4|4|2019-09-24|Met|2019 20764140000000|Yosemite Unified|3|This is an area of strength for the LEA. The LEA works to build the capacity of principals to effectively engage families in advisory groups--the district has parents participate in SSCs, DAC,s Budget Advisory Committees, LCAP input sessions, Stakeholder Survey, and a Native American Parent Committee. The district provides training for committee members and coaches employees in how to better involve parents. These committees review data that show achievement disparities between groups of students and are tasked with developing and monitoring a plan to close the achievement gaps. Focus area would be to work more explicitly on training admin to help foster parent engagement at their sites.|The LEA provides opportunities for admin to support teachers and other staff members in improving a school's capacity to partner with families, mostly through coaching. The LEA also provides information and resources to support student learning and development in the home. The new K-8 curriculum and various intervention programs are available to access at home. The LEA has also made progress with implementing policies and programs for teachers to meet with families to support student progress. There are several opportunities for parent conferences and the school psychologist provides information to families on an as needed basis related to academic achievement and behavior strategies. Our district posts policies and important legal rights and complaint procedures on our website and send notices annually. Focus area would be to help principals develop a plan to improve their school's capacity to partner with families.|The LEA prioritizes developing the capacity of staff to build trusting and respectful relationships with families and strives to create welcoming environments for families in the community. The LEA has provided training to all staff in Trauma Informed care--these principals and strategies apply to interactions with all people. Principals work with their staff on this and the principals' supervisor (Assistant Superintendent) work on an individual basis with principals on strategies and systems that should be implemented to foster positive relationships and to involve parents and community members in decision making. The LEA offers many opportunities for parent involvement--at the school level there are opportunities like volunteering in the classroom or for field trips, or participating on school site council or on the Parent Teacher Organization. At the District level there is parent participation on the District Advisory Committee and on the District Budget Committee. The district also hired a Native American Mentor and Intervention Specialists that work with struggling students--most of whom come from underrepresented families. The Native American mentor helps staff understand the unique challenges facing this group of parents. We even offer an elective to some of our middle school students in the Native language for Chukchansi Indians. The district also administers a Stakeholder Survey and a School Climate survey--the results of which are analyzed and used to support effective educational decision making, and reported to the board annually.|4|4|2|4|2|3|4|4|5|4|5|4|2019-10-14|Met|2019 10625470135103|Yosemite Valley Charter|3|We have well -developed processes in place for allowing parents and community members to provide input into decisions affecting our schools and district. For example, we have a Local Control and Accountability Plan that looks at data evaluates the strengths and weaknesses in programs and provides meaningful recommendations. As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Our parent committees provide valuable input into how our programs can best serve the needs of our students. We also provide training for parents who choose to serve on committees. We are consistently working to improve the capacity of staff to effectively engage more of its families in advisory groups and with the decision-making process. In order to increase the number of parents participating in our various groups and committees, we are looking for ways to improve our strategies and success involving underrepresented groups in the school community.|As K-12 charters school, we implement diverse strategies to engage parents to ensure student success. All teachers hold parent conferences for each of their students on a regular basis to identify areas of strength and areas of improvement for the student’s learning. We also hold SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents, and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of each school year, which explains all of the various programs available for students and families and outlines the rights all students and families have. However, we want to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into school-wide decisions. To this end, we are working to increase the amount of Spanish language curricular supports to help provide clarity regarding all grade-level standards and state requirements, including “I Can” statements, course outlines, course descriptions, lesson plans, at-a-glance documents, scope and sequence documents, and pacing guides.|We consistently plan for and offer structured opportunities that facilitate parent and community engagement, such as parent workshops, monthly meetings with teachers, governance/advisory committee roles, special events, and parent-led organizations. Although we provide many opportunities for parents to participate, we want to increase the participation of parents/guardians from underrepresented families. This will include but not be limited to translation of communications in other languages, personal phone calls to families, and cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures.|4|4|4|4|4|4|4|4|4|4|4|4|2019-10-24|Met|2019 20651850129015|Yosemite-Wawona Elementary Charter|3|Parents are a critical component of the Charter's program. As the population of the school is less than 15 students, it has not been difficult for staff to communicate closely with all parents, get their feedback and ideas, and then make modifications to program as necessary.|Goal setting and goal measuring student led parent conferences are scheduled 3 times per year. The students are in charge of these conferences and are also involved in setting goals for themselves.|The Yosemite Wawona Charter School strives to engage all parent's in their child(ren)'s education. Parents are asked to be involved in weekly projects at home that support the learning that takes place in the classroom.|4|4|4|4|4||4||4||4|4|2019-11-12|Met|2019 14101400117994|YouthBuild Charter School of California|3|1. As per LCAP requirements, YCSC conducts annual surveying that is inclusive of parents. On annual basis, YCSC makes a dedicated effort to include and value the survey responses from parents as fundamental to annual goal development 2. More specifically, YCSC took formal steps in the past couple of years to involve all stakeholders in reviewing all stakeholder survey data (including parents survey data) with all teachers, counselors, and support staff which tool place at the Spring 2019 professional development. 3. In addition, YCSC leadership conducted a listening tour in 2018/19 to get even more detail and specificity with regard to using all stakeholder (including parents) input for subsequent goal development. 4. One focus area is to improve the manner in which we can get more input from more parents of our 18 & over population, which represents the vast majority of our students. The focus of the latter would be on seeking input for decision-making.|1. As per LCAP requirements, YCSC conducts annual surveying that is inclusive of parents. On annual basis, YCSC makes a dedicated effort to include and value the survey responses from parents as fundamental to annual goal development 2. More specifically, YCSC took formal steps in the past couple of years to involve all stakeholders in reviewing all stakeholder survey data (including parents survey data) with all teachers, counselors, and support staff which tool place at the Spring 2019 professional development. 3. In addition, YCSC leadership conducted a listening tour in 2018/19 to get even more detail and specificity with regard to using all stakeholder (including parents) input for subsequent goal development. 4. One focus area is to improve the manner in which we can get more input from more parents of our 18 & over population, which represents the vast majority of our students. The focus of the latter would be on building partnerships for student outcomes.|1. As per LCAP requirements, YCSC conducts annual surveying that is inclusive of parents. On annual basis, YCSC makes a dedicated effort to include and value the survey responses from parents as fundamental to annual goal development 2. More specifically, YCSC took formal steps in the past couple of years to involve all stakeholders in reviewing all stakeholder survey data (including parents survey data) with all teachers, counselors, and support staff which tool place at the Spring 2019 professional development. 3. In addition, YCSC leadership conducted a listening tour in 2018/19 to get even more detail and specificity with regard to using all stakeholder (including parents) input for subsequent goal development. 4. One focus area is to improve the manner in which we can get more input from more parents of our 18 & over population, which represents the vast majority of our students. The focus of the latter would be on building relationships between school staff and families.|4|4|4|4|4|4|4|4|4|3|4|4|2019-09-13|Met|2019 47705080000000|Yreka Union Elementary|3|Staff is more readily available to provide input and we make attempts at getting family input. However, this is an area in which we need to increase and create a system to allow all stakeholders to build capacity to provide input on decisions in the district.|We, as a district, do a commendable job at working with outside agencies to focus on student outcomes. We need to make improvement in getting ALL families involved in the process of student outcomes. Increasing our overall numbers and gaining more input from our families needs to improve.|Our staff works hard in building relationships with all stakeholders. Where we need to improve is to get more involvement from all of our stakeholders and a goal is to create a more systematic approach to accomplish this goal.|3|3|2|3|4|2|4|3|5|3|2|1|2019-10-08|Met|2019 47705160000000|Yreka Union High|3|The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.|At the beginning of the year parents are invited to our annual Back to School Night. This is well attended and parents have the opportunity to meet with teachers and discuss classroom expectations. Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making.|Yreka Unified School District is committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year, and this year’s parent participation was at its highest. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, parents receive an invite to participate on our School Site Council, and parents get the opportunity to attend their student’s classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents. We continue to send out a monthly newsletter, but new this year, we are sending out a weekly memo to parents with the Remind 101 app. The memo informs parents about events for the upcoming week.|3|4|3|3|3|3|4|4|4|3|3|3|2019-10-16|Met|2019 01100170124172|Yu Ming Charter|3|Yu Ming Charter School seeks input from families for decision-making through the Family Support Organization (FSO) Council, Family Support Organization, Equity Design Team, and English Language Advisory Committee (ELAC), serving on the Governing Board, annual parent survey and input in the annual update and development of the school’s LCAP. These decision-making bodies provide families with opportunities to provide input on policies and programs, as well as seek input from underrepresented groups in the school community. A focus area for improvement is to continue to implement strategies to reach and seek input from any underrepresented groups in the school community and evaluate family engagement activities and feedback.|Yu Ming Charter School continuously Builds Partnerships with families that positively impact student outcomes as outlined in our school’s LCAP Goal #3. Our school provides professional learning and support to teachers and the Principals to improve the school’s capacity to partner with families including coaching on communication and how to support the needs of all students. Yu Ming’s Family Support Organization (FSO), partners with the school throughout the year to implement initiatives that support our families. The FSO also hosts a family engagement event that focuses on how families can provide Mandarin support to their children. In addition, during student-led conferences, students provide their families with information and resources that support student learning and development in the home. A focus area for improvement is to continue to support families to understand and exercise their legal rights and advocate for their own child.|In the area of Building Relationships, Yu Ming Charter School provides its entire staff professional learning on equity and diversity that takes place multiple times a year. The professional learning has served to build capacity among our staff on building trusting and respectful relationships with families. Our school strives to provide a welcoming environment for all families in the community. Our school continues to develop multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. Our Family Liaison's sole purpose is to outreach, build relationships, and provide necessary resources to underrepresented families to support their child’s academic success. A focus area for improvement includes providing consistent translations in multiple languages for all key communications to ensure improved access for all families.|5|4|5|4|5|5|5|4|5|5|5|5|2019-10-24|Met|2019 51714645130125|Yuba City Charter|3|The Parent Advisory Committee is fully supported by the administration, staff, and board. Translators are available on demand for any meeting or activity where parents may need services to fully participate in meetings or school events. Parents and school stakeholders work together to develop the school's LCAP and WASC accreditiation. Efforts are constantly underway to increase the number of parents on the PAC and to encourage more and more parents to be involved in school events and activities including decision making activities.|Two weeks each year are dedicated to parent conferences with teachers for every student in the elementary school. All parents have access to parent teacher meetings and or administrative meetings upon request. Parents rights are published in the Parent/Student handbook and posted on the school's website. Parents are encouraged to participate in the Parent Advisory Committee (PAC) and to attend regularly scheduled school events and presentations.|YCCS has established a positive learning environment for all students free from bullying, swearing, and other distracting and stressful elements. Parents, teachers, and visitors comment regularly on the positive environment of the school particularly in light of the challenging demographics. All students are demonstrating significant gains in social and academic performance. While all students are showing measurable improvements, academics are still lower than desirable. Constant effort by the administration and the staff is exerted to improve and strengthen instructional practice, rigorous and proper content, and a positive and productive atmosphere for all students.|5|5|5|5|5|4|5|5|5|4|5|4|2019-10-02|Met|2019 51714640000000|Yuba City Unified|3|The District will make sure that all family engagement focuses on students and their needs. The family engagement activities must advance the District's goal of obtaining 100% Graduation for all students. Each school site develops a written parent and family engagement policy with their School Site Councils. They each review the policy annually, incorporate suggestions for improvement and approve it at a council meeting. This includes garnering prior input from our English Learner Advisory Committee (ELAC). These committees include parents from low income, minority, and migrant families. This policy is available at our district office and posted on our public website. We distribute the policy annually by including it in our Parent Student Handbook. The district encourages the participation of parents in the LCAP development process through our parent input nights and including as members of the LCAP strategic planning team. We also provide each family the Parent Student Title I Compact at back to school night and in the enrollment package as well. Our parent compact includes information on how to monitor a child's progress and how to work with your child's teacher to improve educational achievement. The schools assist parents of children served by the school or district in understanding such topics as the challenging state academic standards, state and local assessments, and how to monitor a child's progress and work with educators to improve the achievement of their children.|Each school site develops a written parent and family engagement policy with their School Site Councils. They each review the policy annually, incorporate suggestions for improvement and approve it at a council meeting. This includes garnering prior input from our English Learner Advisory Committee (ELAC). These committees include parents from low income, minority, and migrant families. This policy is available at our district office and posted on our public website. We distribute the policy annually by including it in our Parent Student Handbook. The district encourages collaboration with parents as leaders, encouraging them to participate in various forms of governance both in schools and in the District. At schools, parents will be given opportunities to participate on the School Site Council and the English Learner Advisory Committee to provide input into the Single Plan for Student Achievement, containing programs and expenses related to federal categorical funding. In addition, the district will develop a parent and family engagement policy that is developed jointly with, and agreed on with, and distributed to parents and family members of participating children. The district will do so by holding public parent meetings will be held to receive input on the plan process and development. A strategic team of parents, family members, and district representatives will work together to develop a plan to improve their outreach to families. We provide reasonable accommodations based on family need to support informed parent participation. We also translate all notes, letters, and announcements sent home. In 18/19, We had both Spanish and Punjabi speaking families over the 15% therefore, we provided translation at all public meetings and written and verbal communications. Translation is completed by bilingual staff for Spanish and Punjabi speaking families as well as our growing population of Farsi speaking families. The district educates teachers, specialized instructional support personnel, principals, other school leaders, and other staff, in the value and utility of contributions of parents as part of our parent engagement at all events and during staff trainings. This information includes how to reach out to, communicate with, and work with parents as equal partners to implement and coordinate parent programs. We feel that this builds a better home-school connection or ties between parents and school. The LEA provides assistance to parents of children served by the district, in understanding such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children. The district provides parent workshops and family night events to support parents through this process including but not limited to Family math night, STEM events, and parent “Homework Help” workshops.|In order to implement effective parent and family engagement, YCUSD maintains several practices. Research has shown that the most effective parent and family engagement occurs closest to the school. Therefore, the District will make sure that all family engagement focuses on students and their needs. The family engagement activities must advance the District's goal of obtaining 100% Graduation for all students. Each school site develops a written parent and family engagement policy with their School Site Councils. They each review the policy annually, incorporate suggestions for improvement and approve it at a council meeting. This includes garnering prior input from our English Learner Advisory Committee (ELAC). These committees include parents from low income, minority, and migrant families. This policy is available at our district office and posted on our public website. We distribute the policy annually by including it in our Parent Student Handbook. We also provide each family the Parent Student Title I Compact at back to school night and in the enrollment package as well. Our parent compact includes information on how to monitor a child's progress and how to work with your child's teacher to improve educational achievement. The schools assist parents of children served by the school or district in understanding such topics as the challenging state academic standards, state and local assessments, and how to monitor a child's progress and work with educators to improve the achievement of their children. Each teacher presents an overview of the state standards for the grade level at back to school night, and teachers work with parents to support students learning at home during parent conferences, School Site Council, and ELAC.|3|3|3|4|3|4|4|3|4|4|4|4|2019-10-08|Met|2019 58105875830112|Yuba County Career Preparatory Charter|3|Parents are invited to attend their student's academic meeting which facilitates productive conversations with the teacher. This information is also available through the Illuminate Home Connect Portal which allows families and staff to review grades, assignments, notes and assessment results. Families are able to monitor and support students in a real-time, interactive setting that makes the process more meaningful and fruitful to the overall goal of achievement. In the summer of 2019, we continued staff articulation which focused on competency in operating and maintaining the student/parent portals. All reports of student progress in the Illuminate program are connected directly with the teacher grade book and site/classroom-based input and information systems. The academic advisor is able to monitor student progress in order to locate areas of support and student success and use this as a basis for parental contact and interpersonal student meetings. Parental involvement is welcomed and seen in our advisory board meetings. Training programs are offered to students and parents several times throughout the year covering improving parenting skills, cessation classes, co-dependency class, and positive discipline all at little to no cost. For students struggling academically, we have Paraprofessionals and RSP teachers available on-site daily for one-on-one assistance. At all meetings we are able to provide accommodations such as interpreters or translators to ensure accurate communication and understanding of the student's individual learning plan. Along with these procedures, classroom and IS teachers are making regular contact with parents regarding student progress and expectations, and documenting these interactions. Students whose families or support staff make a request, receive a weekly progress report, which is emailed to the student email account and family account - this is done by the attendance and scheduling clerk, who maintains relationships with the families we serve and is able to include all relevant student information in the correspondence. Finally, our CTE Auto program holds an annual community auto show which encourages family participation, CTE awareness and community engagement.|In the 18/19 school year we implemented our new Illuminate Home Connect Portal, including a weekly digest on student progress and allows parents to access information regarding their students attendance, academics, test scores, and behavioral incidents in a real-time application. YCCPCS continues to utilize the School Messenger System to deliver important safety messages, calendar information, and general school activity reminders out to our families in both English and Spanish.We also have started using the app "REMIND" a confidential way for the school to send informational messages to specific groups regarding activities on campus. YCCPCS also has an active social media page that parents can get information from as well as our updated Website. Parents are invited to attend their student's academic meetings which facilitates productive conversations between the teacher and parents/guardians. Our new academic advisor holds meetings with parents on an as needed basis to review course completion and transition plans post high school. The academic advisor is also holding FAFSA and Dual Enrollment parent/student informational meetings on our site to provide these opportunities to our students and information for their parents. For students who are struggling academically we have paraprofessional support as well as two RSP teachers available on-site for daily one-on-one assistance. Both classroom and IS teachers are making regular contact with parents regarding student progress and expectations. Parent involvement is welcome and seen in our YCCPCS Advisory Board, this Board consists of two parents, two students, two teachers, and one community business member. Our CTE Auto program holds an annual community auto show which encourages family participation, CTE awareness and community engagement. At enrollment parents/guardians were given a survey listing all of the ways parents could be actively involved at YCCPCS. Many parents marked ways they were interested in participating, there were more parents who opted out due to work or other personal commitments. This is the first time this form has been provided to our parents at enrollment. Ways we are working on improving engagement with our families is recruiting for our YCCPCS Advisory Board, with goals of having four parents on the board. Also, as a staff we are currently collaborating on ideas to increase parent involvement on our site. Some ideas are an art show, family night, or carnival type activity. Increasing the use of the "REMIND" app to get more messages and doing some personalized surveys regarding school connection and culture.|In the 18/19 school year we implemented our new Illuminate Home Connect Portal, including a weekly digest on student progress and allows parents to access information regarding their students attendance, academics, test scores, and behavioral incidents in a real-time application. YCCPCS continues to utilize the School Messenger System to deliver important safety messages, calendar information, and general school activity reminders out to our families in both English and Spanish.We also have started using the app "REMIND" a confidential way for the school to send informational messages to specific groups regarding activities on campus. YCCPCS also has an active social media page that parents can get information from as well as our updated Website. Parents are invited to attend their student's academic meetings which facilitates productive conversations between the teacher and parents/guardians. Our new academic advisor holds meetings with parents on an as needed basis to review course completion and transition plans post high school. The academic advisor is also holding FAFSA and Dual Enrollment parent/student informational meetings on our site to provide these opportunities to our students and information for their parents. For students who are struggling academically we have paraprofessional support as well as two RSP teachers available on-site for daily one-on-one assistance. Both classroom and IS teachers are making regular contact with parents regarding student progress and expectations. Parent involvement is welcome and seen in our YCCPCS Advisory Board, this Board consists of two parents, two students, two teachers, and one community business member. Our CTE Auto program holds an annual community auto show which encourages family participation, CTE awareness and community engagement. At enrollment parents/guardians were given a survey listing all of the ways parents could be actively involved at YCCPCS. Many parents marked ways they were interested in participating, there were more parents who opted out due to work or other personal commitments. This is the first time this form has been provided to our parents at enrollment. Ways we are working on improving engagement with our families is recruiting for our YCCPCS Advisory Board, with goals of having four parents on the board. Also, as a staff we are currently collaborating on ideas to increase parent involvement on our site. Some ideas are an art show, family night, or carnival type activity. Increasing the use of the "REMIND" app to get more messages and doing some personalized surveys regarding school connection and culture.|4|5|3|5|4|5|5|4|4|4|4|3|2019-10-29|Met|2019 58105870000000|Yuba County Office of Education|3|Parent and family input for Decision Making is solicited through School Site Council, Parent Advisory Council and Parent Surveys. Staff are engaging in the root cause analysis process to examine parent engagement and how to improve the current system. Change ideas will be tested in the coming months and engagement data will be analyzed as part of the process.|Professional learning is provided to staff and administration which includes Trauma Informed Practices, Eliminating Barriers to Learning, and Positive Behavior Interventions and Supports. These trainings support staff in understanding the family dynamics that have negative impact on the student’s ability to come to school ready to engage in learning. Parent Project, and other parenting classes are offered free of charge to parents and provide practical solutions to reduce their children’s negative behaviors. During the enrollment process, Independent Learning Plans are developed with every student, and include expulsion/rehabilitation plans detailing the criteria that must be met prior to reinstatement to the school of residence. The Youth Advocate coordinates the Independent Learning Plan process in collaboration with the Intervention teacher at each school site. . The Youth Advocate also works with students and families as they transition back to their school of residence.|Research indicates that the families of Court and Community Schools such as Harry P B Carden and Thomas E Mathews are typically far less involved with their children’s schooling than families of students attending comprehensive schools. The enrollment process at Thomas E Mathews includes a formal meeting with the student’s parent/guardian and specifically addresses family needs that may create a barrier to the student’s success at school. Each quarter, a family activity is combined with School Site Council meeting, Back to School, or Open House. While attendance is typically low, families that do attend report feeling connected to the staff, and school community. The Youth Advocate position is coordinating family activities beginning in the 2019-20 school year, and will administer a needs assessment to determine how to improve family/parent engagement.|3|3|3|3|2|3|2|2|3|2|3|2|2019-10-09|Met|2019 58105870117242|Yuba Environmental Science Charter Academy|3|Parents serve on the YES Council of Directors and serve on advisory committees within the Council. Non Council member parents participate in monthly Council of Directors meetings. Parents participate in annual roadmap/stakeholder meetings where goals are discussed and set for the coming year.|YES schedules early release days at the end of the first and second trimesters in order to schedule parent/teacher conferences. Teachers give the report card, share and help interpret data on student progress, and hear any parent concerns. Parent/teacher conferences are also used to set academic learning goals for each student. An area of needed improvement is providing families information and resources to develop learning in the home. We have a plan to provide families with on line access to math tools and curriculum as well as reading and science curriculum.|YES Charter Academy develops the capacity of staff to develop trusting and respectful relationships with families through training and multiple opportunities for two way communication and sharing at cultural events. All staff are trained in The Nurtured Heart Approach which promotes respect and understanding. Besides parent/teacher conferences, we host a roadmap/stakeholder meeting, invite parents to Council of Directors meetings, and host cultural community events such as Harvest Festival, Winter Program, and Earth Day Celebration. Parents work side-by-side with staff in planning events. Parents also volunteer in classrooms and on field trips. An area of focus for improvement is to develop the Parent Involvement Team or PIT. We are developing a structure within PIT to empower parents to plan and implement school cultural events.|3|3|3|3|3|3|4|3|3|3|3|3|2019-10-04|Met|2019 29102980114322|Yuba River Charter|3|Our governance model includes community members, alumni parents, and current parents serving on our Board of Directors. This level of engagement within the realm of governance translates to varied groups of families through transparent public access to all Board of Directors agendas, meetings, and documents. Our Parent Council is another strong group within our governance model. Every class has a representative attend a monthly meeting, and they all share regular check-ins on behalf of the parents in the class, so that all voices, whether they are able to attend meetings or not, have a consistent chance to be represented as well as informed. Identifying an area for improvement, our committees have focused on greater efficiencies with volunteer organization, as well as improved communication between all of the realms of the school. During this current school year, we have contracted with a communications and social health consultant and are working on established norms to be shared school wide.|As mentioned above, our calendar includes monthly assemblies, quarterly class meetings, and regular communications through email and text. In addition to this, parents and teachers have conferences twice a year, as well as additional time for meeting in regards to student progress as needed. Our website is an additional tool for our own legal compliance, and a vast resource for families as we include supportive links and up to date legal information.|Our school curriculum depends heavily on a consistently collaborative relationship between staff and families. Festivals through the rhythm of the calendar year bring together not only immediate family but extended family and community as well. Each class holds regular class meetings so that families are informed as to what is happening within the classroom in a variety of realms, including academic, social, and developmental. We have a regular newsletters where the administration may communicate with families, and parent groups also have the opportunity to share with each other their various activities. Our school also implements a variety of communication tools with regularity, including Parent Square, software that connects our community through group emails, texts, and real time alerts. We also have regular first Friday monthly assemblies, where students showcase their latest performance pieces and families may connect with the school in yet another way.|5|5|4|4|4|4|5|4|5|5|4|4|2019-10-02|Met|2019 36679590000000|Yucaipa-Calimesa Joint Unified|3|A strength identified in this area is that the LEA offers opportunities for family involvement. An area for improvement was to make these opportunities more accessible to working parents. The LEA will improve the involvement of underrepresented families in this area by incorporating demographic data into its parent engagement surveys in order to identify means for better engaging the working parents of underrepresented families.|A strength identified in this area is offering multiple opportunities for parents to provide feedback through surveys at different times of the school year. An area identified for improvement was the need to provide more training for staff in the area of mental health to help families with their children. The LEA will improve the engagement of underrepresented families in this area by incorporating mental health into its Multi-Tiered Systems of Support development.|A strength identified in this area is using technology to keep parents informed about school events. An area identified for improvement in this area is developing after-school outreach opportunities and family events at school sites. The LEA will improve the engagement of underrepresented families in this area through follow-up invitations to underrepresented families.|4|4|1|4|2|4|1|1|3|3|1|1|2019-10-22|Met|2019